Made available in DSpace on 2014-12-17T14:35:45Z (GMT). No. of bitstreams: 1 AlmiraN.pdf: 374864 bytes, checksum: 651e5d35db36dcc0f9139e835a581cb5 (MD5) Previous issue date: 2005-07-25 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The present work highlights the importance of Dialogue in dealing with situations of crisis, and human conflicts. It has a starting point in some ideas of David Bohm, and in so doing, it presents itself with the challenge of testing the premise that dialogical strategies, of thought and action, can make the human choices inherent to those situations, more coherent and creative. They also allow us to elucidate and grasp them, towards broader comprehension and resolution, while keeping the framework of consistent assessment. However, we believe that said strategies are not, necessarily, problem solvers. With that in mind, we expanded the notion of Dialogue , systematizing dialogical visions of the world, derived from the ideas of David Bohm, Paulo Freire and Mikhail Bakhtin, in which they give priority to the Dialogue component, in all human relations within crucial contexts. From the elaboration of that systemic and dialogical interface, in which Dialogue appears as common theme, and pervasive tool, we detected the emerging of ancillary themes such as Liberty , Consciousness , Creativity , Ethics and Responsibility . We see these themes as ways of comprehending Life, as each one embodies interests, needs and shared human motivations. We have articulated them as a network, and added to that the need of Reflection in conjunction with Dialogue as a watchful call for noticing the incoherence / Este trabalho destaca a import?ncia do di?logo no enfrentamento de situa??es de crise e conflitos humanos, tomando como fundamento algumas id?ias de David Bohm. Nesse intento, a aposta ? a de que estrat?gias dial?gicas de pensamento e a??o podem tornar as escolhas, em tais situa??es, mais coerentes e criativas, permitindo elucid?-las e desvel?-las para que possam ser compreendidas e enfrentadas de forma mais alargada, num processo de reflex?o permanente. Todavia, acreditamos que tais estrat?gias n?o s?o, necessariamente, solucionadoras de problemas. Para isso, ampliamos a no??o de di?logo, sistematizando-o em cosmovis?es dial?gicas a partir das id?ias de David Bohm, Paulo Freire e Mikhail Bakhtin, naquilo em que principalizam o di?logo nas rela??es humanas em contextos de crise. A partir da composi??o dessa interface dial?gica, na qual o di?logo se configura como tema comum e como ferramenta, observamos a emerg?ncia de temas como liberdade, consci?ncia, criatividade, ?tica e responsabilidade que denominamos grandes temas humanos e os entendemos como maneiras de compreens?o da vida por conterem interesses, necessidades e motiva??es humanas compartilhadas. Articulamos esses temas em rede e acrescentamos a necessidade da reflex?o junto ao di?logo, no sentido de alertar para a incoer?ncia

