Le présent mémoire définira ce qu’on entend par modernité et postmodernité, tout en juxtaposant ces concepts philosophiques au cinéma pratiqué par le documentariste Pierre Perrault. Les modernistes influencés par les Lumières ont toujours considéré les progrès scientifiques comme des avancées nécessaires à l’atteinte d’une béatitude universelle. Pour eux, le salut des sociétés nécessite un passage du côté de la science, du rationalisme. Le problème avec une telle démarche est que tout discours qui se dissocie de la rationalité est immédiatement annihilé au profit d’une (sur)dominance du progrès. Il ne s’agit pas de dire que la modernité est à proscrire – loin de là! –, mais il serait temps d’envisager une remise en question de certaines de ses caractéristiques. La postmodernité, réflexion critique popularisée par Jean-François Lyotard, s’évertue à trouver des pistes de solution pour pallier à cette problématique. Elle est une critique de la domination exagérée des sciences dans la compréhension de notre monde. Il existe pourtant d’autres façons de l’appréhender, tels les mythes et les croyances. Ces récits irrationnels cachent souvent en eux des valeurs importantes (qu’elles soient d’ordre moral, écologique ou spirituel). Or, l’œuvre de Perrault regorge de ces petites histoires communautaires. Les deux films choisis pour notre travail – Le goût de la farine (1977) et Le pays de la terre sans arbre ou le Mouchouânipi (1980) – en sont l’exemple prégnant. Chacun d’eux présente des traditions autochtones (celles des Innus) opposées à la dictature du progrès. Et cette même opposition permet au réalisateur de forger un discours critique sur une modernité prête à tout pour effacer les coutumes uniques. Le cinéaste agit ainsi en postmoderniste, offrant une réflexion salutaire sur les pires excès véhiculés par les tenants du progrès. / This dissertation, juxtaposing modernity and postmodernity to Pierre Perrault’s documentary movies, will define what we understand from those philosophic concepts. Influenced with Les Lumières, modernists have always considered necessary to put forward scientific technology progress to reach universal beatitude. For them, science is the key to society’s salute and rationalism. The problem with this process is that all thinking dissociating from rationality brings its immediate annihilation by progress and “over-progress” domination. Far from us to say that modernity needs to be forbidden but maybe it would be time to call into question some of these concepts. Popularized by Jean-François Lyotard, postmodernity criticizes the exaggerated science domination into trying to understand our world and wants to find solutions to counter the problem. Yet, there are other ways to apprehend this world of ours, like myths and believes. These irrational stories often reveal important moral, ecologic or spiritual values. The works of Perrault abound with community stories to refer to and we have chosen two pictures that are obvious examples. Le goût de la farine (1977) and Le pays de la terre sans arbre ou le Mouchouânipi (1980) present Innus’ traditions opposed to progress dictatorship. This same opposition allows the movie director to create a critical thinking about this modernity (in brief, a postmodernist thinking).

The purpose of this mixed-method study was to investigate digital native preservice teachers’ self-efficacy beliefs regarding their technology experiences and skills at the beginning and at the end of their field placement semester. Digital natives, as defined by Prensky (2001), are students born after 1980 who have been raised with digital media and spend a great deal of time engaging with digital devices. Factors that could impact changes in these participants’ technology integration self-efficacy beliefs were also analyzed. This study used pre- and post-surveys, face-to-face interviews with a portion of the respondents, and a document review of course materials and lesson plans. Twenty-one preservice students, enrolled in the second to last semester of a teacher preparation program, at a small mid Atlantic university during the fall, 2011 semester participated. The quantitative portion involved the online administration of the Technology Integration Survey at the beginning and at the conclusion of the field placement experience. For the qualitative portion, nine participants were purposefully selected for interviews in an effort to more fully understand participants’ experiences and how these experiences impacted their self-efficacy beliefs about technology integration during the semester. In order to triangulate the data, results of the quantitative phase of the study were then compared with the results from the qualitative phase of the study. The findings of this mixed-method study suggested that digital native preservice teachers’ self-efficacy beliefs to integrate technology into their teaching improved slightly over the course of the semester. In addition, a strong relationship was found between participants’ Post-Test Technology Skills scores and Post-Test Self-Efficacy scores, indicating that an increase in technology skills corresponded with an increase in self-efficacy (r = .684, p = 0.001). Qualitative results pointed to mentor support, time, and access to technology during their field placement experiences as factors for integrating technology into their instruction. Additionally, results indicated that participants had access to and spent a considerable amount of time on computers every day. They were proficient with basic technologies but reported lower proficiency with more difficult technologies. Yet, results also suggested that, while this group of digital native preservice teachers has grown up in the digital age, their practice and, more importantly, their fundamental understanding of integrating technology into their instructional practices was limited.

