Although confusion about the genre of New Woman Ella D'Arcy's only novella has resulted in a lack of scholarship, The Bishop's Dilemma can now be read as a social commentary that reaches beyond the New Woman subversion of the Victorian marriage plot, broadening the gender discussion at the fin-de-siècle. In this essay, I examine how D'Arcy uses Catholicism as a vehicle to create a unique space in the Catholic ritual of the confession that gives her reader privileged access to Victorian manhood. I argue that by placing her examination of masculinity in the context of the Catholic priesthood, D'Arcy renders her protagonist, Herbert Fayler, unable to use the convention of marriage as a means of subjugation or salvation of Dilemma's female characters, removing the marriage plot as a framework for the tension in the text and leaving Fayler's masculinity vulnerable to his own self-censure. I conclude that D'Arcy does not condemn Fayler any more than she blames the New Woman characters of her earlier short stories for their plight, but rather, D'Arcy constructs a figure of masculinity that exposes dangers present when men are groomed in a romanticized world with idealized notions of masculine life.

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Submitted by Kilvya Braga (kilvyabraga@hotmail.com) on 2018-04-21T00:28:52Z No. of bitstreams: 1 ROBSON DE OLIVEIRA SILVA – DISSERTAÇÃO (PPGH) 2016.pdf: 3284980 bytes, checksum: 61d7fedc1efdb894adca6aa0b9346623 (MD5) / Made available in DSpace on 2018-04-21T00:28:52Z (GMT). No. of bitstreams: 1 ROBSON DE OLIVEIRA SILVA – DISSERTAÇÃO (PPGH) 2016.pdf: 3284980 bytes, checksum: 61d7fedc1efdb894adca6aa0b9346623 (MD5) Previous issue date: 2016 / Capes / O estudo da cultura escolar enquanto campo de saber da História da Educação, constituiuse em um campo fértil para o conhecimento da história das instituições escolares. Este campo de saber proporciona o estudo de aspectos singulares do cotidiano escolar, tendo em vista que cada instituição é única, existindo uma multiplicidade de tramas a serem exploradas. Nesse aspecto, esse trabalho tem como objetivo principal a historicização da cultura escolar do Colégio Nossa Senhora do Rosário, no período de 1955-1965,buscando refletir sobre as estratégias de controle do poder disciplinar e as táticas de resistência das ex-alunas, práticas que revelam relações de força, a partir de uma microfísica do poder no sistema pedagógico da instituição. Nesse estudo, se fez necessário como objetivos específicos : a análise da arquitetura escolar enquanto um programa pedagógico de produção disciplinar; problematizar as práticas pedagógicas através dos enunciados das ex-alunas; e refletir acerca das burlas que ofereciam resistência as estratégias de controle na instituição. Para tanto, utilizou-se como referenciais teóricos principais, os trabalhos de Foucault (2013; 2014), Certeau (1994), Escolano e Frago (1998), Buffa (2002). Desse modo, o estudo da cultura escolar de uma instituição confessional na metade do século XX , no interior paraibano, permitiu a problematização do processo disciplinatório enquanto estratégia de escolarização cristã, entendendo o papel dos atores sociais enquanto protagonistas da história através de suas memórias. / The study of the school culture as a field of knowledge of History of Education, was in a fertile field for the knowledge of the history of school institutions. This field of knowledge provides the study of the unique aspects of daily school life, considering that each institution is unique and there is a multiplicity of plots to be explored. In this respect, this work has the main objective of the historicizing school culture School Nossa Senhora do Rosário, in the period 1955-1965, attempt to think about the control strategies of disciplinary power and resistance tactics alumnae, practices reveal power relations, from the microphysics of power in the educational system of the institution. In this study, it was necessary as specific objectives: the analysis of the architecture school as an educational program of disciplinary production; problematize the pedagogical practices through the statements of former students; and reflect on the scams that offered resistance control strategies in the institution. Therefore, it was used as the main theoretical framework, Foucault's works (2013, 2014), Certeau (1994), Escolano and Frago (1998) Buffa (2002). Thus, the study of school culture of a confessional institution in the mid twentieth century, in Paraiba interior, allowed the questioning of control process as Christian education strategy, understanding the role of social actors as protagonists of the story through his memories.

