INTRODUCTION Relevance of the scientific problem: Individual experience of teachers, perceiving one’s self as an instance of the subject’s activities in the teacher career is becoming one of the pre-conditions for professional development. However, modern educology still targets at general requirements for a teacher’s work rather than his/her professional individuality. It is impossible to realise the new paradigm of humanistic education without the quintessence of perception of an educator’s personality, aim, content and characteristics of professional development. All this cannot proceed without an expression of professional individuality, which realises the humanistic potential of educating. Nevertheless, solving of such problems in educology still encounters a number of obstacles: the boundaries, fields and goals of teacher activities, the realisation of which depend on a teacher’s individuality are not sufficiently defined, because everything what is individual is referred to as a common element. A statement of Ušinskas (1983) that in teaching everything is based on a personality and “only a personality is capable/may educate a personality” also remains declarative (1983, p. 14). Processes of individual professional becoming of college teachers have not been researched, but they continuously foster interest of scholars as there is a growing tendency to assess a teacher in terms of his/her individuality, uniqueness and individual style (Pukelis, 2004; Laužackas, 2003... [to full text]

Relevance of the scientific problem: Individual experience of teachers, perceiving one’s self as an instance of the subject’s activities in the teacher career is becoming one of the pre-conditions for professional development. However, modern educology still targets at general requirements for a teacher’s work rather than his/her professional individuality. It is impossible to realise the new paradigm of humanistic education without the quintessence of perception of an educator’s personality, aim, content and characteristics of professional development. All this cannot proceed without an expression of professional individuality, which realises the humanistic potential of educating. Nevertheless, solving of such problems in educology still encounters a number of obstacles: the boundaries, fields and goals of teacher activities, the realisation of which depend on a teacher’s individuality are not sufficiently defined, because everything what is individual is referred to as a common element. A statement of Ušinskas (1983) that in teaching everything is based on a personality and “only a personality is capable/may educate a personality” also remains declarative (1983, p. 14). Processes of individual professional becoming of college teachers have not been researched, but they continuously foster interest of scholars as there is a growing tendency to assess a teacher in terms of his/her individuality, uniqueness and individual style (Pukelis, 2004; Laužackas, 2003; Leontjev, 1999... [to full text]

Lietuvių kalbos funkcinių stilių skyrimo kriterijai priklauso nuo atskirų tyrinėtojų iškeliamų požymių. Kalbotyros terminų žodyne funkcinis stilius apibūdinamas kaip kalbos atmaina, vartojama tam tikroje žmonių veiklos srityje. Galima skirti tokius funkcinius stilius: buitinį, kanceliarinį, meninį, publicistinį ir mokslinį. Kiekviename funkciniame stiliuje vartojamos skirtingos kalbos priemonės, jos savitai organizuojamos. Žanras – viena iš svarbesnių stilistinių kategorijų, kuria perduodama informacija. Tai labai parankus tekstų klasifikavimo įrankis, tačiau jam trūksta aiškiai apibrėžtų klasifikavimo kriterijų. Šio darbo objektas – sakinys ir jo funkcionavimas V.Juknaitės įvairių kalbos atmainų, įvairių žanrų tekstuose. Sakinio ilgis – vienas iš sakinio parametrų, padedantis atskleisti teksto savitumą. Šiame darbe pirmą kartą siekiama analizuoti šnekamosios kalbos sakinius ir jų parametrus. Šnekamosios kalbos sakinio ilgis dar nėra tyrinėtas. Ištyrinėjus sakytinės ir rašytinės kalbos sakinių ilgio struktūrą, patyrinėjus V.Juknaitės kalbinės laiškų raiškos savitumą galima kalbėti apie autorės idiostilių. Būtent autorystės valia ir formuojamas įvairių V.Juknaitės rašymų formų – meninės kūrybos, publicistinių, mokslinių tekstų, tiek šnekamosios kalbos – idiostilius. Rašytojos siekis meniniais vaizdais apipavidalinti kūrinio erdvės ir laiko pokyčius skatina įvairių raiškos priemonių vartojimą, jų atranką pagal individualius poreikius. Todėl kalba yra labai svarbus instrumentas... [toliau žr. visą tekstą] / Functional styles of Lithuanian language's criteria depends on the raised features by individual researchers. Functional style in Linguistics Glossary is characterized as a language variety used in a particular area of human activity. There are some functional styles: domestic, clerical, artistic, scientific, publicistic. Each functional style of language are used by the different measures and they are organized individually. Genre is one of the most important stylistic categories in which information is transmitted. This is a very handy tool for text classification, but it lacks to clearly defined criteria for classification. Work object - the sentence and its functioning in different language, different genres of texts of V Juknaitė. Length of the sentence is one of the parameters of the sentence that helps to reveal the text identity. This work pursues to analyze the spoken sentences and their settings. Sentence lenght of conversational speech hasn't been explored yet. Explored the spoken and written language, sentence length, structure and look at the linguistic expression of V.Juknaitė we can talk about auhtor's idiostyle. It were the various V.Juknaitė posting forms of idiostyle - artistic, publicistic, scientific texts and spoken language. The writer's ambition to format the work space and time changes by artistic images are motivate the application of different time expressions and screening them by individual needs. Therefore language is a very important tool that... [to full text]

