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Este trabalho discute a incorporação de novos materiais pela escola através do estudo da leitura de impressos de RPG (role-playing games, ou jogos de interpretação de papéis). Estes impressos (livros e revistas) começaram a surgir no país por volta de 1990 e no decurso da década se diversificaram bastante, inclusive graças a uma volumosa produção de títulos nacionais. Em 2001, quando uma estudante foi assassinada em Ouro Preto e o crime foi associado à prática dos role-playing games, dois aspectos aparentemente contrários tornaramse evidentes por um lado, a presença de jogos que parodiam temas religiosos e aos quais se atribuiu influência sobre o comportamento criminoso, e por outro, a existência de livros dedicados a assuntos do currículo escolar. Com base numa aliança entre preceitos da História Cultural, da Lingüística e da Psicanálise, este trabalho procura compreender esse trajeto, pensando particularmente no problema de como surgem novos sentidos na leitura e como esses sentidos passam a ser negociados uma vez que se instauram no discurso. Através da descrição de impressos de RPG e da análise de diversos aspectos da sua leitura, manuseio e circulação, o trabalho visa discutir as formas como a linguagem não apenas manifesta, mas efetivamente sustenta e realiza as relações de poder através das quais um determinado tipo de material pode se constituir como objeto de relevância para a escola. / This work discusses the adoption of new materials in school by studying the reading of RPG (role-playing game) publications. These publications (books and magazines) first appeared in Brazil around 1990 and throughout that decade became very diverse also due to a voluminous production of national titles. By 2001, when a student was murdered in the city of Ouro Preto and the crime was reputed to role-playing game pratices, two apparently contrary aspects became evident: on the one hand, the presence of games that parody religious themes and to which an influence upon criminal behavior was attributed, and on the other hand the existence of books dedicated to school subjects. Based on concepts from Cultural History, Linguistics and Psychoanalysis, this work attempts to explain this trajectory, considering particularly the problem of how new meanings occur in reading and how these meanings are dealt with once they are installed in a discourse. By describing RPG publications and analysing how they might be read, handled and passed on among readers, this works discusses how language not only manifests, but rather supports and effects power relations by which a certain type of material may become an object of relevance from the schools perspective.

Esta dissertação estuda comparativamente o grotesco presente no manuscrito Alices Adventures Underground, de Lewis Carroll e no filme Alice (1988) do diretor Jan Svankmajer. Considerando a diferença dos campos narrativos em que atuam, relevou-se a especificidade de cada suporte, identificando como cada artista desenvolveu a estética em seu trabalho. Para focar a análise, selecionamos alguns aspectos: o início das histórias, o personagem do coelho branco, as mudanças de tamanho sofridas por Alice, a união do humor e do horror e o encerramento das narrativas. Observamos como esses elementos, marcantes no manuscrito de Carroll, reverberam na obra do cineasta surrealista, levando à construção de um filme capaz de ampliar, com maestria, os elementos da estética do grotesco, estabelecendo um diálogo criativo com o escritor vitoriano. / This thesis studies, through comparison, the grotesqu e found in the manuscript by Lewis ,jer. In view of the difference between their narrative fields, the specific traits of each medium were taken into consideration, and it was recognized how both the writer and the film director developed aesthetics in their work. To refine the analysis, some aspects were selected: the beginning of the stories, the White Rabbit character, the size changes through which Alice goes, the joining together of hu mor and horror, and the ending of the tales. We remark how these elements, so distinguished in Carrolls manuscript, echo in the work of the surrealist filmmaker, leading him to the creation of a film capable of masterly increasing the elements in the aesthetic of the grotesqu e, establishing a creative dialogue with the writer from the Victorian era.