L’éducation à distance se devellope très vite dans le monde et au Brésil, de tel sorte qu’elle est présente, aujourd’hui, dans touts les niveaux educationnels. Au Brésil, spécialement, nous voyons un offre chaque fois plus grande de cours de graduation virtuelle, accompagné de l’augmentation du nombre de personnes qui doivent travailler ensembles pour les préparer. Puis que la graduation est un point de base à la formation académique des étudiants et des professionels, nous avons choisi cet univers de recherche pour étudier comennt sont developpés les procès de construction, offre et réformulation de cours virtuels de graduation, à partir de l’interlocution – façon tipiquement humaine d’intération. Nous parlons, au long du rapport refléxive qui a resulté de cette recherche, de quelques aspects historiques de l’éducation à distance como modalité éducationnelle, comunicative e organizationelle, pour la réintégrer à la chaîne d’événements qui composent l’histoire humaine, aspects qu’on minimize ou qu’oublie, grâce à la vitesse de son developpement. Au même temps, en observant les réseaux conversationnels qui se forment entre les personnes qui composent la grille administrative, téchnologique et pédagogique responsable par un cours de graduation virtuelle, nous voulons comprendre comment chaque personne et chaque équipe se posent dans cette structure, en exerceant ses droits d’intervention et d’autorie, qui sont conséquentes de la pratique interlocutive. En utilisant le référentiel théorique de Mikhail Bakhtil (dialogisme et polyphonie, deux concepts beaucoup travaillés par la PhD Margaret Axt, orientatrice de cette recherche, dans le PGIE – UFRGS - Brésil) et Edgar Morin (compléxité et altérité), nous voulons reprendre les dimensions emotionnelles qui se cachent sous les différents niveaux intelectuels, téchnologiques et administratifs qui composent un cours de graduation par l’web, en constatant que, même qu’elle soit construite et intermédiée par les machines, et née des besoins propres du context industriel/commercial, la graduation à distance continue à être un proces intératif humain, et qu’elle doit être vue et comprise de cette forme par ceux qui la vivent, pour qu’elle puisse accomplir son rôle de promotion des humains par des humains. / A educação a distância vem se expandindo no mundo e no Brasil de maneira rápida, alcançando cada vez mais todos os níveis de educação. No Brasil, em especial, observamos uma oferta cada vez maior de cursos de graduação virtual, com conseqüente aumento do número de pessoas que se envolvem na preparação de cursos dessa natureza. Como a graduação constitui um ponto nevrálgico na formação acadêmica de estudantes e profissionais, escolhemos esse universo de pesquisa para estudar como esses processos de construção, oferta e reformulação de cursos virtuais são desenvolvidos neles, tomando a interlocução – modo tipicamente humano de interação – como eixo organizador. Abordamos, durante o relato/reflexão que resultou da pesquisa, aspectos da historicidade da educação a distância como modalidade educacional, comunicacional e organizacional, para vinculá-la à cadeia de eventos da história humana, aspecto que tende a ser minimizado e/ou esquecido, devido à velocidade de sua progressão. Ao mesmo tempo, observando as redes conversacionais que ocorrem entre as pessoas que compõem a malha administrativa, pedagógica e tecnológica responsável por um curso de graduação virtual, procuramos compreender como cada pessoa e cada equipe se posicionam nessa estrutura, no exercício da intervenção e da autoria, decorrentes das práticas interlocutivas. Utilizando os referenciais teóricos de Mikhail Bakhtin (dialogismo e polifonia, dois conceitos profusamente trabalhados pela Prof. Dra. Margarete Axt, no PGIE da UFRGS, e sob cuja orientação se desenvolveu esta pesquisa) e Edgar Morin (complexidade/alteridade), procuramos resgatar as dimensões emocionais que se ocultam nas diferentes camadas intelectivas, tecnológicas e administrativas que compõem um curso de graduação via web, constatando que, mesmo construída e intermediada pela máquina, e nascida de necessidades próprias do contexto industrial/comercial, a educação a distância, na qual os cursos virtuais de graduação se inserem, continua sendo um processo interacional humano, e que assim deve ser vista por seus vivenciadores, para que cumpra o seu papel de promoção dos humanos que dela participam, de alguma forma. / The e-learning is growing fast, in the world and in Brazil and it is present in every education levels. In Brazil, we observe the offer more and more significant of graduation on-line courses, and a growing number of people that work to prepare and develop them. The on-line graduation is a very important step in the academic formation of students and professionals, and we chose this research’s universe to study how this process of construction, offer and reformulation courses are developed, taking interlocution – typical human interactive way - by organizational axe. We discuss, during this report/reflection resulting of this research, historic aspects of e-learning that we minimize or forget, to reconnect it to the historic events chain of human history, because it is developed so fast and lots of people don’t know, even more, its origins. In the same time, we want to understand how every person and team works in these administrative, pedagogic and technological net, using interlocutive practices. Mikhail Bahktin’s (dialogism and polyphony, two concepts worked for a long time by PhD Margaret Axt, in the PGIE – UFRGS program) and Edgar Morin’s (complexity and alterity) theories are used by references, to rescue emotional dimensions hided in the different intellectual, pedagogical and administrative procedures that make up a web graduation course, which should be understood as a human interactive process to promoting humans, by humans.

