This study is an investigation of the correlation between Grade 9 students’ self-theories of their intelligence and their tendency for intellectual engagement. Individuals have been shown to self-identify, with respect to their self-theories of intelligence as either entity theorists (who think of their own intelligence as fixed and fairly unchangeable), or incremental theorists (who think of their intelligence as malleable and able to be increased over time). Previous research has shown that individuals have a strong tendency to self-select one or the other of these theoretical frameworks. This study examined the correlation of this identification with individuals’ tendency to become intellectually engaged in their learning. Other demographic factors were also explored. A moderate correlation between students’ self-theory of their intelligence and their tendency for intellectual engagement was demonstrated. In this study, female students showed a higher proportion of an incremental self-theory of intelligence than males. Implications for educational leadership and classroom planning and instruction were explored

L’objet de ce mémoire est d’explorer le lien étroit qui existe entre la pratique de l’autobiographie et l’écriture comme forme d’engagement dans l’œuvre de Simone de Beauvoir, grâce à une analyse du genre ambigu de L’Amérique au jour le jour et des discours politiques qu’il renferme. Bien que L’Amérique au jour le jour constitue le corpus principal de ce mémoire, nous utiliserons aussi des textes contemporains à la rédaction du journal de voyage américain pour guider notre classification générique, dont les Lettres à Nelson Algren, les Lettres à Sartre et Les Mandarins, ainsi que les volumes de l’ensemble autobiographique beauvoirien qui portent sur l’après-guerre, même si ceux-ci sont postérieurs à la rédaction du journal. À l’aide de concepts issus de la poétique des genres, comme les questions de hiérarchie, de proportion, d’intention et de programme, et de l’éthique de l’engagement de l’écrivain telle que définie par la notion sartrienne de l’engagement, nous tenterons de démontrer que l’ambiguïté générique de L’Amérique au jour le jour relève d’une action délibérée de l’auteure visant à mettre en péril son capital symbolique pour assurer la crédibilité de son engagement intellectuel. Une fois les concepts précités définis, le deuxième chapitre de notre mémoire s’attardera à explorer toutes les facettes de l’ambiguïté générique du journal américain, alors que le troisième chapitre démontrera le lien entre les écritures intimes et l’engagement, tout en explorant les formes que prend l’engagement dans le livre. Pour ce faire, nous analyserons trois discours politiques tenus par Beauvoir dans son œuvre : la critique du consumérisme américain, la critique de la condition des Noirs et la critique de la femme américaine. Nous conclurons notre mémoire en démontrant que L’Amérique au jour le jour est devenu une sorte de matrice dans la pratique autobiographique et scripturaire de Simone de Beauvoir, ainsi que dans son engagement. / The main purpose of this master thesis is to explore the intimate connexion between the practice of autobiography and writing as a form of engagement in the work of Simone de Beauvoir, through an analysis of the ambiguous genre in America Day By Day and the political views that the book puts forward. Although America Day By Day is the basic corpus of this thesis, other texts contemporary to the American travel log will also be used to guide our generic classification, including Letters to Nelson Algren, Letters to Sartre and The Mandarins, and the volumes of Beauvoir’s autobiography that deal with the post-war period, even if they were written after the American travel log. Using concepts from genre theory, including issues such as hierarchy, proportion, intent and program, and the ethical commitment of the writer as defined in the Satrean concept of engagement, we will attempt to demonstrate that the generic ambiguity of America Day By Day is a deliberate action by the author aiming to jeopardize her symbolic capital, therefore ensuring the credibility of her intellectual engagement. Once the concepts above have been defined, the second chapter of our paper will focus on exploring all facets of genre ambiguity in the American travel log, while the third chapter will seek to illustrate the intimate connection between creative nonfiction and intellectual engagement, as well as exploring commitment’s forms in the book. To do this, we will analyze three political discourses found in Beauvoir’s work: criticism of the American consumerism, criticism of the Negro Problem and criticism of American women. We conclude our thesis by showing that America Day By Day has become a sort of matrix in Beauvoir’s autobiographical practice, as well as in her intellectual “engagement”.