Esta tese propõe uma reflexão e análise sobre as estratégias lúdicas utilizadas, pelos primeiros jesuítas, para educar e catequizar os nativos da América portuguesa do século XVI, entre 1549 a 1579. O período escolhido marca a chegada de Manoel da Nóbrega e a presença de José de Anchieta na Colônia. Durante o processo de análise observamos as influências da educação humanística do Renascimento na elaboração e desenvolvimento da pedagogia inaciana, voltada para um aprendizado prazeroso. Verificamos que os primeiros documentos elaborados por Inácio de Loyola foram instrumentos que alicerçaram a pedagogia e as normas gerais da Companhia de Jesus, e merecem destaque por terem legitimado a elaboração da Ratio Studiorum; modelo pedagógico vigente a mais de quatrocentos anos nos colégios jesuíticos, formando leigos e religiosos. Verificamos nas correspondências e documentos do século XVI que o catequizar e o educar dos nativos da América portuguesa se deram a partir da pedagogia jesuítica que privilegiava as estratégias lúdicas, tais como o teatro, o coral, o canto, as danças, a música, entre outras ações, promovendo a interação e a simbiose entre a cultura indígena e a cultura europeia. Analisamos o teatro anchietano, utilizado como estratégia lúdica antes mesmo do ensino da leitura, da escrita e do contar. / This theory proposes a reflection and analysis on the entertainment strategies used by the first Jesuits to educate and to catechize the natives of Portuguese America of the XVI century, between 1549 to 1579. The chosen period marks the arrival of Jesuit Priest Manuel da Nóbrega and the presence of the Jesuit missionary José de Anchieta in the then Portuguese Colony, now Brazil. During the analysis process, we have observed the influences of the humanistic education of the Renaissance in the preparation and development of the Ignatian pedagogy turned to a pleasurable apprenticeship. We noted that the first documents prepared by Ignatius of Loyola, were instruments that laid the pedagogy foundations and the general standards of the Company of Jesus and deserve distinction because of having legitimized the preparation of the Ratio Studiorum, a pedagogic model in force for over four hundred years in the Jesuitical colleges, forming laymen and monks. We notice in the correspondence and documents of the XVI century that catechizing and educating the natives of Portuguese America happened from the Jesuitical pedagogy which was privileging entertainment strategies such as theater, corals, singing, dancing and the music amongst other actions promoting this way the interaction and the symbiosis between the native culture and the European culture. We analyzed the Anchietan Theater used as entertainment strategy even before the teaching of reading, writing and arithmetic.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-06-20T12:22:20Z No. of bitstreams: 1 Quiona Norberto Santos.pdf: 830285 bytes, checksum: 7e1d5c4860eee0b821c840656e785fbc (MD5) / Made available in DSpace on 2017-06-20T12:22:20Z (GMT). No. of bitstreams: 1 Quiona Norberto Santos.pdf: 830285 bytes, checksum: 7e1d5c4860eee0b821c840656e785fbc (MD5) Previous issue date: 2017-06-07 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research addresses the dynamics of cultural consumption in Brazil through appropriations that occur during interactions between digital natives in the network environment. In specific terms, it is the consumption and the global spread of local cultures through cultural products exchanged in the course of the online communications of that group. The corpus of this research is Hallyu 2.0, that is to say, the "second wave" of international popularization of South Korean culture via the Internet in the late 2000’s, with its exponent the contemporary musical genre, K-pop. Thus, one wonders how the spread of local cultures on a planetary level occurs and what the contribution of the digital natives in this process. In general terms, the scope of the study is to understand the role of virtual interactions among digital natives in the said dynamics. It is believed that these young people propagate the local cultural product of esteem so that it gains the essential media visibility to avoid its symbolic extinction. In order to elucidate the object, the views of Trivinho (1998, 2007, 2010, 2012), Jenkins (2006, 2012), Jenkins, Green and Ford (2014), Dijck and Nieborg (2009), Prensky (2001), Tapscott (1998, 2010), Buckingham (2011, 2013), de Lee Seung (2015), Choi (2015) e KOCIS (2011). Methodologically, the theoretical-empirical perspective based on a bibliographical research destined to the construction of the theoretical reference pertinent