Nesta dissertação me proponho a analisar o romance O Mestre e Margarida (1940) de M. Bulgákov a partir das noções de humano, fantasia e realidade. Para isso, inicio por uma análise do primeiro capítulo do romance de Bulgákov em aproximação com o romance realista socialista, buscando elementos com que Bulgákov se contrapõe ao realismo socialista. Sugiro, aqui, que esses elementos teriam ligação com questões éticas e de modos de representação do real, de tal modo que essas questões residem no cerne temático e formal do romance. Em seguida, me proponho a analisar o entremeio entre o primeiro capítulo de O Mestre e Margarida, que se passa em Moscou, e o segundo capítulo, o romance dentro do romance, a história de Pôncios Pilatos e Jeshua escrita pelo personagem Mestre. Nesse momento, estou preocupado em discutir três temas principais: a. a função do fáustico no romance, bem como outras questões a ele associadas, como o problema do valor em Goethe, Binswanger, Nietzsche e Heidegger leitor de Nietzsche; b. o modo como um romance está dentro do outro, uma vez que, entre outras coisas, o modo como se dá a passagem entre um e outro é variado e instaura uma questão sobre a qual não poucos críticos se debruçaram; e c. a singularidade do procedimento paródico presente no romance, a qual me leva a enveredar por um estudo da sátira menipeia de Bakhtin, em consonância com alguns pontos de seus textos iniciais, preocupados, por exemplo, com o problema da responsabilidade. Por fim, passo a uma análise do segundo capítulo de O Mestre e Margarida, o assim chamado romance dentro do romance, que narra à sua maneira a interação entre Jeshua e Pôncios Pilatos. Aqui, aproximo dessa narrativa algumas questões relacionadas ao nietzschianismo russo e a Nietzsche, tendo em vista hipóteses trabalhadas nos momentos anteriores deste estudo. Nesse percurso, as desenvolvo e aprofundo, principalmente a respeito de assuntos como a recepção de aspectos da filosofia alemã no contexto russo-soviético e o lugar complexo de O Mestre e Margarida no modernismo. / In this dissertation I propose an analysis of M. Bulgakovs novel The Master and Margarita (1940), considering the notions of human, fantasy and reality. For this purpose, I begin by an analysis of the first chapter of Bulgakovs novel, approaching it to socialist realist novel, aiming to find elements in which Bulgakov counteracts socialist realism. I suggest these elements have to do with ethical matters and with issues about how to represent the real, in a way that these matters and issues rest on the novels thematic and formal heart. Afterwards, I propose to analyse the intermedium (entremeio) between The Master and Margaritas first chapter, which takes place in Moscow, and the second chapter, which is the novel inside the novel, the story of Pontius Pilate and Yeshua written by the Master, the character. At this point, I am concerned with three main themes: a. the function of the faustic in the novel and related matters, like the value issue in Goethe, Binswanger, Nietzsche and Heidegger as Nietzsches reader; b. the way in which a novel is inside the other, since the link between one and another varies, posing an issue handled by several critics; and c. the singularity of the parodic procedure found in the novel, which leads me to embark on a study of Bakhtins menippean satire in consonance with some points of his first texts that are concerned, for example, with the issue of the answerability. Finally, I analyse the The Master and Margaritas second chapter, the so called novel inside the novel, which tells in its own ways the interaction between Yeshua and Pilate. I articulate it here with some issues connected with the Russian Nietzscheanism and with Nietzsche himself considering assumptions that Ive worked previously. In this route, I advance assumptions about issues like the reception of aspects of German philosophy in Russian-soviet background and The Master and Margaritas intricate place inside modernism.

Orientador: Luci Banks-Leite / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-23T17:16:45Z (GMT). No. of bitstreams: 1 Lima_AnnaPaulaRolimde_M.pdf: 3114322 bytes, checksum: d0172d756ebf68e170a61fb077a634d1 (MD5) Previous issue date: 2013 / Resumo: Esta dissertação tem como finalidade analisar o discurso oral de crianças entre 3 e 6 anos no contexto do agrupamento multietário. A fim de demonstrar a inegável presença da argumentação nos enunciados infantis, busca-se explicitar e analisar tanto os recursos linguísticos, como os princípios sociais evocados nos enunciados. As relações sociais e os posicionamentos das crianças nas interações discursivas também são analisados aqui. A partir dos objetivos e hipóteses levantados, assumiram-se como teoria que embasa este trabalho, os princípios da semântica argumentativa de Ducrot e, recorreu-se ainda ao conceito de dialogismo de Bakhtin. O desenvolvimento do trabalho tornou possível detectar uma grande semelhança entre os termos Topos e Vozes sociais presentes, respectivamente, nas teorias de Ducrot e Bakhtin. Nas análises verificou-se o todo dos discursos analisados, ou seja, a relação entre os enunciados, a consistência dos discursos e a continuidade dos temas abordados (nível macro). E ao mesmo tempo, destinou-se atenção às marcas linguísticas presentes nos enunciados infantis, as quais são responsáveis pela orientação argumentativa (nível micro). Assim como proposto por Nølke (1993), as análises foram centradas no material linguístico e em sua repercussão no nível macro. No nível da microargumentação, o foco da atenção incidiu sobre os operadores argumentativos e os encadeamentos argumento/conclusão, o que permitiu a visualização das diferentes estratégias argumentativas usadas pelas crianças na condução de seus interlocutores a uma determinada conclusão. No que se refere à macroestrutura argumentativa, o foco das análises manteve-se sobre a coordenação das ideias expressas nos diálogos infantis e a coerências das respostas. Os resultados apontaram para a forte presença da argumentação nos enunciados infantis. / Abstract: This dissertation aims to analyze the oral speech of children between 3 and 6-years-old in the context of a group of various ages. In order to demonstrate the invariable presence of the argumentation set out in children, seeks to explain and analyze both linguistic resources, such as social principles evoked in the utterances. Social relations and placements of children in discursive interactions are also analyzed here. From the objectives and hypotheses raised, it was assumed as theory behind this work, the principles of argumentative semantics of Ducrot and, even resorted to the concept of dialogism of Bakhtin. The development work has made it possible to detect a great similarity between the terms Topos and Social Voices present respectively in the theories of Ducrot and Bakhtin. In the analysis it was found the whole the discourse analyzed, namely, the relationship between utterances, consistency and continuity of the discourse and themes (macro level). At the same time, attention was aimed at linguistic marks present in children's utterances, which are responsible for the argumentative orientation (micro level). As proposed by Nölke (1993), the analysis was focused on the linguistic material and its impact on the macro level. In argumentation micro level, the attention was focused on the argumentative operators and the threads argument / conclusion, allowing the visualization of different argumentative strategies used by children in the conduct of their interlocutors to a particular conclusion. As regards the macrostructure argumentative, the focus of the analysis was maintained over coordination of the ideas expressed in the dialogues and coherence of children's responses. The results pointed to the strong presence of the argumentation set out in children. / Mestrado / Psicologia Educacional / Mestra em Educação