Η παρούσα μελέτη αφορά την αντίληψη και έκφραση της ατομικότητας του εκπαιδευτικού μέσα στην διδακτική του διαδικασία, παράλληλα με τον ρόλο του μέσα στην τάξη. Με χρήση συνδυαστικής πολυεπίπεδης μεθοδολογίας, με στοιχεία εθνογραφίας και ανθρωπολογικής προσέγγισης οίκοι, διεξήχθη αυτοπαρατήρηση σε διάστημα 5 μηνών προκειμένου να εντοπιστεί η σχέση σύγκρουσης ή συνύπαρξης μεταξύ της ατομικότητας με τον ρόλο. / This study analyzes the perception and expression of individuality of the teacher in his class, in a parallelism to his professional role. In this multi-leveled methodology, with element of ethnography and anthropological oikoi approach, it was studied for 5 months the relation between the individuality of the teacher to the professional role, through self-observance.

Made available in DSpace on 2014-06-11T19:23:38Z (GMT). No. of bitstreams: 0 Previous issue date: 2003-11Bitstream added on 2014-06-13T18:50:57Z : No. of bitstreams: 1 camargo_vo_me_mar.pdf: 256181 bytes, checksum: adeaa2b0e35ab0a13bd2880f0ed72aab (MD5) / Esta dissertação teve o propósito de analisar uma modalidade comportamental particular, construída durante as três últimas décadas do século XX e, que pode ser apreendida através do movimento Nova Era. A essa modalidade pode-se observar a construção subjetiva de mecanismos de respostas e de interpretação da realidade que resultam em atitudes e/ou numa ética comportamental capaz de traduzir os novos desafios que a realidade atual - denominada por alguns teóricos como sendo uma realidade pós-moderna - coloca para o indivíduo. Todavia, pode-se constatar que tais mecanismos de respostas, quando confrontados com o processo de alienação humana, tornam-se uma modalidade de resposta individual cujo potencial crítico fica ao nível superficial, reforçando um processo de privatização do indivíduo. / This dissertation had as the purpose of analyzing a modality peculiar comportamental, built during the last three decades of the century XX and that it can be apprehended through the movement New Era. For this modality it could be observed the subjective construction of mechanisms of answers and of interpretation of the reality that resulted in attitudes and or in an ethics comportamental capable to translate the new challenges that the current reality - denominated by some theoreticals as being a post-modern reality - it puts for the individual. Though, it can be verified that such mechanisms of answers, when confronted with the process of human alienation, they become a modality of individual answer which the critical potential is at the superficial level, reinforcing a process of the individualþs privatizations.

