Orientador: Marcelo El Khouri Buzato / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-24T10:46:41Z (GMT). No. of bitstreams: 1 Scheifer_CamilaLawson_D.pdf: 3672758 bytes, checksum: f387673efa21900df6629ab822fc0dc3 (MD5) Previous issue date: 2014 / Resumo: Esta tese representa uma tentativa de estabelecer teórica e empiricamente possíveis pressupostos para uma pedagogia de letramentos que assuma o espaço como uma prática social ¿ um terceiro espaço - que abarca dimensões tanto materiais quanto simbólicas. Com base em um projeto pedagógico interdisciplinar desenvolvido em uma classe de alunos de quinto ano, o estudo se propõe a gerar uma racionalidade espacial e um conjunto de ferramentas conceituais e analíticas alternativas que nos permitam pensar letramentos e aprendizagem como produtos e produtores de espaço-temporalidades. Estou particularmente interessada em entender como os alunos produzem significação enquanto cruzam espaços diversos através do engajamento com múltiplos letramentos, textos, discursos, atores, objetos, mídias e modalidades, e como esses processos de significação (re)constrõem conhecimentos, subjetividade e relações de poder em sala de aula. Tendo como referência teóricos que afirmam que o espaço não é meramente o pano de fundo estático onde a ação sócio-histórica se desenrola, mas um construto social que resulta de uma série de colonizações temporárias problemáticas que dividem e conectam as coisas em diferentes tipos de coletivos, estou também interessada no papel material, simbólico e corpóreo dos processos de significação na criação das colonizações temporárias das quais o espaço resulta. Inicialmente, faço uma crítica em relação à noção sociocultural de espaço subjacente aos Novos Estudos de Letramentos. Aponto a necessidade premente que as novas tecnologias nos impõem de abrirmos o contêiner no qual temos depositado nossas compreensões acerca das práticas escolares. Influenciada pela Virada Espacial de Lefebvre e Soja, tomo a relação espaço e tempo, sob óticas distintas e em face de diferentes problemáticas, como base de minhas reflexões teóricas. Proponho a Teoria-Ator-Rede como uma abordagem metodológica para o estudo do espaço e tempo (espaço-temporalidade) e da significação, uma vez que não toma suas dimensões materiais e simbólicas, humanas e não humanas, como descontínuas. Portanto, condizente como a interpretação espacial que estou a propor. No estudo empírico etnográfico, busco rastrear os movimentos de ressemiotização engendrados ao longo do projeto pedagógico, e as espacializações neles implicadas, no intuito de compreender como o espaço vai sendo articulado, negociado e resistido. A análise espacial dos eventos de letramento que compõem o projeto tornou possível a identificação de loci de aprendizagem, poder, criatividade e subjetividade, os quais possivelmente não teriam emergido sob outra perspectiva / Abstract: This thesis represents an attempt to theoretically and empirically establish possible assumptions for a pedagogy of literacies that assumes space as social practice ¿ a third space ¿ that comprehends both material and symbolic dimensions. Based on an interdisciplinary pedagogical project carried out in a fifth grade classroom, the study aims to draw a spatial rationality and a set of conceptual and analytical tools that enable us to think of literacies and learning as products and producers of spatio-temporalities. I am particularly interested in understanding how students make meaning while traversing different spaces through the engagement with multiple literacies, texts, discourses, actors, objects, media and modalities, and how these meaning-making processes (re)build knowledges, subjectivities and power relations in the classroom. Informed by theorists who assert that space is not merely the external static background where sociohistorical action takes place, but a social construct that results from the outcome of a series of problematic temporary settlements that divide and connect things up to different kinds of collectives, I am also concerned with the role of material, symbolic and embodied meaning-making processes in creating the temporary settlements of which space results. Initially, I make a critique of the sociocultural notion of space underlying the New Literacy Studies. I point to the urgent necessity the new