This thesis comprises detailed readings of nine early-modern plays featuring female witches in an attempt to recover an understanding of how they were represented on the early-modern stage and what they meant to their first audiences. Drawing on twentieth-century theories of subjectivity, it offers an avenue for the explanation of moments of misogyny in the plays and identifies an unconscious communal anxiety which was revealed and perpetuated by the stage representation of the witch. Although we cannot fully recapture the experience of an audience of 400 years ago, this study attempts to do so in order to place the plays in the context of anxieties detectable in the period. By reading the plays in reference to theatrical conditions, this thesis identifies moments when the drama enlisted the subjectivity of the audience and the witch was constructed as uncanny. Such an approach contributes to the debate on the ages of actors performing certain female characters and suggests potential staging approaches for future performances.

This thesis deals with the problems of genre and narrative techniques in two novels by the Swedish author Hjalmar Bergman, 1883-1931. Although regarded as one of the foremost novelists in Swedish literature, with novels such as Markurells i Wadköping, 1919, and Farmor och vår Herre, 1921, Bergman's narrative techniques have not previously been systematically analyzed. Instead critics have focussed either on the biographical and philosophical aspects of his work, or on the meaning of his specific use of symbols and metaphorical language. Hjalmar Bergman wrote more than twenty novels, a large number of plays, short stories, fairy tales and screenplays. His most innovative period was in the 1910s, which is also the period focussed on here. The study begins with the reception of the seven novels written from 1912 to 1918. These novels were considerably different from what the critics at the time were wont to expect. Consequently they had trouble understanding not only the purpose of the narrative techniques in the novels, but also in determining their specific genre and subject matter. The aim of this thesis is to demonstrate that by analyzing Hjalmar Bergman's narrative techniques, we can learn more about the genre of the novel, about its status in the Swedish literary institution of the 1910s, and about Hjalmar Bergman's contribution to its development in Sweden. For this purpose the methods of the Russian theorist of the novel, Mikhail Bakhtin, have proved to be useful. In the succeeding chapters two novels, Loewenhistorier, 1913 (Loewen Stories) and En döds memoarer, 1918 (The Memoirs of a Dead Man), are analyzed for a deeper understanding of Hjalmar Bergman's specific use of novelistic subgenres such as the adventure story, the picaresque, the Bildungsroman, the confession, the memoir etc. Hjalmar Bergmanhas been considered a 'pre-modernist' in Swedish prose fiction. If this is the case, it is not primarily because hetried to invent new ways of writing novels, but rather that he made use of seemingly well-defined genres, combining them in new and often surprising ways. He thereby investigates not only a subject matter or a protagonist, but also the relevance, with regard to the stories hesets out to tell, of the genre-bound plots and perspectives. The result is novels that are simultaneously highly structured and 'law-abiding', in accordance with their genre patterns, and characterized by a certain open-ended 'brokenness'. Nothing ever turns out as the reader might expect, judging from the genres used in the novels. / digitalisering@umu