to the object is chosen for the study; also, an immersion into the digital platforms YouTube, Facebook, Viki and fan sites, in order to consolidate an in-depth understanding of the phenomenon / O presente Projeto de Pesquisa aborda a dinâmica do consumo cultural realizado no Brasil por meio de apropriações que ocorrem nas interações entre os nativos digitais no ambiente da rede. Em termos específicos, trata-se do consumo e da propagação global de culturas locais por meio de produtos culturais permutados no decorrer das comunicações online desse grupo. Para tanto, como corpus de pesquisa, analisa-se a Hallyu 2.0, isto é a “segunda onda” de popularização internacional da cultura sul-coreana via internet, no fim da década de 2000, tendo como seu expoente o gênero musical contemporâneo jovem, K-pop. Assim, interroga-se como ocorre a disseminação de culturas locais em nível planetário e qual a contribuição dos nativos digitais nesse processo. Em linhas gerais, o escopo do estudo consiste em compreender o papel das interações virtuais entre os nativos digitais na referida dinâmica. Acredita-se que esses jovens propagam o produto cultural local de estima a fim de que este ganhe a visibilidade mediática essencial para evitar sua extinção simbólica. No intuito de elucidar o objeto, privilegiam-se as visões de Trivinho (1998, 2007, 2010, 2012), Jenkins (2006, 2012), Jenkins, Green e Ford (2014), Dijck e Nieborg (2009), Prensky (2001a, 2001b, 2011), Tapscott (1998, 2010), Buckingham (2011, 2013) de Lee Seung (2015), Choi (2015) e KOCIS (2011). Metodologicamente, elege-se para o estudo a perspectiva teórico-empírica baseada em pesquisa bibliográfica destinada à construção do referencial teórico pertinente ao objeto e em imersão nas plataformas “sociais” da rede YouTube, Facebook, Viki e sites de fãs, a fim de consolidar-se uma compreensão aprofundada sobre o fenômeno

Esta tese propõe uma reflexão e análise sobre as estratégias lúdicas utilizadas, pelos primeiros jesuítas, para educar e catequizar os nativos da América portuguesa do século XVI, entre 1549 a 1579. O período escolhido marca a chegada de Manoel da Nóbrega e a presença de José de Anchieta na Colônia. Durante o processo de análise observamos as influências da educação humanística do Renascimento na elaboração e desenvolvimento da pedagogia inaciana, voltada para um aprendizado prazeroso. Verificamos que os primeiros documentos elaborados por Inácio de Loyola foram instrumentos que alicerçaram a pedagogia e as normas gerais da Companhia de Jesus, e merecem destaque por terem legitimado a elaboração da Ratio Studiorum; modelo pedagógico vigente a mais de quatrocentos anos nos colégios jesuíticos, formando leigos e religiosos. Verificamos nas correspondências e documentos do século XVI que o catequizar e o educar dos nativos da América portuguesa se deram a partir da pedagogia jesuítica que privilegiava as estratégias lúdicas, tais como o teatro, o coral, o canto, as danças, a música, entre outras ações, promovendo a interação e a simbiose entre a cultura indígena e a cultura europeia. Analisamos o teatro anchietano, utilizado como estratégia lúdica antes mesmo do ensino da leitura, da escrita e do contar. / This theory proposes a reflection and analysis on the entertainment strategies used by the first Jesuits to educate and to catechize the natives of Portuguese America of the XVI century, between 1549 to 1579. The chosen period marks the arrival of Jesuit Priest Manuel da Nóbrega and the presence of the Jesuit missionary José de Anchieta in the then Portuguese Colony, now Brazil. During the analysis process, we have observed the influences of the humanistic education of the Renaissance in the preparation and development of the Ignatian pedagogy turned to a pleasurable apprenticeship. We noted that the first documents prepared by Ignatius of Loyola, were instruments that laid the pedagogy foundations and the general standards of the Company of Jesus and deserve distinction because of having legitimized the preparation of the Ratio Studiorum, a pedagogic model in force for over four hundred years in the Jesuitical colleges, forming laymen and monks. We notice in the correspondence and documents of the XVI century that catechizing and educating the natives of Portuguese America happened from the Jesuitical pedagogy which was privileging entertainment strategies such as theater, corals, singing, dancing and the music amongst other actions promoting this way the interaction and the symbiosis between the native culture and the European culture. We analyzed the Anchietan Theater used as entertainment strategy even before the teaching of reading, writing and arithmetic.