L’objet de ce mémoire est d’explorer le lien étroit qui existe entre la pratique de l’autobiographie et l’écriture comme forme d’engagement dans l’œuvre de Simone de Beauvoir, grâce à une analyse du genre ambigu de L’Amérique au jour le jour et des discours politiques qu’il renferme. Bien que L’Amérique au jour le jour constitue le corpus principal de ce mémoire, nous utiliserons aussi des textes contemporains à la rédaction du journal de voyage américain pour guider notre classification générique, dont les Lettres à Nelson Algren, les Lettres à Sartre et Les Mandarins, ainsi que les volumes de l’ensemble autobiographique beauvoirien qui portent sur l’après-guerre, même si ceux-ci sont postérieurs à la rédaction du journal. À l’aide de concepts issus de la poétique des genres, comme les questions de hiérarchie, de proportion, d’intention et de programme, et de l’éthique de l’engagement de l’écrivain telle que définie par la notion sartrienne de l’engagement, nous tenterons de démontrer que l’ambiguïté générique de L’Amérique au jour le jour relève d’une action délibérée de l’auteure visant à mettre en péril son capital symbolique pour assurer la crédibilité de son engagement intellectuel. Une fois les concepts précités définis, le deuxième chapitre de notre mémoire s’attardera à explorer toutes les facettes de l’ambiguïté générique du journal américain, alors que le troisième chapitre démontrera le lien entre les écritures intimes et l’engagement, tout en explorant les formes que prend l’engagement dans le livre. Pour ce faire, nous analyserons trois discours politiques tenus par Beauvoir dans son œuvre : la critique du consumérisme américain, la critique de la condition des Noirs et la critique de la femme américaine. Nous conclurons notre mémoire en démontrant que L’Amérique au jour le jour est devenu une sorte de matrice dans la pratique autobiographique et scripturaire de Simone de Beauvoir, ainsi que dans son engagement. / The main purpose of this master thesis is to explore the intimate connexion between the practice of autobiography and writing as a form of engagement in the work of Simone de Beauvoir, through an analysis of the ambiguous genre in America Day By Day and the political views that the book puts forward. Although America Day By Day is the basic corpus of this thesis, other texts contemporary to the American travel log will also be used to guide our generic classification, including Letters to Nelson Algren, Letters to Sartre and The Mandarins, and the volumes of Beauvoir’s autobiography that deal with the post-war period, even if they were written after the American travel log. Using concepts from genre theory, including issues such as hierarchy, proportion, intent and program, and the ethical commitment of the writer as defined in the Satrean concept of engagement, we will attempt to demonstrate that the generic ambiguity of America Day By Day is a deliberate action by the author aiming to jeopardize her symbolic capital, therefore ensuring the credibility of her intellectual engagement. Once the concepts above have been defined, the second chapter of our paper will focus on exploring all facets of genre ambiguity in the American travel log, while the third chapter will seek to illustrate the intimate connection between creative nonfiction and intellectual engagement, as well as exploring commitment’s forms in the book. To do this, we will analyze three political discourses found in Beauvoir’s work: criticism of the American consumerism, criticism of the Negro Problem and criticism of American women. We conclude our thesis by showing that America Day By Day has become a sort of matrix in Beauvoir’s autobiographical practice, as well as in her intellectual “engagement”.

Orientador: Dione Lucchesi de Carvalho / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-18T09:02:59Z (GMT). No. of bitstreams: 1 Lima_AdrianaFrancodeCamargo_M.pdf: 2218678 bytes, checksum: 9e8a4e46aaa8a307228184f1b2f07ce9 (MD5) Previous issue date: 2011 / Resumo: Esta pesquisa teve como objetivo estudar o engajamento intelectual de alunos em aulas de matemática. Foram desenvolvidas atividades para instigar os alunos a relacionar o conhecimento matemático trazido do contexto rural com o conhecimento matemático mobilizado no contexto escolar. Essas atividades foram organizadas de modo a privilegiar a dimensão ideológica do letramento. O trabalho de campo desta pesquisa foi realizado nas aulas de matemática da própria pesquisadora em três classes de Ensino Fundamental II de uma escola rural. O material de análise foi constituído pelo diário de campo da pesquisadora, pelas videogravações das aulas e pelo material escrito produzido pelos alunos durante as atividades. Os eixos de análise foram: o engajamento intelectual dos alunos; as relações entre o conhecimento matemático trazido do contexto rural e o conhecimento matemático mobilizado no contexto escolar; o letramento. Este estudo mostrou que os alunos, ao realizarem as atividades propostas em aula, relacionaram as medidas utilizadas na agricultura com aquelas utilizadas nas aulas de matemática. Consideramos que essas aulas privilegiaram a dimensão ideológica do letramento, pois, além de os estudantes desenvolverem a atividade escolarizada de medir, relacionaram-na com a atividade de medir utilizada no contexto rural. Demonstraram também reconhecer a importância das duas atividades de medida e identificar os momentos em que cada uma deve ser utilizada. Gestos, posturas, nível de envolvimento, de participação e de argumentação; discussões em grupo e produções escritas revelaram o engajamento intelectual dos alunos durante as aulas referentes à pesquisa. / Abstract: This research had as objective to study the intellectual engagement of students in mathematics classes. Activities were developed to instigate the students to relate the mathematical knowledge brought from the rural context with the mathematical knowledge mobilized in the school context. These activities were organized in order to privilege the ideological dimension of literacy. The field work of this research was carried through in the mathematics classes of the researcher in three classrooms of Basic Education II of a rural school. The analysis material was constituted by the field diary of the researcher, by the video recordings of the classes and written material produced by the students during the activities. The axles of analysis were: the intellectual engagement of the students; the relations between the mathematical knowledge brought from the rural context and the mathematical knowledge mobilized in the school context; the literacy. This study showed that the students, when doing the activities proposed in the class, related the measures used in agriculture with those used in the mathematics classes. We consider that these classes had privileged the ideological dimension of literacy, since the students developed the schoolarized activity of measuring and also related it with the activity of measuring in the agricultural context. They had also demonstrated to recognize the importance of the two activities of measure and to identify the moments where each one must be used. Gestures, positions, level of involvement, participation and argument; group discussions and written productions revealed the intellectual engagement of the students during the classes related to the research. / Mestrado / Ensino e Práticas Culturais / Mestre em Educação