This dissertation comprises two parts: Part I, which discusses use of second person pronoun in contemporary American poetry; and Part II, The Museum of Coming Apart, which is a collection of poems. As confessional verse became a dominant mode in American poetry in the late 1950s and early 60s, so too did the use of the first-person pronoun. Due in part to the excesses of later confessionalism, however, many contemporary poets hesitate to use first person for fear that their work might be read as autobiography. The poetry of the 1990s and early 2000s has thus been characterized by distance, dissociation, and fracture as poets attempt to remove themselves from the overtly emotional and intimate style of the confessionals. However, other contemporary poets have sought to straddle the line between the earnestness and linearity of confessionalism and the intellectually playful yet emotionally detached poetry of the moment. One method for striking this balance is to employ the second person pronoun. Because "you" in English is ambiguous, it allows the poet to toy with the level of distance in a poem and create evolving relationships between the speaker and reader. Through the analysis of poems by C. Dale Young, Paul Guest, Richard Hugo, Nick Flynn, Carrie St. George Comer, and Moira Egan, this essay examines five common ways second person is employed in contemporary American poetry-the use of "you" in reference to a specific individual, the epistolary form, the direct address to the reader, the imperative voice, and the use of "you" as a substitute for "I"-and the ways that the second-person pronoun allows these poems to take the best of both the confessional and dissociative modes.

This study examines primary school teachers approach towards the Abrahamic religions of Judaism, Christianity and Islam. The aim is to make a contribution to the academic discussion of the advantages and disadvantages when teachers emphasize differences or similarities between these religions. In addition, the study highlights the importance of religious education for the promotion of social unity. Also the topic of morality in a society, whether it can strengthen or not the consensus regarding fundamental values, norms and goals. The study is based on a survey of 22 questions in three key areas: Background facts, Lesson planning and teaching, alongside The importance of religion education for individuals and society. The survey was answered by 124 teachers of religion at primary school. Additionally five pedagogical plans from the same selection group have been studied. The results are both quantitative and qualitative. The study rests on the assertion that Abraham's children is a tool that can teach the common history of Judaism, Christianity and Islam. Previous research shows different positions using Abraham's children as a pedagogical concept. The vast majority amongst the participants of the study consider it to be of great importance to show the similarities of religions. As a result they also believe that it has the opportunity to promote social togetherness in a positive direction. Looking at the result through Émile Durheim's theory of social solidarity, this clarifies that an individual as a subject is not the same when part of a collective. Social development will arise when people gather as a group. / Denna studie undersöker hur lärare på låg- och mellanstadiet hanterar de abrahamitiska religionerna judendomen, kristendomen och islam. Syftet är att lämna ett bidrag till den vetenskapliga diskussionen om för- och nackdelar med att som lärare i religionskunskap främst betona olika religioners olikheter eller likheter. Dessutom belyser studien vilken betydelse religionsundervisningen kan få för främjandet av social sammanhållning och moraluppfattningen i ett samhälle. Det vill säga om den kan stärka samsynen kring grundläggande värden, normer och mål. Studien genomfördes främst med hjälp av en enkät. Denna innehöll 22 frågor uppdelade under de tre rubrikerna Bakgrundsfakta, Lektionsplanering och undervisning, samt Religionsundervisningens betydelse för individ och samhälle. Enkäten besvarades av 124 lärare i religionsämnet på låg- och mellanstadiet. Som komplement har fem pedagogiska planeringar från samma urvalsgrupp studerats. Resultaten är både kvantitativa och kvalitativa. Studien tar avstamp i uttrycket Abrahams barn som ett verktyg för att visa på judendomens, kristendomens och islams gemensamma historia. Inom tidigare forskning finns två konkurrerande uppfattningar om Abrahams barn som pedagogiskt koncept. De allra flesta som deltog i studien anser det vara av stor vikt att visa på religionernas likheter. Som en naturlig följd av detta anser de även att religionsämnet har stor möjlighet att främja den sociala sammanhållningen i positiv riktning. Genom att se resultatet genom Émile Durheims teori om social sammanhållning tydliggörs att en individ som solitär inte är densamma när den ingår i ett kollektiv. När människor samlas i grupp uppstår det sociala fenomen.

This paper aims to present and examine the discourses of religious education in Sweden. Previous studies argue that there is a secularist discourse in Sweden however, one can question whether the secularist discourse is neutral of all religious traditions. The curriculum emphasizes objective and inclusive education based on science and proven experience and a non-confessional education. On the other hand, the paper highlight examples that are contrary to these ideas, which shows that christianity serves the dominant position in the curriculum. By using the method: contextual idea analysis, I have studied the ideas in the Swedish curriculum that determines the conditions and guidelines for teaching in religious education. The conclusion is that the christian tradition and western humanism serves a prominent part in the curriculum and risks making christianity the norm for religious life. The paper shows that the secularist discourse in Sweden has a christian bias which can affect the creation of a neutral religious education that enables respect, objective understanding and tolerance for other religions.

