Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2016-02-15T12:39:39Z No. of bitstreams: 1 Roberto Carlos Ramos_.pdf: 7451089 bytes, checksum: 0874601b824e25b27d992f29024b4bee (MD5) / Made available in DSpace on 2016-02-15T12:39:39Z (GMT). No. of bitstreams: 1 Roberto Carlos Ramos_.pdf: 7451089 bytes, checksum: 0874601b824e25b27d992f29024b4bee (MD5) Previous issue date: 2015-09-24 / Sociedade Porvir Científico - Rede La Salle / Este estudo descreve experiências de gestão em realidades geográficas e culturalmente muito distintas – Mangunde, em Moçambique e Scampia, na Itália – Onde os desafios do cotidiano serviram como motivação para projetos inovadores. Com o objetivo de identificar características do eu gestor, são narrados acontecimentos vividos nestes diferentes contextos, detalhando alguns dos projetos educacionais desenvolvidos. Para tal, a dissertação apoia-se basicamente em dois teóricos: Alberto Melucci, que convida a olhar o sujeito, sua experiência e a relação consigo e com o mundo na tentativa da construção identitária, e Paulo Freire, entendendo a prática educativa enquanto dimensão social sob o âmbito da intersubjetividade e da interculturalidade. A abordagem freireana, já em parte intrínseca às experiências por mim vivenciadas, agora toma novo vigor, permitindo a elaboração de reflexões mais sólidas no processo de constituição do eu gestor. Valendo-me da metáfora do mosaico, o texto vai sendo construído com diferentes matizes e formas. Entre os resultados deste processo reflexivo surgem sugestões a futuros gestores do campo educacional, como a capacidade de inserir-se nos processos para conhecê-los a fundo e, ao mesmo tempo, afastar-se deles para analisá-los com bom senso, na medida do possível sempre apoiado em parceiros intelectuais, que oferecem manancial teórico como substrato para reflexão. Envolver-se inteiramente no cotidiano de cada contexto, mas paralelamente estar atento à sedução de não ser totalmente absorvido por ele é também imprescindível. Em síntese, e retomando a metáfora: o mosaico foi – e continua sendo - construído e observado num movimento constante de aproximação e afastamento. O segredo está no ver, escutar, sonhar e agir com esperança. Quem sabe, muito mais do que verbos, constituem princípios de ação para quem assume o desafio da gestão educacional. / In this study executive experiences within geographically and culturally very distinct realities are described – Mangunde in Mozambique and Scampia in Italy – where the daily challenges were useful to give ground to innovating projects. In order to identify the characteristics of the “I manager” that develops a reflective attitude throughout the work. To this end, the dissertation rests basically on two theoretical: Alberto Melucci the first inviting him to glance at the subject, his own experience and the relationship between himself and the world in the attempt to build his identity. Paulo Freire conceived the educative praxis seen in its social dimension, under the sphere of inter-subjectivity and inter-cultural education. The Freire's approach, as in intrinsic part of the experiences lived by me, now takes new vigor, enabling the development of more solid reflections on the constitution process of the self-manager. With the mosaic metaphor, the text is being built with different shades and shapes. Among the results of this reflective process suggestions arise to the future managers of the educational field. Among the results of the reflective process emerge suggestions to future managers in the educational field, such as capacity of inserting himself into the processes, of knowing them deeply, and standing back of them, in order to analyze them with sense and supported by intellectual partners, that offer theoretical sources as subjects of reflecting. Involving oneself entirely into the daily context, but being at the same time attentive to the temptation of not being totally absorbed by it. Returning to the metaphor, the mosaic has been, and ever will be, built and observed within a constant movement of approach and standing back. The secret consists in seeing, hearing, dreaming and acting with hope. Who knows, much more than verbs, they consist in principles of action for those who assume the challenge of educational managing.

