Taking up Henry Giroux’s call for an “enobling [sic], imaginative vision” and a “language of possibility” with which to generate hope and a plan for improving education in North America, this thesis presents Lev Grossman’s fantasy series – the Magicians trilogy, consisting of The Magicians (2009), The Magician King (2011), and The Magician’s Land (2014) – as providing this ‘vision’ and ‘language’ through its representations of education. Using a close reading practice alongside the method of thematic criticism outlined by Farah Mendlesohn, key passages in the series are analysed to explicate an “imaginative vision” of an ideal, alternative education and present this vision – alongside a plan for achieving it – to educators. I argue that the series can be a pedagogical tool to serve educators in recognising the issues inherent in the current North American education system and the need for reform, in facilitating and motivating the implementation of an ideal alternative in their classrooms – an autonomous education practice based on the theories of Paulo Freire and John Holt – and in aiding with explicit instruction on the concept of agency to foster student success within the new classroom practice. Through a process of literary analysis, the Magicians series is presented to educators to help them understand and implement theories such as liberating and dominating praxis, banking education, and autonomous education. Rather than waiting for institutional-level or school-level reforms, this thesis helps educators reform their classrooms immediately, improving education outcomes for students and demonstrating the possibilities and benefits of adopting an autonomous education practice. In addition to presenting the Magicians series as a pedagogical tool to address the issues in education, this thesis also posits fantasy fiction as a valuable body of literature for seeking solutions to real world problems by demonstrating the applicability of fantastic representations of education to solving real world issues. / Thesis / Master of Arts (MA) / This thesis presents Lev Grossman’s Magicians trilogy as a tool for teachers, scholars, and students to use in addressing the problems in education in North America today. Starting with Henry Giroux’s research and writings on the problems with North American education, the Magicians is presented as the “imaginative vision” Giroux says must be located in order to inspire hope and present a plan for addressing these issues and modifying education to improve the outcomes for every student. Combining the theories of educators Paulo Freire and John Holt with the practice of literary analysis, this thesis examines the Magicians and argues that a critical reading of this fantasy series can serve educators by identifying the current problems and the need for reform, by introducing a new autonomous education practice that can be used in individual classrooms, and by supporting students in this new system through teaching the concept of agency directly.

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O presente trabalho aborda a herança artística, literária e pedagógica e a tradução diretamente do russo de cartas, trechos de diários e ensaios de Leopold Antônovich Sulerjítski (1872-1916), um dos maiores mestres teatrais e pedagógicos do início do século XX. Artista, pedagogo, literato e diretor de cena profundamente ligado à vida artística e cultural de sua época, Leopold Sulerjítski participou intensamente das atividades do Primeiro Estúdio do Teatro de Arte de Moscou, tornando-se o responsável pela propagação de elementos de tendência tolstoiana entre os atores que guiava. Além de abordar a influência exercida pelo escritor Lev Tolstói (1828-1910) dentro do Primeiro Estúdio via Leopold Sulerjítski, nosso estudo aprofunda o entendimento do papel fundamental que o diretor exerceu na formação do Sistema de Konstantin Stanislávski (1863-1938), sua incessante busca pela interligação entre estética e ética filosófica, e a conexão existente a partir de então entre pedagogia e criação, essencial até hoje à função do diretor teatral. Partindo do estudo da grande massa crítica e teórica de importantes teatrólogos russos como Pavel Márkov, Konstantin Rudniíski e sobretudo Elena Poliakova, ainda inéditos em português, visa-se introduzir as abordagens teóricas russas do papel desempenhado por Sulerjítski na vida cultural da Rússia do início do século XX. / The present work deals with the artistic, literary and pedagogical heritage and the Russian translation of letters, excerpts from the diaries and essays by Leopold Antônovich Sulerzhitsky (1872-1916), one of the greatest theatrical and pedagogical masters of the early twentieth century. Leopold Sulerzhitsky , an artist, educator, lithographer and director deeply connected to the artistic and cultural life of his time, participated intensively in the activities of the First Studio of the Moscow Art Theater, becoming responsible for the propagation of elements of Tolstoy tendency among the Actors he led. In addition to addressing the influence exerted by the writer Liev Tolstoy (1828-1910) within the First Studio via Leopold Sulerzhitsky , our study deepens the understanding of the fundamental role the director played in the formation of Konstantin Stanislavski\'s System (1863-1938), his incessant Search for the interconnection between aesthetics and philosophical ethics, and the connection that existed between pedagogy and creation, essential until now to the function of the theatrical director. Based on the study of the great critical and theoretical mass of important Russian theatologists such as Pavel Márkov, Konstantin Rudnitsky and above all Elena Poliakova, still unpublished in Portuguese, the aim is to introduce Russian theoretical approaches to the role played by Sulerzhitsky in the cultural life of Russia from the beginning of the Century.