The focus of this dissertation is the Franciscan church of Santa Caterina (ca.1385-1391) at Galatina in the Salento, an area of Italy characterised by the presence of Greek language and/or rite communities. Scholars have described it as an emblematically 'Latin' church, decorated with 'Giottesque' frescoes, commissioned by a ruthless and ambitious signore, built with the papacy's approval, donated to the Franciscan order and founded with the aim of providing mass in Latin for those who did not speak Greek. This dissertation argues that that view needs to be considerably nuanced, if only because the relationship between the Graeci and the Latini in late-medieval Salento is much more complex than often acknowledged. I place Santa Caterina in its context, exploring how the frescoes themselves are evidence for transculturation and how the experience of both communities must be re-centred in order to fully understand the creation and reception of the fresco programme. Before doing this, however, this PhD focuses on the history of the foundation by restoring agency to two of the three main patrons: Raimondello del Balzo Orsini (d.1406) and his wife Maria d'Enghien (d.1446). I argue that the foundation of Santa Caterina was the first sign of Raimondello's interest in south-eastern Italy, which would allow him to become the first person outside of the royal family to be crowned Prince of Taranto in 1399. I explore the possibility the church may have been built ad instar of St Catherine's on Mt Sinai, and how this may in turn explain some of its unusual architectural features. This dissertation then takes on the second phase of the church's history, during which Maria, now Queen of Naples, commissioned the extensive mural decoration. I date the fresco decoration ca.1415-23/5, discuss in detail their iconography, reconstruct lost scenes, and present - for the first time - a holistic interpretation of the mural programme.

Made available in DSpace on 2016-04-25T19:20:43Z (GMT). No. of bitstreams: 1 CRE - Debora Vasti C B Almeida.pdf: 209599 bytes, checksum: 0a3864b86955cab7ce00bea50e94c97e (MD5) Previous issue date: 2006-10-02 / The research treat the conceptions of Religious Teaching in the public school system shows and analyses the explicit and implicit conceptions that appear in preliminary and subsequent discussions concerning the Law 10783/01 which occurred in the Legislative Assembly in occasion of the process of the Project of Law 1036/99. Focusing also on the Deliberation CEE 16/2001 and the Indication CEE 07/2001 and the writings produced by the Religious Teaching mentors for public school of the State of São Paulo, inserted in Notebooks of Religious Teaching and in the articles published in the electronic magazine REVER. As a theoretical presumption for those analyses the main conceptions of Religious Teaching such as the confession, the transreligious and the phenomenological were shown. Concluding that the Religious Teaching in public school in State of São Paulo presents itself as a mixture of various conflicting conceptions prevailing the tendency of characterizing it as the Teaching of Religions, focusing on history, culture and ethics, instead of on the transreligious conception and phenomenological which consider fundamental, as fallow, the study and the experience of the transcendent / A pesquisa trata da questão das concepções de Ensino Religioso no sistema escolar público do Estado de São Paulo. O estudo aponta e analisa as concepções explícitas e implícitas que aparecem nas discussões preliminares e posteriores à Lei 10783/01 que ocorreram na Assembléia Legislativa, por ocasião da tramitação do Projeto de Lei 1036/99. Focaliza também a Deliberação CEE 16/2001 e a Indicação CEE 07/2001 e os escritos produzidos pelos mentores do Ensino Religioso escolar público para o Estado de São Paulo, contidos nos Cadernos de Ensino Religioso e nos artigos publicados na revista eletrônica REVER. Como pressuposto teórico para essas análises foram expostas as principais concepções de Ensino Religioso, a confessional, a transreligiosa e a fenomenológica. Conclui-se que o Ensino Religioso escolar público do Estado de São Paulo se apresenta como uma mescla de várias concepções conflitantes, prevalecendo a tendência de caracterizá-lo como Ensino de Religiões, privilegiando o enfoque da história, da cultura e da ética, preterindo o que a concepção transreligiosa e fenomenológica consideram fundamental, a saber, o estudo e a experiência do Transcendente