Dentro del contexto de los estudios literarios actuales, las figuras más reconocidas de la eslavística rusa son Mikhail Mijáilovich Bakhtin (1895–1975) e Iuri Mijáilovich Lotman (1922–1993). Por una parte, ambos han sido gestores de críticas profundas a los llamados “grandes metarrelatos modernos”, entre ellos el formalismo ruso, el marxismo, la lingüística tradicional, etc.; y, por otra, han elaborado nuevas concepciones teóricas que han sido capaces de transformar, de manera radical y definitiva, la forma de ver y estudiar tanto la literatura como el arte. En este estudio, por tanto, se redescubre a un brillante pensador como Bakhtin y se conoce a un relevante semiótico como Lotman, teórico prácticamente desconocido en los círculos académicos chilenos. La idea fundamental de esta tesis es dar cuenta del desarrollo histórico y del cambio epistemológico producido en la época posmoderna, desde el punto de vista de las contribuciones realizadas tanto por Bakhtin como por Lotman a los estudios literarios. De esta manera, se muestra, a través de un estudio descriptivo–comparativo, que dicha importancia radica en que ambos pensadores permiten la constitución de una línea de pensamiento que devela, en primer término, las transformaciones producidas en la época posmoderna y, en segundo término, los cambios acontecidos en la teoría literaria durante el siglo XX.

In examining Dostoevsky's treatment of faith in The Brothers Karamazov, critics often focus solely on "The Grand Inquisitor." Dostoevsky, however, refutes the Inquisitor's views through the movement of the three Karamazov brothers toward faith. The three Karamazov brothers, as a collective personality, represent the fundamental needs of man and the corresponding aspects of faith, each brother being an individual study of the necessity of integrating soul, heart and mind into faith. The crises that each brother faces force each one to develop a fuller dimension of faith. The final effect of integrating the soul, heart and mind in faith is active love.

This dissertation examines fifteen films produced in seven political eras from 1926 thru 2008 in Soviet / Post-Soviet Russia. Its aim is to determine if the cinematic presence of Bakhtin’s ten signifiers of the carnivalesque (parody, death, grotesque display, satirical humor, billingsgate, metaphor, fearlessness, madness, the mask, and the interior infinite) increase in their significance with the historical progression from a totalitarian State (e.g., USSR under Stalin) to a federal semi-residential constitutional republic (e.g., The Russian Federation under Yeltsin - Putin). In this study, the carnivalesque signifiers act as a gauge of dialogism, the presence of which is indicative of some cinematic freedom of expression. The implication being, that in totalitarian States, a progressive relaxation of censorship in cinema (and conversely, an increase in cinematic freedom of expression) is indicative of a move towards a more representative form of governance, (e.g., the collapse of the totalitarian State). The fifteen films analyzed in this study include: Battleship Potemkin (1925), End of St. Petersburg (1927), Chapaev (1934), Ivan the Terrible, Part II (1946, released in 1958), Spring on Zarechnaya Street (1956), The Cranes are Flying (1957), Stalker (1979), Siberiade (1979), The Legend of Suram Fortress (1984), Repentance (1984, released in 1987), Cold Summer of 1953 (1987), Little Vera (1988), Burnt by the Sun (1994), House of Fools (2002) and Russian Ark (2002). All fifteen films were produced in the Soviet/Post-Soviet space and directed by Russian filmmakers; hence, the films portray a distinctly Russian perspective on reality. These films emphasize various carnivalesque features including the reversal of conventional hierarchies, usually promoting the disprivileged masses to the top, thus turning them into heroes at the expense of traditional power structures.

Abstract: This is a study of the influence of anarchism and syndicalism (a variant of anarchism) on the left and labour movements in South Africa between the 1890s and the 1920s, but with a focus on the first two decades of the twentieth century. Internationally, this was a period of widespread working class unrest and radicalism, and the apogee, the “glorious period”, of anarchist and syndicalist influence from the 1890s to the 1920s. The rising influence of anarchism and syndicalism was reflected in South Africa, where it widely influenced the left, as well as significant sections of the local labour movement, as well as layers of the nationalist movements. This influence also spilled into neighbouring countries, fostering a movement that was multi-racial in composition, as well as internationalist and interracial in outlook. These developments are today almost entirely forgotten, and have been largely excised from the literature: this thesis is, above all, a work of recovering the history of a significant tradition, a history that has significant implications for understanding the history of left and labour movements in South Africa and southern Africa.