O presente trabalho aborda a herança artística, literária e pedagógica e a tradução diretamente do russo de cartas, trechos de diários e ensaios de Leopold Antônovich Sulerjítski (1872-1916), um dos maiores mestres teatrais e pedagógicos do início do século XX. Artista, pedagogo, literato e diretor de cena profundamente ligado à vida artística e cultural de sua época, Leopold Sulerjítski participou intensamente das atividades do Primeiro Estúdio do Teatro de Arte de Moscou, tornando-se o responsável pela propagação de elementos de tendência tolstoiana entre os atores que guiava. Além de abordar a influência exercida pelo escritor Lev Tolstói (1828-1910) dentro do Primeiro Estúdio via Leopold Sulerjítski, nosso estudo aprofunda o entendimento do papel fundamental que o diretor exerceu na formação do Sistema de Konstantin Stanislávski (1863-1938), sua incessante busca pela interligação entre estética e ética filosófica, e a conexão existente a partir de então entre pedagogia e criação, essencial até hoje à função do diretor teatral. Partindo do estudo da grande massa crítica e teórica de importantes teatrólogos russos como Pavel Márkov, Konstantin Rudniíski e sobretudo Elena Poliakova, ainda inéditos em português, visa-se introduzir as abordagens teóricas russas do papel desempenhado por Sulerjítski na vida cultural da Rússia do início do século XX. / The present work deals with the artistic, literary and pedagogical heritage and the Russian translation of letters, excerpts from the diaries and essays by Leopold Antônovich Sulerzhitsky (1872-1916), one of the greatest theatrical and pedagogical masters of the early twentieth century. Leopold Sulerzhitsky , an artist, educator, lithographer and director deeply connected to the artistic and cultural life of his time, participated intensively in the activities of the First Studio of the Moscow Art Theater, becoming responsible for the propagation of elements of Tolstoy tendency among the Actors he led. In addition to addressing the influence exerted by the writer Liev Tolstoy (1828-1910) within the First Studio via Leopold Sulerzhitsky , our study deepens the understanding of the fundamental role the director played in the formation of Konstantin Stanislavski\'s System (1863-1938), his incessant Search for the interconnection between aesthetics and philosophical ethics, and the connection that existed between pedagogy and creation, essential until now to the function of the theatrical director. Based on the study of the great critical and theoretical mass of important Russian theatologists such as Pavel Márkov, Konstantin Rudnitsky and above all Elena Poliakova, still unpublished in Portuguese, the aim is to introduce Russian theoretical approaches to the role played by Sulerzhitsky in the cultural life of Russia from the beginning of the Century.

Made available in DSpace on 2016-03-15T19:25:49Z (GMT). No. of bitstreams: 1 Juliana Albuquerquer Saliba.pdf: 1153089 bytes, checksum: 3e44bc91df3992d6dd16d73ec82ce69e (MD5) Previous issue date: 2012-02-08 / Fundo Mackenzie de Pesquisa / The objective of this work is to implement and test constructs, proposed by Gu and Lev (2003, 2011) to measure intangible assets, in the consumer goods sector of public American companies.Using data gathered from DataStream/Thomson-Reuters, were investigated, through panel data analysis, potential linear relationships among constructs denoted by Intangible Driven Earnings (IDE) and Intangible Capital (IC) and financial statement variables that are commonly associated with intangibility, as for instance, Research and Development investments (R&D), Sales, General and Administrative expenses (SGA) and Capital Expenditures (CAPEX); it was also investigated if the Intangibles Driven Earnings (IDE) and the operational performance (EARN) represented by EBITDA can explain the creation of value measured by total shareholder return (TSR); the relation between the Comprehensive Value and the market value of the company; and, finally had been investigated relations between indexes of intangibility with the total shareholder return, representing the value creating of company for the period from 2003 to 2007.In particular, results from data between 2003 and 2007 suggest that (i) the constructs IDE and IC are positively related to variables associated with intangibility, (ii) variations of earnings have a positive relationship with shareholder return, (iii) the Comprehensive Value (CV), which tries to express the real value of a firm, is positively related to its market value and (iv) indexes of intangibility denoted by Intangible Capital Margin (ICM), Intangible Capital Operating (ICOM) and Market to Comprehensive Value (MtCV) have a positive and significant impact on shareholder return. / Essa pesquisa teve como objetivo testar