technologies pose to open the container in which we have been depositing our understandings of school practices. Influenced by Lefebvre and Soja's Spatial Turn, I take time and space relation, under distinct perspectives and in light of different issues, as the basis for my theoretical discussions. I propose Actor-Network-Theory as a methodological approach for the study of space and time (spatio-temporalities) and meaning-making, since it does not see their material and symbolic, human and non-human, dimensions as discontinuous. Thus, in line with the spatial interpretation I am trying to articulate. In the ethnographic empirical study, I follow the resemiotization movements produced throughout the pedagogical project and the spatializations related to them, in order to understand how space is being articulated, negotiated and resisted. The spatial analysis of the literacy events that are part of the project made possible the identification of loci of learning, power, creativity and subjectivity, which possibly would not have emerged under another perspective / Doutorado / Linguagem e Tecnologia / Doutora em Lingüística Aplicada

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Charles G. Finney’s 1936 novel The Circus of Dr. Lao was published to enthusiastic reviews, but fell into relative obscurity shortly thereafter. Since its publication, it has been the subject of one peer-reviewed critical essay, a number of reviews, one non-peer-reviewed essay, and a master’s thesis. It was published in a world where the fantastic and unique found only barren desert soil, with no scholarly tradition for the fantastic, nor a widely receptive lay audience for something truly unique, or sui generis. The concept of the sui generis, meaning “of its own kind,” provides a useful lens for examining the novel, as Finney develops not only creatures, but people, which are truly of their own kind, borrowing from existing mythologies, traits of humanity, and aspects of nature, recombining them in a singular way which resists classification. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2013.

Through an exploration of both sculptural and thought processes undertaken in making my Masters exhibition, ‘Hippocampus’, I unpack some possibilities, instabilities, and limitations inherent in representation and visual perception. This thesis explores the Hippocampus as image (seahorse) and concept (brain-structure involved in cognitive mapping of space). Looking at Gilles Deleuze’s writings on representation, I will expand on the notion of the map as being that which does not define and fix a structure or meaning, but rather is open, extendable and experimental. I explore the becoming, rather than the being, of image and concept. The emphasis here is on process, non-representation, and fluidity of meaning. This is supportive of my personal affirmation of the practice and process of art-making as research. I will refer to the graphic prints of Maurits Cornelis Escher as a means to elucidate a visual contextualization of my practical work, particularly with regard to the play with two- and three-dimensional space perception. Through precisely calculated ‘experiments’ that show up the partiality of our visual perception of space, Escher alludes to things that either cannot actually exist as spatial objects or do exist, but resist representation. Similarly I will explore how my own sculptures, although existing in space resist a fixed representation and suggest ideas of other spaces, non-spaces; an in-between space that does not pin itself down and become fixed to any particular image, idea, objector representation.

Orientador: Anna Regina Lanner de Moura / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-17T19:24:52Z (GMT). No. of bitstreams: 1 Martin_AdrianaOfretoriodeOliveira_M.pdf: 2312535 bytes, checksum: 433f54f42b21934aaa5325fe22d7e728 (MD5) Previous issue date: 2010 / Resumo: Esta pesquisa tem como objetivo principal analisar os sentidos pessoais sobre os espaços formativos para o ofício de ensinar produzidos por quatro estudantes-estagiárias do terceiro ano do curso de Pedagogia da UNICAMP-SP-Brasil. As referidas participantes desenvolveram atividades formativas - narrativas reflexivas, projeto de ensino desenvolvido em grupo, portfólio reflexivo e seminário de adensamento teórico - relacionadas