Made available in DSpace on 2016-06-02T19:35:40Z (GMT). No. of bitstreams: 1 3048.pdf: 1915874 bytes, checksum: 962a55044bd6a20d81cc5f613820507a (MD5) Previous issue date: 2010-02-22 / Financiadora de Estudos e Projetos / This thesis was developed with the objective of elucidating the factors that has caused the low academic performance in public schools. To make possible this achievement of this job was used to reconstruct the history of education with reference to public school in the municipalities of São Bernardo do Campo, Diadema and São Paulo state; dedicated special attention to curriculum and teaching program between 1930 and 2008. Analyzing the primary and secondary sources, was identified and marked the influence of two meaningful theoretical perspectives on the composition of the curriculum: one the one hand the traditional teaching influenced by many currents of humanism, and others, the New School, influenced pragmatism, more recently the ideas of the New School was revived by constructivism. To be properly exposed the results of this research and analysis developed the thesis has been separated into five chapters that is concerned with the exhibition of historical facts and analysis the documents founded relative to the current model of education and education policy accomplish between the decade of 1930 and 1990, and to expose the theoretical analysis for the ideal that guided reforms in educational policy in the period portrayed analysis of philosophical principles of pragmatism and constructivism and the facility of taking a critical parameter as the basis of humanism and purpose of new positivism. In conclusion it was emphasized the predominance of pragmatist ideal in education policy under slopingly the pedagogy sphere and reflect professional development in prejudice of scientific, cultural and humanistic development, as a cause of low quality of education. / Esta tese foi desenvolvida com o objetivo de identificar os fatores que têm provocado o baixo rendimento escolar nas escolas públicas. Para tornar possível a realização desta tarefa, recorreu-se à reconstituição da história da educação, tomando-se como referência a rede pública de ensino dos municípios de São Bernardo do Campo e Diadema e do estado de São Paulo, dedicando atenção especial ao currículo e aos programas de ensino entre 1930 e 2008. Ao se analisar as fontes primárias e secundárias, verificou-se a influência bem marcante de duas correntes teóricas na composição do currículo: de um lado, o ensino tradicional, influenciado pelas diversas correntes do humanismo, e de outro, a Escola Nova, influenciada pelo pragmatismo. Mais recentemente, o ideário desta última foi revigorado pelo construtivismo. Para serem expostos adequadamente os resultados desta pesquisa e análises desenvolvidas, a tese está dividida em cinco capítulos, nos quais realizamos a exposição dos fatos históricos e análise dos documentos encontrados, referentes ao atual modelo de educação e às políticas educacionais realizadas entre as décadas de 1930 e 1990. Além disso, também realizamos análises teóricas referentes ao ideário que norteou as reformas nas políticas educacionais no período retratado análise dos pressupostos pragmatismo e do construtivismo e desenvolvemos uma reflexão crítica tomando como parâmetro as bases do humanismo e os propósitos do neopositivismo. Na conclusão foi ressaltada a predominância do ideário pragmatista nas políticas educacionais, sob o viés da pedagogia das competências e da formação do profissional reflexivo, em detrimento da formação científica, cultural e humanística, como uma causa da baixa qualidade do ensino.

This thesis is focused on horse social behaviour and reproduction under human management. First part of the thesis covers issues about reproduction influenced by humans, breeding in restricted areas and artificial processes which can interfere or threaten the domestic horse population survival. These issues are described in lifetime order from conception, through lactation and maternal investment up to weaning, and on the background of detailed information about particular individuals. The second part is focused on social interactions and forming dominance hierarchy within the groups of domestic horses.