a teoria proposta por Gu e Lev (2003, 2011) para mensuração dos ativos intangíveis para o setor de bens de consumo do mercado norte americano.Usando variáveis da base de dados da DataStream da Thomson Reuters, investigou-se através de análise de dados em painel a relação das variáveis associadas a intangibilidade, tais como pesquisa e desenvolvimento (RD), gastos com capital (CAPEX) e gastos administrativos, gerais e com vendas (SGA), no constructo IDE e no capital intangível (IC); foi investigado também se o constructo de intangibilidade (IDE) e o desempenho operacional (EARN) representado pelo EBITDA podem explicar a criação de valor medida pela variável retorno ao acionista (TSR); a relação entre o Comprehensive Value e o valor de mercado da empresa; e, por último foram investigadas relações entre os índices de intangibilidade com o retorno ao acionista, representando a criação de valor da empresa para o período de 2003 a 2007.Os resultados indicam que: (i) o constructo IDE e o capital intangível (IC) apresentam relações positivas com variáveis ligadas a intangibilidade, que (ii) IDE e ΔEARN possuem relação positiva com o retorno ao acionista, que (iii) o real valor da empresa o Comprehensive Value possui relação positiva com o valor de mercado da empresa, e que (iv) os índices de intangibilidade IDEM, ICOM E MtCV demonstram relação positiva e significativa com o retorno ao acionista

Made available in DSpace on 2016-03-15T19:25:56Z (GMT). No. of bitstreams: 1 Juliana Albuquerquer Saliba.pdf: 1154072 bytes, checksum: 8704c7f53448fef0453b8daada621021 (MD5) Previous issue date: 2012-02-08 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The objective of this work is to implement and test constructs, proposed by Gu and Lev (2003, 2011) to measure intangible assets, in the consumer goods sector of public American companies. Using data gathered from DataStream/Thomson-Reuters, were investigated, through panel data analysis, potential linear relationships among constructs denoted by Intangible Driven Earnings (IDE) and Intangible Capital (IC) and financial statement variables that are commonly associated with intangibility, as for instance, Research and Development investments (R&D), Sales, General and Administrative expenses (SGA) and Capital Expenditures (CAPEX); it was also investigated if the Intangibles Driven Earnings (IDE) and the operational performance (EARN) represented by EBITDA can explain the creation of value measured by total shareholder return (TSR); the relation between the Comprehensive Value and the market value of the company; and, finally had been investigated relations between indexes of intangibility with the total shareholder return, representing the value creating of company for the period from 2003 to 2007. In particular, results from data between 2003 and 2007 suggest that (i) the constructs IDE and IC are positively related to variables associated with intangibility, (ii) variations of earnings have a positive relationship with shareholder return, (iii) the Comprehensive Value (CV), which tries to express the real value of a firm, is positively related to its market value and (iv) indexes of intangibility denoted by Intangible Capital Margin (ICM), Intangible Capital Operating (ICOM) and Market to Comprehensive Value (MtCV) have a positive and significant impact on shareholder return. / Essa pesquisa teve como objetivo testar a teoria proposta por Gu e Lev (2003, 2011) para mensuração dos ativos intangíveis para o setor de bens de consumo do mercado norte americano. Usando variáveis da base de dados da DataStream da Thomson Reuters, investigou-se através de análise de dados em painel a relação das variáveis associadas a intangibilidade, tais como pesquisa e desenvolvimento (RD), gastos com capital (CAPEX) e gastos administrativos, gerais e com vendas (SGA), no constructo IDE e no capital intangível (IC); foi investigado também se o constructo de intangibilidade (IDE) e o desempenho operacional (EARN) representado pelo EBITDA podem explicar a criação de valor medida pela variável retorno ao acionista (TSR); a relação entre o Comprehensive Value e o valor de mercado da empresa; e, por último foram investigadas relações entre os índices de intangibilidade com o retorno ao acionista, representando a criação de valor da empresa para o período de 2003 a 2007. Os resultados indicam que: (i) o constructo IDE e o capital intangível (IC) apresentam relações positivas com variáveis ligadas a intangibilidade, que (ii) IDE e ΔEARN possuem relação positiva com o retorno ao acionista, que (iii) o real valor da empresa o Comprehensive Value possui relação positiva com o valor de mercado da empresa, e que (iv) os índices de intangibilidade IDEM, ICOM E MtCV demonstram relação positiva e significativa com o retorno ao acionista.