ao contexto de ensino de um Projeto de Integração Disciplinar (Projeto Integrado), desenvolvido sob a responsabilidade de três docentes da Faculdade de Educação e financiado pelo CNPq. Trata-se de uma investigação interpretativa (GINZBURG, 2003) voltada para narrativas escritas e orais produzidas pelos sujeitos da pesquisa a respeito de suas experiências formativas. Tais relatos foram realizados no segundo semestre de 2008, na disciplina de Estágio Supervisionado, que se relaciona ao Projeto Integrado (PI). Para a constituição do corpus, foram consideradas quatro produções escritas de cada sujeito e uma entrevista com cada grupo de desenvolvimento do projeto de ensino. Na análise, busca-se interpretar, à luz da teoria da atividade de Leontiev (1970?, 1983, 2004) e Engeström (1999), os significados e sentidos sobre o ofício de ensinar produzidos por esses sujeitos e relacionados aos espaços formativos. Mediante a análise das reflexões das quatro estudantes, produzidas ao longo de um semestre, assim como de seu relato oral, foi possível perceber que as atividades formativas, solicitadas no contexto da disciplina de Estágio Supervisionado e vinculadas ao PI, constituem-se como espaços de formação para essas alunas, na medida em que estas atribuem sentido pessoal à realização de tais tarefas. Foi possível perceber também, com maior ou menor ênfase, dependendo de cada sujeito, uma tendência à produção de significações voltadas à expectativa de formação para o ofício de ensinar nos aspectos da relação com o estágio, com a criança e com a prática futura de ser professora. Além disso, pode ser observada a recorrência na mudança de sentidos que ocorre do início ao final do semestre nas quatro estudantes cujas reflexões foram analisadas. / Abstract: The main purpose of this research is to analyze the personal senses about the formative spaces for teaching practice produced by four students from the third year of the Pedagogy course at UNICAMP-SP-Brazil. The participants developed formative activities - reflective narratives, group teaching project, reflective portfolio and seminar of theoretical densification related to the teaching context of a Disciplinary Integration Project (Integrated Project), developed by three professors at the Faculty of Education and supported by CNPq. This is an interpretative study (GINZBURG, 2003) aimed at oral and written narratives produced by the individuals of the research about their formative experiences. Such reports were made in the second half of 2008, during the Supervised Training subject, which is related to the Integrated Project (IP). To compose the corpus, four written compositions of each individual and an interview with each group of the teaching project development were considered. In the analysis, we seek to interpret, in the light of Leontiev?s activity theory (1970, 1983, 2004) and Engeström (1999), the meanings and senses about the teaching practice produced by these individuals and related to the formative spaces. Through the analysis of the reflection of the four students, produced throughout a semester, including the oral report, it was possible to realize that the formative activities, requested in the context of the Supervised Training subject and linked to IP, consist of spaces of development to these students, since they attribute a personal sense to the execution of such tasks. It was also possible to notice, with more or less emphasis, depending on each individual, a tendency of meanings production aimed at some expectation of education for teaching practice in the aspects of the relation with the training course, with the child and with the future practice of being a teacher. Besides, we can observe the recurrence of meaning changes that happens from the beginning to the end of the semester with the four students whose reflections were analyzed. / Mestrado / Ensino e Práticas Culturais / Mestre em Educação