A presente dissertação tem por objetivo analisar o processo de constituição do sujeito em textos de Espanhol-LE, valendo-se do pressuposto de que há vestígios indicados pela individualidade linguística que demonstram os modos do sujeito ser e ver o mundo. Para compreender tal fato em textos escritos, ilustram-se os recursos linguísticos utilizados pelos aprendizes para se constituírem em suas produções escritas. Para tanto, este estudo buscou os conceitos bakhtinianos de espaço, tempo, tema e atitude responsiva para verificar a constituição do sujeito. Tais conceitos estabeleceram as categorias analíticas para dar conta de organizar os distintos modos de o sujeito lidar em determinadas situações de uso da língua. Sendo assim, o espaço é o lócus no qual o sujeito estabelece a relação com seu interlocutor; o tempo é o aspecto que demonstra a localização do sujeito, atrelada à sua orientação social; o tema é o assunto discorrido na interação entre locutor e interlocutor; por fim, a atitude responsiva diz respeito aos enunciados produzidos com a finalidade de responder ao que é solicitado. Para a compreensão do funcionamento destes elementos em textos escritos, toma-se a linguagem como interação. Esse preceito compartilha com a ideia de que só se institui como sujeito aquele que vê no outro a possibilidade de estabelecer relações e com ele interagir, por isso a linguagem é, também, dialógica. Os aprendizes, cujas produções escritas foram analisadas, são estudantes em uma escola pública de ensino médio politécnico. As tarefas realizadas inscrevem-se nessa nova modalidade de ensino, a qual prevê a instigação à pesquisa por parte dos alunos, bem como sua formação humana integral. As análises dos textos, com vistas ao detalhamento das categorias mencionadas, auxiliaram e subsidiaram a interpretação dos resultados obtidos, os quais evidenciaram as particularidades do sujeito se representar em produção escritas. Dessa forma, viu-se que diferentes instâncias da língua, desde a escolha de tempos verbais a determinadas elaborações de estrutura linguística, como também a vivência e conhecimento/reconhecimento de determinado gênero discursivo, contribuem para a manifestação do sujeito em seu texto. Deste modo, os resultados revelaram de distintas maneiras, o modo dos sujeitos valorarem determinadas situações, nas tarefas realizadas, por meio de sua individualidade linguística. A contribuição deste estudo é no sentido de auxiliar práticas voltadas ao trabalho com o texto e os seus desdobramentos. / This thesis aims to analyze the subject’s process of constitution in the Spanish-FL texts, relying on the assumption that there are traces indicated by linguistic individuality that show the subject's ways of being and seeing the world. To understand this fact in written texts, the linguistic resources used by the students to incur in their written productions are illustrated. Therefore, this study sought the bakhtinian concepts of space, time, matter and responsive attitude to verify the constitution of the subject. Such concepts established the analytical categories to account for the different ways of organizing the subjects’ way of dealing in certain language use situations. Thus, the space is the locus in which the subject establishes the relationship with the interlocutor; time is the aspect that shows the location of the subject, linked to his social orientation; the topic is the subject focused on the interaction between speaker and listener; finally, the responsive action regards the statements made in order to respond to what is required. To understand the functioning of these elements in written texts, language becomes interaction. This precept comes from the idea that the only way of someone establishing himself as subject is through seeing a possibility of relationship and interaction with others, so the language is also dialogic. The learners, whose written productions were analyzed, are students at a public high school with polytechnic education. The tasks carried out are part of this new type of education, which predicts students urged to research, as well as their integral human formation. The analyzes of the texts, aimed to detail the above mentioned categories, helped and supported the interpretation of the results, which showed the particularities of the subject represented in written productions. Thus, it was seen that different language instances, from the choice of verb tenses to elaborated linguistic structure, as well as the experience and knowledge/recognition of certain discursive genders contribute to the manifestation of the subject in his text. Thus, in different ways, the results revealed how the subjects valued certain situations in the tasks performed through their linguistic individualities. The contribution of this study is to help other practices which have focus on texts and its future consequences. / La presente tesis de maestría tiene por objetivo analizar el proceso de constitución del sujeto en textos de Español-LE. Para tal intento, se valió del presupuesto de que hay vestigios señalados por la individualidad lingüística que demuestran los modos del sujeto ser y ver el mundo. Para comprender tal hecho en textos escritos, se ejemplifican los recursos lingüísticos utilizados por los aprendices para constituirse en sus producciones escritas. Para ello, este estudio ha buscado los conceptos bajtinianos de espacio, tiempo, tema y actitud respondiente para verificar la constitución del sujeto. Esos conceptos establecen las categorías analíticas para dar cuenta de arreglar los distintos modos del sujeto lidiar en ciertas situaciones de uso de la lengua. De esta manera, el espacio es el locus/suporte en el cual el sujeto establece la relación con su interlocutor; el tiempo es el aspecto que demuestra la ubicación del sujeto, vinculada a su orientación social; el tema es el asunto discurrido en la interacción entre locutor e interlocutor; al fin, la actitud respondiente se refiere a los enunciados producidos con la finalidad de contestar a lo que se solicita. Para la comprensión del funcionamiento de estos elementos en textos escritos, se considera el lenguaje como interacción. Este precepto comparte con la idea de que solo se instituye como sujeto aquel que ve en el otro la posibilidad de establecer relaciones y con él interactuar, por eso, el lenguaje es también dialógico. Los aprendices que tuvieron sus producciones analizadas son estudiantes de una escuela pública de enseñanza media politécnica. Las tareas realizadas están ubicadas en esta nueva modalidad de enseñanza, en la cual se prevé el incentivo a la investigación por parte de los alumnos, como también su formación humana integral. Los análisis de los textos, con vista a los detalles de las categorías tratadas, ayudaron y subsidiaron las interpretaciones de los resultados obtenidos, en los cuales se evidencian las particularidades del sujeto al representarse en producción escrita. De esta forma, fue posible notar que las distintas instancias de la lengua, desde la elección de los tiempos verbales hasta determinadas elaboraciones de estructura lingüística, como también la vivencia y conocimiento/reconocimiento de cierto género discursivo, contribuyen para la manifestación del sujeto en su texto. Por consiguiente, los resultados revelaron de distintas maneras los modos como los sujetos valoran determinadas situaciones, en las tareas realizadas, por medio de su individualidad lingüística. La contribución de este estudio a la educación es en el sentido de ayudar prácticas direccionadas al trabajo con el texto y sus posibles desarrollos.