A disposição dos povoados, vilas e cidades ao longo do litoral brasileiro sempre foi representação, para a historiografia, da interdependência da Colônia em face da expansão mercantilista européia. Em conseqüência, os estudos sobre a urbanização, fundamentados nos aspectos estruturais e econômicos da Idade Moderna, têm estes espaços como produto cultural dos grupos dominadores. Essa Dissertação de Mestrado procura mudar o foco de análise ao investigar os contextos sociais específicos dos núcleos urbanos nos primeiros eventos do colonialismo. Como suporte para a pesquisa, foram eleitas algumas cidades litorâneas do atual Estado de São Paulo: São Vicente, Santos, Cananéia, Iguape, São Sebastião e Ubatuba. A partir de pesquisas multidisciplinares, entre as Ciências do Urbanismo, História, Arqueologia, Geografia, Sociologia e Antropologia, as investigações evidenciaram a contribuição das sociedades indígenas nos processos de ocupação, não só das Vilas, mas de toda rede urbana. Presentes alguns séculos antes da chegada dos europeus, elegeram essa frente atlântica como habitat, estabelecendo nos nichos ecológicos seus lugares de vivência, estreitamente harmonizados com o meio ambiente. Essas escolhas balizaram a instalação dos futuros espaços urbanos. Os mesmos sítios, antes ocupados por aldeias (grupos locais), serão seqüenciados pela arquitetura de raiz européia. Os novos espaços, portanto, são fruto do encontro cultural entre indígenas e europeus. A percepção do elo afetivo que as pessoas têm com seus lugares, relativo aos povos indígenas, sinalizou que as representações não poderiam traduzir apenas o repertório cultural europeu. Afinal, pequenos grupos de brancos (ou indivíduos!) foram acolhidos por milhares de índios. Interagindo culturalmente conseguiram se adaptar e sobreviver. O novo cenário social decerto moldou a imagem dos aglomerados. A observação dos sítios, cenários ambientais, desenhos e imagens na linha do tempo, revelaram ao longo da pesquisa as evidências de suas singelezas. Uma recorrência nas Vilas estudadas simboliza o enlace dessas vertentes sociais: a articulação do módulo espacial da Matriz com a contigüidade da rua direita. As aproximações dos núcleos germinais foram obtidas com os levantamentos elaborados pelo Engenheiro Militar João da Costa Ferreira e colaboradores no final do século XVIII. Outra fonte cartográfica foi especialmente utilizada: os levantamentos da Comissão Geográfica e Geológica do Estado de São Paulo, do início do século XX. / The disposition of the population, villages and cities on the Brazilian coast from the interdependence of the Colony to the European commercial expansion was always seen thru history. Consequently, the studies based on the structural and economical aspects of the modern age, show these spaces as the product of the cultural dominant groups. This Masters degree theory tries to change the focus of these analyses once it investigates the social specific contexts of the urban areas from the first colony events. As support for this research the coastal cities chosen from the current state of São Paulo were: São Vicente, Santos, Cananéia, Iguape, São Sebastião e Ubatuba. From the multidiscipline researches, among the Sciences of Urbanism, History, Arqueology, Geography, Sociology and Anthropology the investigations prove the contribution from the Natives on the occupation process not only in the villages but also in all urban areas. Present a few centuries before the European arrived; they elected the Atlantic front as their habitat, establishing the places where they would live in straight harmony with the natural environment. These choices had direct influence in the future urban areas. The same places, which were chosen before from the tribes or local groups, would in sequence have the European architectural roots. Therefore the new spaces are the product of the cultural meeting between Europeans and natives. The perceptions of affection that people have with in relation with the places to the natives, demonstrated that it could not only translate the European culture. After all, small groups of whites (or individuals) were accepted by thousands of natives. Interacting culturally they adapted and survived. The new social scenery will definitely mold the image of these groups. The observation of places, environmental scenes and the design and images during the length of time revealed during the research the evidences of its simplicity. A fact in the villages studied symbolizes the enlace of social lines: the articulation of the cathedral with the continuity of direita street. The closeness of the originating groups was obtained from the data elaborated by the Military Engineer João da Costa Ferreira and the collaborators at the end of the eighteenth century. Another resource was used: the research from the Geographic And Geological Commission from the State of São Paulo, from the beginning of the twentieth century.