Santrauka NORVEGIJOS IR LIETUVOS SPORTUOJANČIŲ PAAUGLIŲ MOTYVACIJOS RAIŠKA Sportininko valią pirmiausia sudaro motyvo jėga, o motyve glūdi žmogaus pažintinės veiklos ir požiūrio rezultatai, todėl valios ugdymą reikia pradėti nuo jo intelektinių ir emocinių pagrindų stiprinimo – veiklos motyų skiepijimo“ (Palaima, 1976 p. 121). Sportininko motyvacija – užima ypatingą vietą įgyvendinant užsibrėžtus tikslus. Žinodamas auklėtinių požiūrį į sportą, treneris gali panaudoti ugdomąją sporto funkciją kaip humanistinių vertybių perdavimo priemonę, kuri gali teigiamai veikti ir elgesį, ir dorovinį brendimą. Motyvuojant sportininkus labai svarbu atsižvelgti į jų individualias savybes, nes sporte egzistuoja optimali kiekvienos sporto šakos, kiekvieno sportininko, kiekvienų varžybų motyvacija. Tyrimo objektas. Norvegijos ir Lietuvos sportuojančių, 15 – 20 metų paauglių motyvacijos raiška. Hipotezė. Tikėtina, kad Norvegijos ir Lietuvos sportuojančių paauglių mokymosi motyvacija skiriasi. Tyrimo tikslas. Nustatyti Norvegijos ir Lietuvos sportuojančių paauglių mokymosi motyvacijos raišką. Tyrimo metodai: Teoriniai. Pedagoginės ir psichologinės literatūros bei mokslinių šaltinių analizė. Empiriniai. 15 – 20 m. Norvegijoje ir Lietuvoje sportuojančių paauglių anketinė apklausa. Anketinei apklausai atlikti buvo naudojama D. Beresnevičienės (1995 c) mokymosi motyvų,vertybinių orientacijų, aspiracijų, psichologės savijautos mokantis; savęs vertinimo nustatymo testas. Statistiniai... [toliau žr. visą tekstą] / Summary NORWAY AND LITHUANIA SPORTING TEENAGERS MOTIVATION EXPRESSION Their athlete tidier with the firstly create the motive vehemence, and the motive of a Human cognitive to his uncomfortable activity and of the attitudinal results, consequently shall volitional on a bringing up started from its intellectual and affective groundworks activitys the“ (Palaima, 1976 p. 121). The motivation athlete – shall select the specific office materialise markinggauge specific. A pupil of my to my, the trainer must reuse breed the sport role than the than of role of the humanistic nuggets and and institution, frame be able positively affect not simply positively affect boo and moral ripening. The aim of the object. Norway and Lithuania sporting teenagers motivation expression. Hypothesis. Verisimilar, that Norway and lietuva the training of the sporting teenager the and motivation shall article. The aim of the research. Quantify lietuva and Norway sporting Norway Sporting teenagers in lietuva the teachingYear the motivation expression. The act obtained aim act obtained aim: Theoretic. Pedagogical and psychical literary psychical pedagogical and scientific source the literary. Empirical. The completed of survey questionnaire present usable D. Beresnevičienės (1995 c) teachingYear motives, Valuable and orientation, aspiratetion, psychologist instruct the way one feels; the set of the myself rating. Statistic. Are intelligence machine usable SPSS the program, Microsoft Excel the... [to full text]

French literary translators have traditionally translated in an ethnocentric fashion in such a way that the translated work did not seem translated. They tried to write their translations in the same way the author would have, had he been French. Readers of French translations seemed quite satisfied with that approach. Yet there are translators who do not feel comfortable with this ethnocentric approach. They have done a great deal of reflection on their work, and are introducing new ways of translating literature. One of these is Antoine Berman. We have dedicated the first half of our work to his theories and the second half to a possible application of these theories to a novel by Joyce Carol Oates, I Lock my Door upon Myself. This novel was translated in France by Marie-Lise Marliere and its French title is Un amour noir. We will quote examples from the translation where we feel we can apply Berman's theory of "distorting tendencies" and make practical suggestions of alternative French translations. Our conclusion leads us to explore ways to better serve the French readers of Joyce Carol Oates.

Characteristics and development of coaching as one of the tools of self-motivation and incentive management. Verify that the coaching can be effective tool in communicating at work and personal life.

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The objective of this work is to analyze the relation of a literary text to one's identity, to its understanding and to its formation through the written language. The relation between man and the world founded on the awareness of one's own visibility serves as the basis for this analysis. Further, the analysis draws on a hypothesis that one's own visibility within the world is perceived as both a threat and as something inauthentic. Thus, human beings make considerable effort to form themselves according to their own principles or to become someone else with the help of literary text, to take on various disguises and masks, but also to use language as a tool enabling them to uncover their own authenticity. On the onset, such approach was represented by Stendhal's work that is considered as the founding stone of literary egotism. The reason is that, in his work, Stendhal focuses exclusively on himself, which is manifested by a double gesture: self-analysis and self-construction. Both these gestures, performed by the means of language, have a number of successors in various literatures, including Czech literature and the work of Jakub Deml. In Deml's texts, too, the double gesture of self-analysis and self-construction can be recognized. By modifying his own identity, mainly through the inclusion of other...

