En la siguiente investigación analizamos uno de los aspectos menos conocidos de la historia rural bonaerense: los ejidos de los pueblos de campaña. Estos espacios se conformaron a medida que la colonización avanzaba, primero de manera espontánea y luego por iniciativa estatal, con el objetivo de asentar a los pobladores alrededor de los centros poblados y fomentar el cultivo. Así, a diferencia de otros espacios de colonización española, los ejidos constituyeron las áreas donde se establecieron los solares, las quintas y las chacras. La historiografía tradicional reparó muy poco en ellos y cuando lo hizo, fue desde una óptica que contraponía la primera parte del siglo XIX con la expansión posterior a Pavón. Dentro de esta lógica, los pueblos rurales fueron descriptos como espacios rudimentarios y sus habitantes casi no fueron tenidos en cuenta puesto que la mirada centrada en la "estancia" opacó cualquier interés sobre los labradores y pastores que habitaban en estos espacios. En contrapartida, el período posterior fue caracterizado como de despegue de la economía exportadora y desarrollo de las instituciones. Desde ese momento los poblados habrían cobrado nueva vida convirtiéndose en importantes núcleos de población incentivados por la llegada de la inmigración. Para desandar estos supuestos, estudiamos específicamente la historia del ejido de la Guardia de Luján (Mercedes) desde el momento en que se creó el fuerte hasta 1870. Cada uno de los capítulos se estructuró en torno a núcleos problemáticos generales que fueron abordados desde lo local: la propiedad, los labradores, el mercado de tierras, la estructura productiva y la construcción del estado. El estudio demuestra la imposibilidad de definir la estructura productiva de un partido completamente sin tener en cuenta a los ejidos puesto que se puede incurrir en generalizaciones erróneas. Además, el período abarcado y los temas seleccionados permitieron reconocer los cambios y continuidades que se produjeron en estos espacios durante la transición a la Argentina Moderna.

Ce mémoire vise à mettre en parallèle les recherches réalisées par les traductologues spécialisés en pédagogie et le contenu des manuels conçus pour l’enseignement professionnel de la traduction. Il a pour objet l’analyse des manuels de formation à la traduction pragmatique (générale ou spécialisée) de l’anglais vers le français publiés en Amérique du Nord et en Europe depuis 1992. Dans cette recherche, l’examen des principales approches en enseignement de la traduction a d’abord permis de dégager un ensemble de propositions pédagogiques. Celles-ci ont été regroupées pour former un noyau conceptuel dont certaines composantes sont à la base d’une définition du contenu pédagogique des ouvrages et ont servi de critères d’analyse pour les manuels recensés. Le noyau conceptuel employé pour l’analyse des ouvrages pourra éventuellement être utile dans le cadre de recherches portant sur les manuels conçus pour l’enseignement de la traduction dans d’autres paires de langues. L’analyse comparative des ouvrages recensés a permis de son côté de brosser un portrait actuel du manuel de traduction professionnelle tout en mettant en évidence les aspects du contenu pédagogique qui pourraient être exploités davantage dans la prochaine génération de manuels de traduction. L’étude donne également une idée du nombre de manuels offerts sur les marchés nord-américain et européen qui sont destinés aux apprenants de la traduction professionnelle. En plus de préciser la place qu’occupent les manuels de traduction au sein de la traductologie, les observations fournies dans cette étude constituent des pistes de réflexion pour la confection de nouveaux outils pédagogiques adaptés à la formation universitaire des futurs traducteurs de métier. / In this thesis, we shall explore the relationship between research in the pedagogical branch of translation studies and the content of textbooks designed for future professional translators. The textbooks under examination are used to teach English to French (pragmatic or specialized) translation. They have been published in North America and Europe and are dated no earlier than 1992. The study of the major approaches to translator training has provided us with a set of pedagogical suggestions. Along with other criteria (exercises and theories underlying the approaches), they were used to define the pedagogical content of the textbooks selected for our analysis. They are also part of a conceptual core that can serve as a basis for the analysis of textbooks designed for the teaching of translation in languages other than French and English. Our research not only gives a current perspective of existing textbooks, but also points to the various aspects of the pedagogical content that should be further considered in the conception of the new generation of translation textbooks. Additionally, it gives an idea as to the number of textbooks for future professional translators that are available on the North American and European markets. Through our observations, we thus hope to describe how these teaching tools are in line with the present state of research in translation pedagogy, as well as provide a few tips for designing new textbooks that meet the needs of university-level students and their teachers.

Thesis--Universität Bielefeld, 1997. / Includes bibliographical references (p. [511]-530).

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisors: Lily Litvak and Virginia Higginbotham. Vita. Includes bibliographical references. Also available from UMI.