Orientador: Arley Ramos Moreno / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-08-05T19:25:38Z (GMT). No. of bitstreams: 1 Peres_CarolinaViolante_M.pdf: 883162 bytes, checksum: 581c21be5ea6bfce9beb704f48cd469b (MD5) Previous issue date: 2006 / Resumo: Este trabalho é uma tentativa de mostrar que Wittgenstein, no Tractatus, endossa um misticismo estrito senso, ou seja, que ele entende o Místico, em última instância, de modo monista, como substância una da realidade. No Tractatus Wittgenstein considerava que o indizível, e portanto, o Místico, só poderia ser delimitado a partir do interior do dizível. Assim, só a compreensão correta dos limites do mundo e da linguagem que o expressa poderia revelar o aspecto místico da realidade. A estrutura da linguagem e do mundo que ela afigura seria como uma escada e o Místico seria a verdade encontrada por aquele que conseguisse escalar os degraus dessa escada, passando através dela, por ela e para além dela (6.54). Procuraremos, neste trabalho, reconstituir os degraus que Wittgenstein teria galgado, partindo do interior da estrutura da linguagem e do mundo, de modo a atingir a verdade mais elevada sobre a realidade, que seria o Místico / Abstract: This work attempts to show that, in the Tractatus, Wittgenstein assumes a stricto sensu mysticism, i.e., that he understands the Mystic, in the final analysis, in a monist manner or as the one single substance of reality. In the Tractatus, Wittgenstein considers that the unsayable, and therefore the Mystic, could only be delimited starting from the interior of the sayable. Thus, only the correct understanding of the limits of the world and of the language that expresses it could reveal the mystic aspect of reality. The structure of language and of the world that it depicts would be like a ladder and the Mystic would be the truth encountered by whoever succeeds in climbing its steps, thus passing through them, on them, over them (6.54). In this work, we seek to retrace the steps that Wittgenstein would have climbed, starting from the interior of the structure of language and of the world, to reach the highest truth about reality, which would be the Mystic / Mestrado / Mestre em Filosofia

Doctorat en philosophie et lettres / info:eu-repo/semantics/nonPublished

Guided by attachment theory and principles of positive psychology, a conceptual model was developed depicting the direct and indirect effects of attachment insecurity, state hope, belongingness, and meaning in life on wellness indicators (i.e., life satisfaction, physical health, and depression) of first generation Latino immigrants in the U.S. Specifically, the present study proposed that the effects of attachment insecurity on Latino immigrants' wellness would be mediated by two tiers of factors. The first tier consisted of state hope (i.e., general state hope, spiritual state hope, mastery state hope) and sense of belonging (i.e., general belongingness; connectedness with mainstream/ethnic community), which represented individual-level and relational factors, respectively, salient in Latino culture. Greater attachment insecurity was hypothesized to contribute to a compromised MIL and poorer wellness by decreasing state hope and sense of belongingness. A total of 352 first-generation Latino immigrants from Texas participated in this study. The exploratory factor analysis on the Experiences in Close Relationships Scale revealed a two-factor factor structure that is different from the two factors of adult attachment typically found with American samples (i.e., anxiety and avoidance). The emerged two factors represent anxious-distancing attachment and comfort-seeking attachment. Results from structural equation modeling analysis showed adequate model fit with the data. The final model indicated that the effects of comfort-seeking attachment on wellness were fully mediated by two layers of mediators (belongingness and state hope as the first layer and meaning in life as the second layer). In addition, the effect of anxious-distancing attachment on wellness was fully mediated by belongingness and meaning in life but not through state hope. Bootstrap methods were used to assess the significance magnitude of these indirect effects. Comfort-seeking attachment explained 13% of the variance in state hope and both attachment variables explained 36% of the variance in sense of belongingness. Anxious-distancing attachment, comfort-seeking attachment, state hope, and sense of belongingness explained 78% of the variance in meaning in life, and the overall model explained 75% of the variance in wellness. Limitations, future directions, and implications for counseling and theory are discussed from attachment theory, positive psychology, and immigration perspectives.