nÃo hà / Este estudo tem por finalidade compreender os princÃpios polÃticos e as concepÃÃes pedagÃgicas que nortearam a formaÃÃo da professora para a instruÃÃo primÃria pÃblica, no perÃodo compreendido entre 1923 a 1960, na regiÃo do Cariri cearense, por meio de duas instituiÃÃes escolares proeminentes na referida regiÃo: 1) ColÃgio Santa Tereza de Jesus (CSTJ), localizado na cidade do Crato; 2) Escola Normal Rural de Juazeiro do Norte (ENRJN). A pesquisa tem perspectiva comparada e natureza qualitativa, apoiada em estudo bibliogrÃfico, documental e tÃcnica de histÃria oral sobre a vida, formaÃÃo e trabalho de dezesseis ex-alunas das duas instituiÃÃes, com o objetivo geral de comparar e relacionar as concepÃÃes polÃticas e pedagÃgicas que fundamentaram a formaÃÃo de professores, em cursos Normal e Normal Rural, desenvolvida pelas referidas instituiÃÃes escolares, implantadas no Cariri cearense. Teve apoio nos estudos e reflexÃes de Della Cava (1976), Cortez (2000), Santos (2010), Cavalcante (2000), entre outros, o entendimento da especificidade das histÃrias locais, assim como, as tensÃes polÃticas envolvendo as duas mais importantes cidades do Cariri cearense. Dentre os estudos relativos à histÃria da ENRJN, foram consultadas as teses de AraÃjo (2006) e Barros (2011); as dissertaÃÃes produzidas por Nogueira (2008), Silva (2010) e Varela (2012); consultou a primeira monografia sobre a ENRJN, desenvolvida por Sousa (1994), intitulada Escola Normal Rural de Juazeiro do Norte: uma experiÃncia pioneira, publicada pelo IPESC. A busca de fontes historiogrÃficas sobre o CSTJ mostrou estudos escassos, que abordam de maneira simplificada as experiÃncias da primeira instituiÃÃo de formaÃÃo de professoras, a exemplo de Santos (2010) e Cortez (2000); em artigos publicados por Queiroz (2008, 2011, 2012, 2013). Como resultados, a tese coloca em evidÃncia os seguintes aspectos: 1) as duas instituiÃÃes foram inspiradas em outras experiÃncias similares de ensino normal, vividas por suas diretoras, modelo apreendido quando elas foram alunas de colÃgios confessionais de Fortaleza, regulados pela Escola Normal do Cearà â que serviram de baliza na organizaÃÃo das duas primeiras instituiÃÃes criadas no interior cearense, para formar os primeiros professores da regiÃo; 2) na memÃria das suas ex-alunas, as duas instituiÃÃes deixaram marcas profundas, enquanto experiÃncia escolar e formativa marcante, jamais superada por sua qualidade, diversidade e possibilidades de crescimento, em atmosfera favorÃvel à disputa historicamente constituÃda entre as localidades de Juazeiro do Norte e Crato; 3) a escola normal no Cariri foi formada em termos de um mesmo padrÃo nacional, em relaÃÃo ao referencial pedagÃgico e institucional por ela utilizado, o que evidencia o valor social dessa aÃÃo, capaz de favorecer, em parte, a superaÃÃo de desigualdades sociais, sobretudo em relaÃÃo à criaÃÃo de oportunidades para instruir mulheres e formar para o magistÃrio, para fomentar o crescimento da oferta educacional naquele espaÃo regional; 4) o desnÃvel quanto Ãs condiÃÃes de desenvolvimento, entre a Capital e as cidades interioranas do CearÃ, no perÃodo tratado, em relaÃÃo aos seus processos de estruturaÃÃo administrativa e de recursos disponÃveis, revelando fragilidades acentuadas, sobretudo, no tocante aos obstÃculos encontrados para a organizaÃÃo das suas instituiÃÃes escolares, em especial, as que foram destinadas à formaÃÃo de professores; 5) o pioneirismo e a lideranÃa das diretoras do CSTJ e da ENRJN, apoiadas por representantes da elite polÃtica e cultural das duas cidades, ao organizar as duas instituiÃÃes escolares, em condiÃÃo de garantir a oferta educacional almejada para as suas localidades, sabendo-se que a sua organizaÃÃo teve por base um conjunto de normatizaÃÃes e ordenamentos, com o objetivo de regularizaÃÃo da oferta da instruÃÃo pÃblica nacional, a criaÃÃo e funcionamento de instituiÃÃes escolares, a adoÃÃo de princÃpios pedagÃgicos e prÃticas educativas de referenciais de sucesso, na perspectiva de obter resultados mais significativos para a modernizaÃÃo pretendida, no Brasil, a partir dos anos 1930. Conclui que as influÃncias pedagÃgicas e culturais recebidas pelas duas instituiÃÃes escolares advinham de modelos educacionais do contexto nacional e internacional, de teor laico e confessional, sendo adaptadas para promover a instruÃÃo feminina e a formaÃÃo de professoras no Cariri cearense. / This study aims to understand the political principles and pedagogical concepts that guided the training of teachers to public primary education in the period 1923-1960, in Cariri (CearÃ), by means of analyzing two important educational institutions in that region: 1) St. Teresa of Jesus College (STJC), located in the city of Crato; 2) Rural Normal School of Juazeiro do Norte (RNSJN). Research has comparative perspective and qualitative nature, based on survey historical documents and collecting interviews about life, education and work from sixteen former students of these two institutions, with the main objective to compare and relate political and pedagogical conceptions that based the training of teachers in Normal and Rural Normal