Thesis (Ph. D.)--Florida State University, 2006. / Advisor: José Gomariz, Florida State University, College of Arts and Sciences, Dept. of Modern Languages and Linguistics. Title and description from dissertation home page (viewed June 8, 2006). Document formatted into pages; contains vi, 75 pages. Includes bibliographical references.

Thesis (M.A.)--Bowling Green State University, 2006. / Document formatted into pages; contains vii, 132 p. Includes bibliographical references.

Made available in DSpace on 2013-08-07T19:03:18Z (GMT). No. of bitstreams: 2 000136667-Texto+Completo+Parte+A-0.pdf: 19228311 bytes, checksum: d1daa8f7ee320d654157ab338fac7325 (MD5) 000136667-Texto+Completo+Parte+B-1.pdf: 6018897 bytes, checksum: 83005330f74355ae60417efc4d8b929c (MD5) Previous issue date: 1996 / The question that pervades this work is: “why would a work so poorly received at the time of its publication may become a successful model some decades later?”. This study − which focuses on the analysis, reading and critical reception of a work − is based on the theory of the aesthetics of reception. Hans Robert Jauss ‘ theoretical work analyzes the reception of the book Memórias de um Sargento de Milícias through the history of literature, the horizon of expectations and aesthetic distance. The studies of Wolfgang Iser focuses on the interaction between the text and the reader, what provides the foundations for the analysis of indeterminations and gaps that allowed the transformation of the narrative into a aesthetic object. As it was said earlier, the objective that guides this study is to analyze the transformation of the novel, from “stranded” to one of the most successful Brazilian books. To achieve this objective, this work is divided into five chapters which focuses on the production, reading and reception of the work. Thus, the aim is to demonstrate the reasons why the novel that took shy responsiveness throughout the 19th century became so prestigious in the 20th century. / A questão que permeia este trabalho é: “Por que uma obra tão mal recebida na época de sua publicação pode tornar-se um modelo de sucesso algumas dezenas de anos mais tarde?”. Para realizar tal estudo − cujo foco é a análise, a leitura e a recepção crítica de uma obra − optou-se pela teoria denominada estética da recepção. Para a realização do estudo da recepção e da análise de Memórias de um sargento de milícias, do trabalho teórico de Hans Robert Jauss, o introdutor da mencionada linha, aproveitou-se, principalmente, o que diz respeito à história da literatura, ao horizonte de expectativas e à distância estética. Os estudos de Wolfgang Iser, centrados na interação entre o texto e o leitor, fornecem os fundamentos para a análise das indeterminações e lacunas que permitiram a transformação da narrativa em objeto estético. Como já se disse anteriormente, a questão que norteia este estudo é a transformação do romance, antes “encalhado”, em uma das obras brasileiras com maior sucesso de público. Para atingir esse objetivo, o trabalho está dividido em cinco capítulos que dão conta da produção, da leitura e da recepção da obra. Desse modo, visa-se demonstrar os motivos pelos quais o romance obteve tímida receptividade ao longo do século XIX e foi tão prestigiado no século XX.

Made available in DSpace on 2014-06-11T19:26:53Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-09-02Bitstream added on 2014-06-13T18:55:29Z : No. of bitstreams: 1 silveira_jf_me_sjrp.pdf: 372236 bytes, checksum: 5d3c02c0720146a6f7cf7a9c1423d1b2 (MD5) / Esse trabalho analisa a presença de ecos medievalizantes na poesia de Manuel Bandeira como exercício de aprendizagem poética. Para isso, selecionamos alguns poemas de Bandeira que possuem uma vinculação mais explícita com a lírica medieval, seja pela temática, seja pela forma, embora esses ecos perpassem por toda sua produção poética. A influência decisiva da poesia medieval portuguesa é apontada pelo próprio poeta em suas cartas, crônicas e na autobiografia intelectual Itinerário de Pasárgada e se manifestam de modo exemplar nos poemas analisados neste trabalho (“Cantiga de amor”, de Mafuá do Malungo; “Canção das muitas Marias”, de Opus 10; “Cantar de amor” e “Cossante”, de Lira dos Cinquent’anos; “Solau do desamado”, de Cinza das horas; e “Rimancete” e “Baladilha arcaica”, de Carnaval). Cada um deles empreende uma relação diferente com o medieval, ora pela negação dos arquétipos da poesia antiga, ora pelo tom de homenagem. Enfatizando o modo como se realiza essa recuperação da poesia medieval, o trabalho dá destaque ao fato de que a poesia de Bandeira modula e problematiza os pressupostos de liberação do passado e do lusitanismo característicos do Modernismo de 1922. Esse gesto não se baseia em um espírito de continuidade, mas funciona como experimentação que permite a Bandeira se especializar e se singularizar dentro de um campo que destaca o caráter rítmico e profano da poesia. / The aim of this work is to analyze the presence of medieval echoes in Manuel Bandeira‟s poetry as an exercise of poetic learning. To this end, some of Bandeira‟s poems which a more explicit connection with medieval lyrics either thematic or formal were selected, although these echoes can be identified throughout his poetic works. The crucial influence of Portuguese medieval poetry is pointed out by the poet himself in his personal letters, chronicles and intellectual autobiography named Itinerário de Pasárgada, and in an exemplary way in “Cantiga de amor”(Mafuá do Malungo); “Canção das muitas Marias” (Opus 10); “Cantar de amor” and “Cossante” (Lira dos Cinquent’anos); “Solau do desamado” (Cinza das horas); “Rimancete” and “Baladilha arcaica” (Carnaval), poems analyzed in this work. Each poem undertakes a different relationship with the medieval element, either by the denial of traditional poetry archetypes or by showing signs of respect. When emphasizing how this return of medieval poetry is realized, this work highlights the fact that Bandeira‟s poetry modulates and problematizes the presuppositions of rupture from (Luso-medieval) tradition, characteristics of Brazilian Modernism in 1922. The poet‟s attitude is not based on a spirit of continuity. It works as an experiment that allows Bandeira to have a specific and singular style within a field which emphasizes the rhythm and profanity of poetry.