This dissertation claims contributions on two fronts. First, it aims to contribute to the theory of reception with a practical model of reading postclassical texts that substantially engage ancient ones. In the second place, it contributes three individual readings of three important works of literature on which nothing has been written by anglophone classicists working on classical reception: José Watanabe’s Antígona, Christine Brooke-Rose’s Amalgamemnon, and Anne Carson’s Economy of the Unlost. This dissertation’s contribution to the theory of reception is the proposition of a practical schema of reading, which is a figure upon which the imagination can operate. Simply put, it posits a schema as the place where meaning is construed. The schema calls attention to the constructedness of meaning and to the act of construction and organizes different moments of “reception”: that of the postclassical text receiving the ancient one (which the schema imagines as a vertical line) and that of the scholar receiving that particular instance of reception, the “I” of interpretation, which is theorized as one of two axes of transcendence of the schema (the other one being the world of/to which the schema speaks and means). Furthermore, the schema puts the “where” of meaning in the relation of (at least) two texts, but the “of” of meaning belongs to the postclassical texts. The postclassical text receiving ancient text(s) is proposed as a complex work, simultaneously in relationship with texts from the past as well as other texts from other periods. The relations of the postclassical text with each of these texts are different and need to be differently traced or theorized. The relation with the ancient texts is properly textual and thus the primary way of tracing it in the schema is a vertical line that first and foremost pays attention to form, with the tools of structural analysis and philology. Then, the theorization of the vertical line is made thicker with the operation of concepts upon it. As each of these texts (the classical and the postclassical) mean in relation to webs of texts that are relevant to the vertical relation, the schema imagines an additional dimension to the vertical one: the horizontal. Each of the horizontal lines traced for both the classical and the postclassical texts are in one way or another “historicist” readings, they trace contexts for the texts, but the way that context is understood in the theorization of the horizontal dimension of the schema is plural and never saturated. While this horizontal aspect of meaning is understood as textual, the schema also imagines for it an axis of transcendence, the world on which writers write and in which the reader is situated. The first chapter’s primary goal is to provide a reading of José Watanabe’s Antígona using the schema to illuminate the ways in which this text makes meaning in relation to Sophocles’ Antigone and part of the body of texts that have come to form part of that name. This reading counters the predominant approach to this work (and to many a work in classical reception), which reads it allegorically, as a commentary on a particular moment in the history of Peru. That predominant way of reading not only ignores the vertical orientation of the text in relation to its avowed ancient source, it also limits itself to one way of tracing the horizontality of the postclassical text, construing “context” in the most immediate and literal sense. The chapter contributes a reading that opens up Antígona to much more than allegory, highlighting its powerful affective and aesthetic dimension, as well as its intersection with recent feminist readings of the Greek tragedy that turn towards the figure of Ismene and the politics of sisterhood. The second chapter sets itself to the analysis of the complex role that ancient texts play in Christine Brooke-Rose’s radically experimental novel Amalgamemnon. This novel has not been the focus of attention of any work by a classical scholar, and those scholars who have written about it in other fields have failed to analyze the importance that Herodotus’ Histories and Aeschylus’ Agamemnon play at both the structural and the thematic levels. Tracing the vertical line, the chapter shows how these two texts are essential to the novel’s writing and themes. In the horizontal dimension, the schema situates the novel’s engagement with those ancient sources in the context of contemporary feminist discourse, especially as it concerns the question of the possibility of a feminine discourse and an outside of the phallocentric system of signs. That intersection illuminates both how Brooke-Rose is reading the ancient sources as well as what are arguably some of the limitations of her writing in contrast to the ethical commitments of feminisms. Finally, the third chapter is a reading of Anne Carson’s Economy of the Unlost, a text that is perhaps better known than the texts treated in the previous two chapters, at least in the Anglophone world, but which has nonetheless been fairly disregarded in the scholarship. The chapter provides a rigorous analysis of the “work” of this text, of what it does and how it does it, as the scholarship on Carson’s work has failed to posit or satisfactorily respond to the important questions regarding what constitutes the undeniable originality of her writing. In this particular book, which combines academic and poetic discourses into a new form that partakes of both, Carson proposes a comparative mode of making meaning that cannot be captured with a structural analysis of inter- or -trans- textuality, as the previous two chapters construed the vertical dimension of the schema. Instead, the theory of metaphor developed by Paul Ricoeur provides the appropriate tool to imagine the vertical dimension of the schema and analyze Carson’s exercise in bringing an ancient and a modern author together. This particular construction of the schema brings into the terrain of classical reception the possibility of interpretating comparative works that do not fit nicely within the theoretical margins of this subfield of classical studies. Finally, the chapter provides the occasion to trace another aspect of the schema, its other axis of transcendence, which is the “I” of interpretation.