Théoricien, « stratège » – ainsi qu’il s’est défini – cinéaste, acteur de ses seuls films, mémorialiste, révolutionnaire, membre du lettrisme (initié par Isidore Isou) et membre de l’organisation politique Socialisme ou Barbarie ; cofondateur de l’Internationale lettriste (1952-1957) et de l’Internationale situationniste (1957-1972), Guy Debord n’a visé à rien comme à projeter sur ses productions les traits de l’exceptionnel. Pour ce faire, il s’est entouré de quelques dizaines de compagnons. Ce qui constitue la base extrinsèque du mythe de Guy Debord. Par la trame anecdotique, la première partie de cette recherche évoque les personnalités qu’il a fréquentées, les mouvements d’avant-garde politiques et artistiques qu’il a momentanément soutenus et plus souvent affrontés, mais qui, en partie, ont déterminé les orientations de sa vie et de sa pensée. Il s’est d’abord agi pour Guy Debord de projeter les promesses émancipatrices de l’art et de la poésie moderne dans l’espace urbain et les relations sociales. Dans un deuxième temps, la réalisation de ce projet est subordonnée à celui de la révolution. Cependant, ce dessein est inséparable d’une esthétique, autrement dit d’une base intrinsèque, « le style de la négation », écrit Guy Debord. C’est le sujet de la seconde partie de ce travail. La « dérive », la « métagraphie influentielle », la « psychogéographie », la « situation » et le « détournement » sont quelques-uns des concepts qui dessinent une esthétique de l’action artistique et politique. Par ailleurs, d’abord intuitivement, puis avec une conscience maîtrisée, Guy Debord convoque une grande variété de figures et de récits exemplaires dont, analogiquement, il vise à diriger vers soi une partie de la puissance et du prestige. Par la constitution d’un cadre imaginatif mythique et mythographique, Guy Debord s’affronte à un nécessaire dépassement de l’intériorité imaginante vers la réalisation du récit dans la matérialité historique. / Theoretician, “Strategist” – as he defined himself –, film director, actor in his own films exclusively, memorialist, revolutionary, member of the Lettrist movement (initiated by Isidore Isou) and member of Socialism or Barbarism, a political organisation ; co-founder of the Lettrist International (1952-1957) and of the Situationist International (1957-1972), Guy Debord aimed for nothing but project features of the exceptional on his works. To do so, he surrounded himself with a few dozens companions, which constitutes the extrinsic basis of the Guy Debord myth. Through the fabric of anecdotes, the first part of this research brings up the key figures he socialised with and the political or artistic avant-garde movements he momentarily supported, and more often confronted, but which determined in part the courses taken by his life and thought. At first, for Guy Debord, it was a case of projecting the emancipatory promises of art and modern poetry onto the urban space and social relations. Then, the realisation of this project becomes subordinated to the project of revolution. However, this goal can not be separated from an aesthetic form, that is to say from an intrinsic basis, “the style of negation”, according to Guy Debord. The second part of this work will focus on this subject. “Drift”, “Influential metagraphy”, “psychogeography”, “situation” and “diversion” are but a few concepts outlining an aesthetic of political and artistic action. Besides, Guy Debord summons a large variety of characters and exemplary narratives – first intuitively, then with a fully controlled conscience –, the power and prestige of which he analogically aims to direct partly at himself. By elaborating an imaginative, mythical and mythographical framework, Guy Debord faces the necessity to overtake the mind-wandering inwardness, towards the accomplishment of the narrative within the historical materiality.

This thesis raises diagnosis of the term creativity and related terms in the semantic sphere of students of teaching and primary school teachers. The aim of this work is to find out to what extent the perception of some chosen scholarly concepts are related comparing students of pedagogical faculty and experienced primary school teachers. The theoretical part includes the chapter about the theory of research in pedagogy and defines the method of semantic differential. The next chapter theoretically defines the concepts. The practical part includes the results of the research that are supported by needed tables and graphs.