The purpose of the study is to get an insight into how to work with multilingualism in the activities at preschool. I want to see how the preschool teachers promote children's different native languages and if language is something they discuss in the activities. I have chosen to explore if there is a difference in the work with the toddlers and the older children where the majority of the children are foreign compared to pre sections were the majority of the children are swedish. I have interviewed preschool teachers at their workplaces and some over the phone. My study shows that they work more with multilingual languages at the pre section where the majority were foreign. On the other pre sections were the majority of the children are swedish they focus on the swedish language and engage the parents to teach their children their mother tongue

Orientador: Ana Luiza Bustamante Smolka / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-27T13:31:36Z (GMT). No. of bitstreams: 1 Buscariolo_AnaFlaviaValenteTeixeira_M.pdf: 11357338 bytes, checksum: f862aadc7c410eff4b53413297b61c97 (MD5) Previous issue date: 2015 / Resumo: No presente trabalho o texto livre, instrumento pedagógico tal como proposto por Celestin Freinet, é colocado como objeto de reflexão e investigação. Para investigar tal instrumento - seu caráter pedagógico, seu uso em sala de aula, seu estatuto no processo de alfabetização - busco sustentação teórica nos trabalhos do próprio Freinet e de Lev Vigotski, autores que, apesar de apresentarem percursos distintos em suas elaborações, trazem em seus constructos teóricos os mesmos pressupostos e a preocupação com a aquisição da forma escrita de linguagem pela criança. Assumindo a posição de professora pesquisadora, e utilizando sistematicamente o "texto livre" em sala de aula de primeiro ano, com crianças de seis anos ingressantes no ensino fundamental, passo a "desconfiar" desse instrumento, procurando suspender as certezas que tinha com relação a ele. No esforço de problematização e objetivação do instrumento e de seus usos no processo inicial de alfabetização das crianças, tomo como material empírico as produções de meus próprios alunos no decorrer dos dois primeiros anos letivos do Primeiro Ciclo, assim como relatos e registros (escritos, fotografados e filmados) de minha prática em sala de aula. As análises explicitaram que a relação de ensino - que se estabelece entre as crianças, entre professor e aluno, entre a criança e a escrita como objeto de conhecimento e meio/modo de dizer sobre o mundo e a vida - se sobrepõem ao instrumento em si. Ao mesmo tempo, esse instrumento se mostra extremamente válido e viável desde o início do processo de alfabetização, na medida em que incita as crianças a que arrisquem suas primeiras hipóteses de escrita, amplia as possibilidades para que explorem as formas e as condições de produção e assumam a autoria de seus textos / Abstract: In this work the free text, a pedagogical tool proposed by Celestin Freinet, is placed as an object of reflection and research. To investigate this instrument ¿ its pedagogical character, uses in the classroom and the status in the literacy process ¿ I seek theoretical support in Freinet and Lev Vygotsky works, authors who have different paths in their elaborations but bring in their theoretical constructs the same assumptions and concerns with the acquisition of language by the child in writing. Assuming the position of teacher as a researcher and systematically using the free text in the first year classroom, with children of six years old in elementary school, I begin to suspect of this instrument, seeking to suspend the certainties we had about it. In an effort to problematize and objectify the instrument and its uses in the initial process of children¿s literacy, I take as an empirical material my own students productions over the first two years of the First Cycle, as well as reports and records (written, photographed and filmed) of my practice in the classroom. The analysis made explicit that the teaching relationship - established between children, between teacher and student, and between the child and the writing as an object of knowledge and means about the world and life - overlap the instrument itself. At the same time, this instrument shows to be extremely valid since the beginning of the literacy process, encouraging children to risk their first chance of writing, extending the possibilities for exploiting the forms and conditions for production / Mestrado / Psicologia Educacional / Mestra em Educação

Green room at castle Blatná and resources of its decoration Dissertation "Green room at castle Blatná and resources of its decoration" deals with the decoration of the room in the tower of castle Blatná called by plant decoration covering the walls of the green room. It is striving to find mainly models or inspiration of its painting. After evaluation of the basic literature there is a chapter which introduces castle Blatná as whole. Therefore, it includes the introduction of the history of castle Blatná, its construction development and decoration of the Room of a knight in the Old castle. The next part is already dealing with the green room itself. Gradually, it is searching for connections with graphics, book painting and tapestries. The last chapter contents the stylistic and iconographical-iconological evaluation of the whole decoration. It is striving to identify particular themes of figural paintings and to find a clue to the revealing the background of thought of the whole decoration.