courses developed by these educational institutions established in Cariri. This study was supported by studies and reflections of Della Cava (1976), Cortez (2000), Santos (2010), Cavalcante (2000) among others, understanding the specificity of local context as well as political tensions involving the two most important cities of Cariri. Among the studies on the history of RNSJN, we focus on theses of AraÃjo (2006) and Barros (2011); dissertations of Nogueira (2008), Silva (2010) and Varela (2012); and the first monograph written in RNSJN developed by Sousa (1994), entitled âRural Normal School of Juazeiro do Norte: a pioneering experienceâ, published by IPESC. The search for historiographical sources on the STJC showed few studies that address in a simplified manner experiences of first training center for teachers, as stated by Santos (2010), Cortez (2000) and Queiroz (2008, 2011, 2012, 2013). As a result, the thesis points out the following aspects: 1) the two institutions were inspired by similar experiences in mainstream education coming from their heads, when they were students of denominational schools in Fortaleza, guided by the Cearà Normal School â that served as reference to organization of first two institutions created in the countryside of Cearà to train the first teachers of that region; 2) in the memories of its former students, both institutions have left deep feelings, considering educational and training experiences with quality, diversity and the growth of professional possibilities in a favorable atmosphere in the middle of historical competition between Juazeiro do Norte and Crato; 3) normal school in Cariri was constituted following national standards to educational and institutional framework, which reveals the social value of this institution in order to overcome, at least in part, social inequalities, creating opportunities to educate women and training them as teachers to promote the growth of educational need to that region; 4) the different conditions of development between the capital and the countryside of Cearà in this period, in relation to their processes of administrative structure and available resources, showing serious fragilities, especially regarding to obstacles to organize those educational institutions for teacher training; 5) the pioneering leadership of the heads of STJC and RNSJN, supported by figures of political and cultural elite of the two cities, to organize the two educational institutions providing conditions to ensure the desired educational service to their localities, knowing that this organization was based on a set of norms and rules, in order to regulate the need to public national education, the establishment and operation of educational institutions, adopting pedagogical principles and educational practices of successful experiences looking for good results to the required modernization in Brazil in the 1930s. At last, we found that the educational and cultural influences received by both educational institutions was based in models of national and international context of secular and denominational content being adapted to promote education and training to women in Cariri.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present work focuses the discipline Teaching Religious given in the Gymnasium Santa Teresinha, in the period from 1947 to 1968, searching to infer on the use of that curricular component while instrument of propagation of the catholic faith. This written production follows a coherent metodológical way with the research field history of school disciplines and its estimated theoreticians, articulated the analysis of written sources and prays. The choice for the study of that school disciplines intervien that establishment was stimulated by two reasons: first, for the necessity to understand the catholics strategies for the maintenance of its hegemony in the social and cultural field of the country; second, for the great necessity to extend the studies inside of the field of the history of the school disciplines. / O presente trabalho enfoca a disciplina Ensino Religioso ministrada no Ginásio Santa Teresinha, no período de 1947 a 1968, buscando inferir sobre o uso desse componente curricular enquanto instrumento de propagação da fé católica. Esta produção escrita segue um caminho metodológico coerente com o campo de pesquisa história das disciplinas escolares e seus pressupostos teóricos, articulado a análise de fontes escritas e orais. A escolha pelo estudo desta disciplina escolar nesse estabelecimento foi impulsionada por dois motivos: primeiro, pela necessidade de compreender as estratégias católicas para a manutenção de sua hegemonia no campo social e cultural do país; segundo, pela grande necessidade de ampliar os estudos dentro do campo de pesquisas da história das disciplinas escolares.