Techn. Universiẗat, Diss., 2002--Dresden.

Made available in DSpace on 2016-08-03T12:20:07Z (GMT). No. of bitstreams: 1 Capa.pdf: 31003 bytes, checksum: 435e3bd8a99db86cc31c56df4f014679 (MD5) Previous issue date: 2003-09-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study comes out of the interest in analyzing the contribution of missionary Ana Wollerman to the growth of the Baptist denomination in the south of Mato Grosso and Mato Grosso do Sul, during the period of 1948 to 1978. The religious and autobiographical memory of the missionary presents experiences with the holy that delineate the phases and times of her biography and that decisively influenced in the ministerial approach which she adopted. The interviews with some of the people that participated in the existing affective communities and the records in the acts that were read support to a large extent the information collected by memory. Ana Wollerman, the daughter of German immigrants in the U.S.A., achieved her undergraduate degree in Arts and her graduate degree in Religious Education. She came to Brazil initially as a missionary without any financial support from a mission board, established a number of primary schools, worked towards the establishment of a number of churches and dedicated much of her efforts towards ministerial teaching. She was responsible for the financial aid of dozens of young people studying at the Baptist seminaries located in Curitiba, PR, at IBER, RJ and at the Seminário do Sul, RJ. She also contributed by directing large financial gifts towards the construction of the Seminário Teológico Batista in Dourados. This study seeks to follow a methodology that is still in development as refers to the religious memory and employs the theories of Maurice Halbwachs as a reference for the presentation of the individual memories and the construction of the collective memory, as well the study finds support in Halbwachs for working with the literature regarding the formation of affective communities. Along with these concerns this study presents itself as a first historiographical treatment of the Baptist denomination in Mato Grosso and Mato Grosso do Sul, bringing together aspects of both its or igin and development. The rescue and revitalization of the memory of the subject-object in question, who is still alive, constitutes as well a recognition that the academy can offer to the people and communities that dedicate themselves to the construction of a better world.(AU) / Esta pesquisa parte do interesse de análise da contribuição da missionária Ana Wollerman para o crescimento da denominação batista no sul de Mato Grosso e Mato Grosso do Sul, no período compreendido entre os anos de 1948 a 1978. A memória religiosa e autobiográfica da missionária apresenta experiências com o sagrado que marcam divisores de fases e temporalidades no seu recorte biográfico e que influenciam decisivamente na postura ministerial adotada. As entrevistas com algumas pessoas que participaram das comunidades afetivas existentes e os registros nas atas lidas constatam em grande parte os dados coletados pela memória. Ana Wollerman, filha de descendentes de alemães nos E.U.A., graduou-se em Artes e pósgraduou- se em Educação Religiosa. Veio para o Brasil inicialmente como missionária sem depender do sustento financeiro de uma Junta Missionária, fundou diversas escolas de ensino primário, trabalhou na implantação de diversas igrejas e dedicou grande parte de seus esforços no ensino ministerial. Foi responsável pela ajuda financeira no sustento de mais de uma dezena de jovens nos Seminários de Curitiba-PR, no IBER-RJ e no Seminário do Sul-RJ. Contribuiu também para que fossem destinadas grandes ofertas para a construção do Seminário Teológico Batista em Dourados. O trabalho procura seguir uma metodologia ainda em construção no que se refere à memória religiosa e utiliza o referencial teórico de Maurice Halbwachs para apresentar as memórias individuais e construção da memória coletiva, bem como tem apoio no próprio Halbwachs ao trabalhar a leitura da formação das comunidades afetivas. Aliado a estas questões se presta como um primeiro tratado sobre a historiografia da denominação batista em Mato Grosso e Mato Grosso do Sul, reunindo aspectos da sua gênese e do seu desenvolvimento. O resgate e a valorização da memória do sujeito-objeto em questão, ainda em vida constitui também no reconhecimento que a academia pode prestar às pessoas e às comunidades que se dedicam à construção de um mundo melhor.(AU)