Made available in DSpace on 2016-05-17T16:51:15Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-07-16. Added 1 bitstream(s) on 2016-05-17T16:54:48Z : No. of bitstreams: 1 000864248.pdf: 1164755 bytes, checksum: 22ab388fefcfd833b564aaaebcddc698 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta tese investiga o traço movediço do discurso de Manuel Bandeira a partir do diálogo que interpõe entre tradição e modernidade, ficção e biografia. O ponto de partida é a análise de como se apresenta a fusão destes aspectos em sua linguagem de forma a constituir-se elemento diferencial de seu estilo enquanto poeta e tradutor. Discutimos as marcas da existência e da morte com as quais alimenta essas duas linhas mestras de sua escritura e conduz o conjunto da obra para o núcleo do sujeito reinventado no espaço entre tradição e renovação, invenção e experiência. Para tanto, utilizamos os estudos sobre poética dos Formalistas e escavamos a existência de um espaço movediço em sua linguagem no qual se interseccionam esses elementos enquanto fios condutores; o espaço da morte. A essa perspectiva de análise formalista agregam-se as idéias sobre a experiência opaca de Florencia Garramuño ajustadas ao que se realiza em Bandeira enquanto atualização deste conceito, de onde se interpõem a língua, o sujeito e o procedimento artístico, tanto em sua obra poética quanto na traduzida. Com o olhar sobre a obra traduzida, finalizamos as reflexões da tese que enxerga na expressividade do autor um espaço de indissociabilidade entre esses elementos / This Study Investigates Manuel Bandeira's discourse and it's movable trait, focusing on the dialogue that can be seen between tradition and modernity, fiction and biography. The starting point is the analysis of how the fusion of these aspects is presented in his writing and also how this fusion turns out to be an element of differentiation in Bandeira's style as a poet and translator. Both the marks of existence as well as the signs of death in the author's production are also studied here. These elements represent Bandeira's two main lines of writing and are used by the poet as a way to conduct the whole set of his literary production to the core of a subject that is reinvented in the gap found between tradition and renewal, invention and experience. To achieve the purpose of this work we use studies on poetry developed by the formalists and we also search for the existence of movable boundary lines in which these elements intersect as conductors; the language of death. To this perspective of formalist analysis, we add the ideas about Florência Garramuño's opaque experiences, adjusted to whatever is produced in Bandeira's work regarding the updating of this concept, in which language, subject and artistic procedure stand, both in his poetic creation as in his translation. Looking at the translated literary production, we end the reflexions of the thesis that observes, in the author's expressiveness, a apace of inseparability among the mentioned elements