A pesquisa teórica de doutorado relatada nesta tese elegeu como objetivos: 1) analisar os conceitos de emoções e vivências na produção de Lev Semionovich Vigotski (1896-1934), radiografando sua composição e gênese epistemológica de 1916 a 1934; 2) discutir a constituição de uma perspectiva histórico-cultural acerca desses conceitos. Para tanto, recorreu à consulta e análise de múltiplas fontes bibliográficas, entrevistas e conversas com pesquisadores da psicologia e cultura russa/soviética. Concluiu-se que os conceitos de vivência e emoção atravessam a obra de Vigotski, sendo que o primeiro transforma-se, de categoria quase coincidente com o segundo em A Tragédia de Hamlet (1916), para unidade de análise da relação interna entre consciência/personalidade e meio. As vivências (perejivânia) expandem-se na abrangência dos fenômenos psicológicos e influências teóricas apresentados e, de um perfil teórico inicial especialmente marcado pelo simbolismo russo, passam a caracterizar-se (nos textos pedológicos dos anos 1930) pela influência de Lewin, da psicologia da Gestalt e outras fontes germânicas. O conceito adquire um importante papel metodológico: torna-se unidade da vida consciente, marcada pela dinâmica dos sistemas psicológicos. Quanto às emoções (emotsi), eram consideradas por Vigotski como o capítulo menos desenvolvido (embora, possivelmente, o mais importante no futuro) das psicologias de sua época. Notamos aspectos importantes que se mantêm de 1925 a 1934, e outros que irrompem ao longo do percurso, configurando uma concepção própria do autor. É especialmente importante observar que as emoções surgem como objeto de sua psicologia geral no Teaching about emotions (1933), manuscrito centralizado na busca de um futuro para o conceito a partir da superação do dualismo presente na dicotomia entre psicologia explanatória e descritiva. O autor defende o desenho de um quadro único das múltiplas manifestações da vida emocional humana e de seus processos de determinação. Ao longo de sua obra, Vigotski congrega influências de múltiplas origens: materialismo histórico, psicologia estrutural, Ribot, Stanislavski e Espinosa, definindo, no pleno sentido adquirido por tal idéia, que as emoções humanas são funções psíquicas superiores (culturizadas); a arte e a linguagem, os principais meios culturais que as constituem. Os estudos sobre as emoções são a última e mais difícil fronteira do seu monismo materialista, colocando o cérebro no corpo e o corpo na palavra. Em torno das idéias e problemas impostos por Vigotski, gravita nesta tese uma revisão bibliográfica de pesquisas recentes na psicologia e nas neurociências, na qual trabalham-se algumas contribuições para a perspectiva histórico-cultural, questões de tradução e terminologia, bem como idéias e problemas que determinam o futuro de uma psicologia das emoções e vivências. / The theoretical research reported in this Phd thesis aimed: 1) to examine the concepts of emotions and experiences in the production of Lev Semenovich Vygotsky (1896-1934), xraying their composition and epistemological genesis from 1916 to 1934, and 2) to discuss the formation of a historical-cultural perspective about these concepts. For this, it fell back upon the consultation and analysis of multiple bibliographic sources, interviews and conversations with experts regarding Russian/Soviet culture and psychology. It has concluded that the concept of experience (perezhivanie) is very close to emotion (emotsia, tchuvstvo, affekt) in Vygotsky´s first work, The Tragedy of Hamlet (1916). But the concept changes: in his pedological works of 1930s, becomes unity of analysis for the internal relationship between consciousness/personality and the environment. The experience expands on the scope of psychological phenomena and theoretical works discussed: from a profile especially linked to the Russian symbolism, start to be marked by the influence of Lewin, the Gestalt psychology and other German references. The concept acquires wide and important methodological role as systemic unity of conscious life, marked by the dynamics of functional psychological systems. Regarding to emotions (emotsi), Vygotsky considered them as the chapter less developed (although possibly the most important in the future) of the psychology of his era. There are important aspects that remain from 1925 to 1934, and others that arise along the course, setting a conception properly Vygotskyan. It is remarkable observing that emotions appear as subject of Vygotsky´s general psychology in \"The teaching about emotions\" (1933), manuscript directed to the search for a new psychology of emotions through the overcoming of dualism, as noticed in the dichotomy between descriptive and explanatory psychology. The author defended the design of a single theoretical framework of the manifestations concerning human emotional life and its processes of determination. The works of Vygotsky reveal many influences, specially: historical materialism, structural psychology, Ribot, Stanislavsky and Espinosa, defining, in the full sense acquired for such an idea, that human emotions are higher mental functions; the art and the language, the main cultural forms of mediation that constitute them. The studies on the emotions are the more difficult and the last frontier of Vygotskyan materialist monism, placing the brain in the body and the body in the word. Gravitating in this thesis, around the ideas and problems imposed by Vygotsky, there is a literature review of recent researches in psychology and neuroscience, showing some of their contributions to the historical-cultural perspective, problems of translation and terminology, as well as ideas and questions that determine its future.