A tese que aqui se apresenta tem por finalidade proceder à análise crítica do processo de criação dos artistas José Leonilson e Louise Bourgeois. Fazendo uso da metodologia da Literatura Comparada, entendida em termos de investigação do espaço intervalar, pressupõe-se sua eficácia na análise de obras tais como as dos artistas citados, consideradas em função de três elementos principais. São estes a relação entre o processo de criação e a subjetividade; o desenvolvimento de temáticas de ordem afetiva e a elaboração de peças que congregam elementos visuais e verbais. Tomou-se como pressuposto a possibilidade de reflexão a respeito do sentido da produção dos artistas tendo como base a noção de ressonância entre palavras e imagens poéticas, conforme sugerido por Gaston Bachelard. Nesse sentido a tese propõe um aprofundamento do espaço intervalar da Literatura Comparada, identificado na alternância entre aproximação e distanciamento entre imagens. Assim procedeu-se operativamente a um trabalho de análise da obra de Leonilson e Bourgeois de forma associativa, buscando a ressonância do sentido de suas imagens em imagens poéticas e literárias que também refletem sobre a relação entre a subjetividade e o processo de criação, bem como elaboram uma dimensão afetiva. Tais procedimentos, sustentados em estudos críticos sobre a poesia, permitiu delimitar alguns elementos fundamentais para a caracterização do espaço intervalar de criação de Leonilson e Bourgeois. A tese desenvolve-se sobre as noções de gesto poético e imagem poética, as quais permitem caracterizar o espaço de criação dos artistas nos termos de uma paisagem litorânea desenhada pela conversa entre o artista e o outro. Conversa constituída na alternância entre fala e silêncio. / This thesis aims to analyse José Leonilson’s and Louise Bourgeois’ creative processes. The applied methodology relies on the conception of Comparative Literature as analytical enterprise operating in “in-between” spaces. Thus, such methodology, as we try to demonstrate, would be adequate as a critical approach of visual art productions such as elaborated by these artists. We operated having on site three main characteristics of their productions. The first of them is the strong relation between the creative process and the artists’ subjectivity. This was observed also in relation to the emotional thematic developed by the artists’, as much as the relation between verbal and visual elements in their pieces. We further assumed that the elaboration of meaning regarding these artists pieces might be developed with the notion of resonance between words and images, as proposed by Gaston Bachelard. In such sense, the thesis tries to enhance the comparative “in-between” space as the space where images alternatively near and distance themselves from one another. Thus, the analysis of Leonilson’s and Bourgeois’ production operated through the association between their images and those of other poetic and literary pieces which also depict on the relation between the creative process and subjectivity, as much as on the emotional dimension claimed by these artists. Such procedures, sustained by critical studies on poetry as well, enabled us to characterise Leonilson’s and Bourgeois’ creative process as an “inbetween” place. In order to reach this place, the thesis operated on the notions of poetic gesture and of poetic images, which unfold in the identification of the creative process as something of the order of a seaside landscape drawn by the conversation between the artist and the other. A conversation sustained by speech as much as by silence.

A tese que aqui se apresenta tem por finalidade proceder à análise crítica do processo de criação dos artistas José Leonilson e Louise Bourgeois. Fazendo uso da metodologia da Literatura Comparada, entendida em termos de investigação do espaço intervalar, pressupõe-se sua eficácia na análise de obras tais como as dos artistas citados, consideradas em função de três elementos principais. São estes a relação entre o processo de criação e a subjetividade; o desenvolvimento de temáticas de ordem afetiva e a elaboração de peças que congregam elementos visuais e verbais. Tomou-se como pressuposto a possibilidade de reflexão a respeito do sentido da produção dos artistas tendo como base a noção de ressonância entre palavras e imagens poéticas, conforme sugerido por Gaston Bachelard. Nesse sentido a tese propõe um aprofundamento do espaço intervalar da Literatura Comparada, identificado na alternância entre aproximação e distanciamento entre imagens. Assim procedeu-se operativamente a um trabalho de análise da obra de Leonilson e Bourgeois de forma associativa, buscando a ressonância do sentido de suas imagens em imagens poéticas e literárias que também refletem sobre a relação entre a subjetividade e o processo de criação, bem como elaboram uma dimensão afetiva. Tais procedimentos, sustentados em estudos críticos sobre a poesia, permitiu delimitar alguns elementos fundamentais para a caracterização do espaço intervalar de criação de Leonilson e Bourgeois. A tese desenvolve-se sobre as noções de gesto poético e imagem poética, as quais permitem caracterizar o espaço de criação dos artistas nos termos de uma paisagem litorânea desenhada pela conversa entre o artista e o outro. Conversa constituída na alternância entre fala e silêncio. / This thesis aims to analyse José Leonilson’s and Louise Bourgeois’ creative processes. The applied methodology relies on the conception of Comparative Literature as analytical enterprise operating in “in-between” spaces. Thus, such methodology, as we try to demonstrate, would be adequate as a critical approach of visual art productions such as elaborated by these artists. We operated having on site three main characteristics of their productions. The first of them is the strong relation between the creative process and the artists’ subjectivity. This was observed also in relation to the emotional thematic developed by the artists’, as much as the relation between verbal and visual elements in their pieces. We further assumed that the elaboration of meaning regarding these artists pieces might be developed with the notion of resonance between words and images, as proposed by Gaston Bachelard. In such sense, the thesis tries to enhance the comparative “in-between” space as the space where images alternatively near and distance themselves from one another. Thus, the analysis of Leonilson’s and Bourgeois’ production operated through the association between their images and those of other poetic and literary pieces which also depict on the relation between the creative process and subjectivity, as much as on the emotional dimension claimed by these artists. Such procedures, sustained by critical studies on poetry as well, enabled us to characterise Leonilson’s and Bourgeois’ creative process as an “inbetween” place. In order to reach this place, the thesis operated on the notions of poetic gesture and of poetic images, which unfold in the identification of the creative process as something of the order of a seaside landscape drawn by the conversation between the artist and the other. A conversation sustained by speech as much as by silence.