This lightning talk will discuss the prospects of ofering student workshops on how to use Google Education Apps and Microsoft 365. Google Education Apps and Microsoft 365 are two platforms that many colleges use today. Students emails are typically Outlook or Gmail products, which allows students access to whole suite of cloud based products, including storage, that will make their lives easier. Marc Prensky coined the term "Digital Native" in 2001, stating "students today are all 'native speakers' of the digital language of computers, video games and the internet". When most these Digital Natives get to college, they believe they are technologically proficient, yet when we them in instruction sessions and work with them on-on-one, many students are clueless about cloud tec hnology. How can we as librarians ilustrate to students how important it is to know this technology? Librarians should bring ideas, benefits, challenges, and lessons learned.

No description available.

Title: Memories of whithesses from the east of the Giant mountains Objectives: The aim of the work is to summarize historical events and social changes connected with the era from the beginning of colonization of the east of the Giant mountains to the second half of 1940s through utterance of regional natives compared to thematic literature. Methods: To gain data for this thesis regarding utterance of contemporary witnesses I used largely publications Krkonošští rodáci vzpomínají 1, 2 a 3, further a magazine Krkonoše-Jizerské hory, a website Paměť národa - Sudetské osudy (Antikomplex) and a method of semi- structured interview with one witness. I focused especially on German- speaking natives born in 1920s and 1930s from the east of the Giant mountains, largely from villages Horní Maršov and Velká Úpa and surroundings, occasionally supplemented by compatriots from the middle of the Giant mountains. It was 17 withesses in total - 8 women and 9 men. Afterwards I made a comparation of sources mentioned above with prefessional literature and populary educational literature and websites, which have a relation to the region and to period, historical and social events. Conclusion: The thesis introduced key moments of life stories of predominantly German-speaking withesses from the east of the Giant...

Le présent mémoire définira ce qu’on entend par modernité et postmodernité, tout en juxtaposant ces concepts philosophiques au cinéma pratiqué par le documentariste Pierre Perrault. Les modernistes influencés par les Lumières ont toujours considéré les progrès scientifiques comme des avancées nécessaires à l’atteinte d’une béatitude universelle. Pour eux, le salut des sociétés nécessite un passage du côté de la science, du rationalisme. Le problème avec une telle démarche est que tout discours qui se dissocie de la rationalité est immédiatement annihilé au profit d’une (sur)dominance du progrès. Il ne s’agit pas de dire que la modernité est à proscrire – loin de là! –, mais il serait temps d’envisager une remise en question de certaines de ses caractéristiques. La postmodernité, réflexion critique popularisée par Jean-François Lyotard, s’évertue à trouver des pistes de solution pour pallier à cette problématique. Elle est une critique de la domination exagérée des sciences dans la compréhension de notre monde. Il existe pourtant d’autres façons de l’appréhender, tels les mythes et les croyances. Ces récits irrationnels cachent souvent en eux des valeurs importantes (qu’elles soient d’ordre moral, écologique ou spirituel). Or, l’œuvre de Perrault regorge de ces petites histoires communautaires. Les deux films choisis pour notre travail – Le goût de la farine (1977) et Le pays de la terre sans arbre ou le Mouchouânipi (1980) – en sont l’exemple prégnant. Chacun d’eux présente des traditions autochtones (celles des Innus) opposées à la dictature du progrès. Et cette même opposition permet au réalisateur de forger un discours critique sur une modernité prête à tout pour effacer les coutumes uniques. Le cinéaste agit ainsi en postmoderniste, offrant une réflexion salutaire sur les pires excès véhiculés par les tenants du progrès. / This dissertation, juxtaposing modernity and postmodernity to Pierre Perrault’s documentary movies, will define what we understand from those philosophic concepts. Influenced with Les Lumières, modernists have always considered necessary to put forward scientific technology progress to reach universal beatitude. For them, science is the key to society’s salute and rationalism. The problem with this process is that all thinking dissociating from rationality brings its immediate annihilation by progress and “over-progress” domination. Far from us to say that modernity needs to be forbidden but maybe it would be time to call into question some of these concepts. Popularized by Jean-François Lyotard, postmodernity criticizes the exaggerated science domination into trying to understand our world and wants to find solutions to counter the problem. Yet, there are other ways to apprehend this world of ours, like myths and believes. These irrational stories often reveal important moral, ecologic or spiritual values. The works of Perrault abound with community stories to refer to and we have chosen two pictures that are obvious examples. Le goût de la farine (1977) and Le pays de la terre sans arbre ou le Mouchouânipi (1980) present Innus’ traditions opposed to progress dictatorship. This same opposition allows the movie director to create a critical thinking about this modernity (in brief, a postmodernist thinking).