La présente étude s’intéresse particulièrement aux différents concepts physiques relatifs à l’électricité et à l’enseignement de ces concepts au collège en Syrie. Ces concepts étant souvent difficiles à comprendre par les élèves, et à enseigner par les enseignants, ils sont introduits formellement dès la classe de 5ème = CM2 au collège en Syrie. L’objectif de cette recherche a été, dans un premier temps, l’étude des différentes modes de présentation des notions de l’électricité dans le savoir de référence. Pour ce faire, nous avons choisi trois ouvrages universitaires de l’électricité. Puis nous sommes partie regarder les choix pris par les institutions pour enseigner ces notions ; nous précisons que nous intéressons aux choix des contenus et également des méthodes dans le programme de l’enseignement pré-universitaire en Syrie. Par la suite nous sommes parties regarder également ces derniers choix dans les manuels scolaires des classes de 5ème, 6ème, 8ème, 9ème en Syrie qui sont équivalentes à CM2, 6ème, 4ème et 3ème en France. Dans un deuxième temps, l’objectif de cette recherche fut de savoir une idée sur le point de vu des enseignants comme acteurs principaux de cette rénovation. Pour cela, un échantillon de 30 enseignants de physique chimie au niveau collège en Syrie, ont répondu à un questionnaire écrit portant sur l’enseignement des différentes notions de l’électricité. Le but est d’étudier les conceptions et les représentations sur l’électricité chez leurs élèves et les difficultés rencontrée en enseignant tel notions, en particulier à l’égard des différents concepts didactiques recommandés pour enseigner ces notions au collège. Enfin, notre étude permet de constater que malgré le grand appui dans le programme et les manuels scolaire sur l’importance d’aborder les notions électricité avec une méthode expérimentale, le recours expérimentale et analogique dans l’enseignement de collège en Syrie reste minoré. Afin de connaître les conceptions pédagogiques et épistémologiques des enseignants sur leur manière d’aborder l’enseignement de l’électricité, nous avons construit les données au moyen d’une enquête par questionnaire auprès de 30 enseignants. Les réponses à ce questionnaire ont été analysées suivant deux perspectives, pédagogique et didactique. Pour l’analyse à caractère pédagogique, une grille a été construite autour des modes de représentation privilégiés par les maîtres et autour des rôles respectivement réservés au maître et à l’élève. En parallèle, nous avons vérifié leur niveau maîtrise des différents concepts en didactique des sciences. Pour introduire les concepts de l’électricité, les enseignants affirment qu’ils laissent une large place aux activités expérimentales quand les circonstances sont pertinentes. L’analyse effectuée sur les manuels scolaires a été faite à l’aide d’une grille d’analyse, les résultats d’analyse de ces manuels montrent que les propositions de mise en œuvre d’une démarche expérimentale avec un recours modélisé restent minorées dans ces derniers. De plus, il ressort de l’étude du questionnaire destiné aux enseignants que ce processus expérimentale en lien avec une démarche d’investigation en électricité a du mal à vivre dans les pratiques des enseignants. En rajoute que, la volonté de programme de développer la notion de la pensée scientifique en électricité en lien avec l’expérimentation et la modélisation n’ait été que peu prise en compte dans les manuels, et soit difficilement stable dans les pratique des enseignants. Le manque des outils de laboratoire et les classes surchargées pourraient être un argument pour supprimer les activités expérimentales dans la majorité des cours en électricité. / The current studies are interested in different physics concepts which are related to the electricity and teaching these concepts at schools in Syria. Sometimes, these concepts are difficult to understand by the students, moreover, to the teachers to teach. These concepts are formally being taught to fifth class at Syrian schools. In the beginning, the goal of this research was to study the different ways to present the notions of electricity in the knowledge of reference. Therefore, we have chosen three university works of the electricity for this research. Then we have examined the choice which was taken by the institution to teach this notion. We specify that we are interested in the content of choices and also in the methods of their teaching suggested in the program of pre-university education in Syria. Afterwards, we also have viewed the choices which are existed in textbooks of the 5th,6th, 7th, 8th,and 9th class in Syria which are equivalent to the 6th , 4th, 3th, and CM2 class in France. Moreover, the aim of this research is to figure out an idea about the opinions of teachers who are considered the key players in this renovation. For this, a sample of 30 physics teachers at schools in Syria have answered a written questionnaire about the teaching of different concepts of the electricity. The goal is to study the conceptions and the representations on the electricity for their students. Besides, the difficulties encountered such concept especially with regard to various didactic notions recommended to teach these concepts at schools. Finally, our study shows that despite the big support in the programs and the textbooks on the importance of addressing the concepts of electricity with an experimental method, the use of experimental and analogue in the teaching at schools remain minus in Syria. Thus, in order to know pedagogical and epistemological concepts of teachers in their approaches while teaching electricity, we have constructed the data by a questionnaire of 30 teachers. The answers to this questionnaire were analyzed by two perspectives, the pedagogic and didactics perspectives. As for the pedagogical feature analysis, a grid was built around privileged methods of representation by the masters and around the roles reserved for the teachers and the students. In parallel, we have checked their mastering level of the concepts in science education. So the teachers have said that to introduce the concepts of electricity they had specialized ample room for experimental activities when the circumstances are appropriate. The analysis carried on the textbooks was made by using analytical framework, the results of analysis of these manuals show that the implementation of proposals for an experimental approach with a modeled recourse remained under valuable in the latter. Moreover, the study of this questionnaire tells us that for teachers this experimental process in connection with an electricity investigative approach is hard to be applied in teacher practice. The program will develop the concept of scientific thought in electrical connection with experimentation and modeling have been a little consideration in textbooks and are hardly stable in teachers 'practice. There is no room for discussion that the lack of laboratory tools and the overcrowded classrooms could be an argument to weaken experimental activities in the majority of current electricity.