The essay studies the character Marie's search for empowerment in Louise Erdrich's Love Medicine. As a mixed-blood she has difficulty to find respect within the white community because she is considered Native American Indian. However, the Native American Indian community sees her as ´dirty and lowlife´due to her whiteness. She tries different strattegies to form an identity and to find love, power and respect. In the convent she wants to be the best Catholic and find respect within the white community whilst later in life she returns to her Native American Indian tribe where she searches for respect throught marriage and motherhood. The theory used is sociology of religion.

How can a character from a children’s book become so divisive that he causes arguments amongst adults? This essay uses transactional reader response theory to explain the reason why the character Severus Snape from the Harry Potter book series by J.K. Rowling is so controversial. Applying notions from reader response theorists such as Rosenblatt and Iser together with earlier research on Snape will show how the reader’s opinion is affected by both the text itself and their own personal experience. A poll was created and posted on Facebook with over a thousand replies. This data is analysed and used to apply the theory on real examples. The conclusion of the essay is that Snape is both good and bad. He acts heroically but is also vindictive and petty. Snape is perhaps the most human of all Rowling’s characters and each reader recognises a little of themselves in him that they can relate to. Because of ongoing arguments regarding Snape readers have to constantly defend their opinion. As the opinion is re-evaluated it is also strengthened each time readers reconsider the story of Snape and, like Snape himself once asked Professor Quirrell to do, decide where their loyalties lie.

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Reading is considered to be one of the main factors for success throughout the compulsory education and into the years in upper secondary school, and is often connected with instrumental values, such as better grades and higher level of empathy. However, good readers are seldom drawn to books as means to improve their grades, but enjoy reading in its own right. The curriculum for for the upper secondary education in Swedish on the other hand stipulates that students should learn to analyse literature – i.e. learn how to do a reading rather than develop as readers.This study looks at two groups of upper secondary school students discussing two different young-adult novels, and analyses the recordings from a reader-response perspective. As readers they focus mainly on the plot, and their knowledge of story line and genre seems to draw heavily from film, but they also come to the text with different expectations and experiences, which influence their reading. An initial resistance for one reader could be the same factor making the book too trivial for another. Possible implications for teachers are that consideration for the aim of the reading should be made when choosing books for students, as it might be counterproductive to expect inexperienced readers to perform literary analysis if the goal is to develop reading.

Tableau d’honneur de la Faculté des études supérieures et postdoctorales, 2003-2004 / Dans Les Conversations d'Émilie (1782), Louise d'Épinay, femme de lettres des Lumières liée au milieu encyclopédique, propose un modèle d'éducation féminine s'incarnant dans une série de vingt dialogues inspirés des conversations pédagogiques qu'elle a partagées avec sa petite fille Émilie. S'appropriant, dans cette œuvre testamentaire, la structure de la conversation philosophique pour l'éducation d'une fillette et ancrant cette structure dans un cadre intime, elle offre une solution de compromis permettant aux femmes un accès à une formation morale et intellectuelle alliant bonheur et utilité sociale. L'intimité devient le terrain d'élection d'une pensée qui cherche son dépassement dans la transmission générationnelle de son modèle pédagogique et son prolongement dans un espace d'amitié et d'intellectualité féminines. Porteur, en point de mire, d'une réforme des possibilités sociales pour les femmes, le modèle de Louise d'Épinay, grâce à sa forme dialogique, s'inscrit pleinement dans ce que l'on pourrait appeler les "Lumières au féminin"

No description available.