L’autofiction terme inventé par Serge Doubrovsky en 1979 dans son roman Fils est une catégorie de l’écriture de soi qui connaît une vogue en Occident. En particulier, en France, de nombreux écrivains ont pratiqué et pratiquent encore ce type d’écriture en décrivant des éléments de leur vie personnelle et en dévoilant, souvent profondément, leur intimité. En revanche, en Iran, si l’écriture de soi a commencé à se développer à partir de la fin du XIXème Siècle et s’est renforcée dans les années 1990, en mélangeant la fiction et la réalité, l’autofiction n’est pas pratiquée de manière aussi intense qu’en France en raison de la société holiste, où l’individu n’est pas encore parvenu à acquérir sa pleine autonomie et une totale liberté. Cette thèse examine les romans de quatre écrivains iraniens écrits entre les années quatre-vingt-dix et deux mille dix, portant sur la société plutôt que sur leur vie personnelle, en prenant pour modèle deux écrivains français récents. Ce travail s’appuie également sur des théoriciens français à partir du dernier tiers du XXème siècle qui décrivent les bases de l’écriture de soi de l’autobiographie et de l’autofiction, comme par exemple Philippe Lejeune et Serge Doubrovsky / The term autofiction invented by Serge Doubrovsky in 1979 in his novel Son is a category of self-writing that is popular in the West. In particular, in France, many writers have practiced and still practice this type of writing by describing elements of their personal life and revealing, often deeply, their intimacy. On the other hand, in Iran, although self-writing began to develop from the end of the 19th century and grew stronger in the 1990, by mixing fiction and reality, autofiction is not practiced as intensely as in France because of holistic society, where the individual has not yet managed to acquire full autonomy and complete freedom. This thesis examines the novels of four Iranian writers written between the nineties and two thousand and ten, on the subject of society rather than their personal life, taking as their model two recent French writers. This work also relies on French theorists from the last third of the 20th century who describe the basics of self-writing autobiography and autofiction, such as Philippe Lejeune and Serge Doubrovsky

Bodies - be they fleshy or other - are simultaneously made by, made of, moved by, and the makers and movers of other bodies. Driven by the questions how do bodies emerge? what makes bodies move? and what can bodies do? bodies are placed at the very centre of this book in order to explain and show, not only how such bodily making and re-making - (re)making - and movement is done, but also why awareness and understanding of the processes and practices involved in the continual and ongoing (re)making and moving of bodies - of three particular kinds in particular (bodies of power/knowledge, humanised bodies, and bodies politic) - is vital to the study of international relations, conflict, and security and thus to the discipline of International Relations (IR). In short, bodies - of these three kinds in particular - require foregrounding because international relations, conflicts, and security practices are conducted by, on, and for bodies (humanised bodies and bodies politic in particular), according to bodies (namely referred to as dominant bodies of power/ knowledge, which become fleshed out as material bodies including humanised bodies and bodies politic and enact statecraft, further down the line). Moreover, as demonstrated in this book, which takes up the broad empirical case of post-9/11 American body politics and two case studies into the visual body politics of suffering and dead American soldiers since 9/11 and the 2013 Camp Delta hunger strike, there is much to be gained by taking the very particular embodiments of bodies into account, as every body is unique and it is according to distinctive bodily features, malaise/ailments, and feelings that bodies are moved to act (and in turn touch and move other bodies) and continually become other than they are.