Este trabalho discute a incorporação de novos materiais pela escola através do estudo da leitura de impressos de RPG (role-playing games, ou jogos de interpretação de papéis). Estes impressos (livros e revistas) começaram a surgir no país por volta de 1990 e no decurso da década se diversificaram bastante, inclusive graças a uma volumosa produção de títulos nacionais. Em 2001, quando uma estudante foi assassinada em Ouro Preto e o crime foi associado à prática dos role-playing games, dois aspectos aparentemente contrários tornaramse evidentes por um lado, a presença de jogos que parodiam temas religiosos e aos quais se atribuiu influência sobre o comportamento criminoso, e por outro, a existência de livros dedicados a assuntos do currículo escolar. Com base numa aliança entre preceitos da História Cultural, da Lingüística e da Psicanálise, este trabalho procura compreender esse trajeto, pensando particularmente no problema de como surgem novos sentidos na leitura e como esses sentidos passam a ser negociados uma vez que se instauram no discurso. Através da descrição de impressos de RPG e da análise de diversos aspectos da sua leitura, manuseio e circulação, o trabalho visa discutir as formas como a linguagem não apenas manifesta, mas efetivamente sustenta e realiza as relações de poder através das quais um determinado tipo de material pode se constituir como objeto de relevância para a escola. / This work discusses the adoption of new materials in school by studying the reading of RPG (role-playing game) publications. These publications (books and magazines) first appeared in Brazil around 1990 and throughout that decade became very diverse also due to a voluminous production of national titles. By 2001, when a student was murdered in the city of Ouro Preto and the crime was reputed to role-playing game pratices, two apparently contrary aspects became evident: on the one hand, the presence of games that parody religious themes and to which an influence upon criminal behavior was attributed, and on the other hand the existence of books dedicated to school subjects. Based on concepts from Cultural History, Linguistics and Psychoanalysis, this work attempts to explain this trajectory, considering particularly the problem of how new meanings occur in reading and how these meanings are dealt with once they are installed in a discourse. By describing RPG publications and analysing how they might be read, handled and passed on among readers, this works discusses how language not only manifests, but rather supports and effects power relations by which a certain type of material may become an object of relevance from the schools perspective.

Made available in DSpace on 2014-12-17T14:36:00Z (GMT). No. of bitstreams: 1 RafaelMT.pdf: 3042261 bytes, checksum: b39fc693fd50baff1ab814faffa9efa3 (MD5) Previous issue date: 2007-12-07 / Notable mathematics teacher, Lewis Carroll, pseudonym of Charles Lutwidge Dodgson (1832-1898), made the mixture of mathematics with literature a ludic environment for learning that discipline. Author of Alice s Adventures In Wonderland and its sequel Alice Through The Looking Glass, he eventually created a real and complex universe which uses what we call the logic of the nonsense as an element to motivate the development of mathematical thinking of the reader, taking it as well, learn by establishing a link between the concrete (mathematics) and the imaginary (their universe). In order to investigate and discuss the educational potential of their works and state some elements that can contribute to a decentralized math education from the traditional method of following the models and decorate formulas, we visited his works based on the studies of archeology of knowledge (FOUCAULT, 2007), the rational thought and symbolic thinking (VERGANI, 2003) and about the importance of stories and narratives to the development of human cognition (FARIAS, 2006). Through a descriptive, analytical study, we used the literary construction and presented part of our study in form of a mathematical novel, to give the mathematical school a particular charm, without depriving it of its basics properties as discipline and content. Our study showed how the works of Carroll have a strong didactic element that can deploy in various activities of study and teaching for mathematics classes / Ex?mio professor de matem?tica, Lewis Carroll, pseud?nimo de Charles Lutwidge Dodgson (1832 1898), fez da mistura da matem?tica com a literatura um ambiente l?dico para a aprendizagem dessa disciplina. Autor dos conhecidos Alice no pa?s das Maravilhas e Alice atrav?s do espelho, acabou criando um universo real e complexo no qual se utiliza do que chamamos l?gica do nonsense como elemento para motivar o desenvolvimento do pensamento matem?tica do leitor, levando-o, assim, a aprender, estabelecendo uma liga??o entre o concreto (matem?tica) e o imagin?rio (seu universo). Com o objetivo de investigar e discutir as potencialidades did?ticas de suas obras e de elencar alguns elementos que possam contribuir para uma educa??o matem?tica descentralizada da tradicional metodologia de seguir os modelos e decorar f?rmulas, visitamos suas obras tendo por base os estudos sobre arqueologia do saber (FOUCAULT, 2007), o pensamento racional e o pensamento simb?lico (VERGANI, 2003) e sobre a import?ncia das hist?rias e narrativas para o desenvolvimento da cogni??o humana (FARIAS, 2006). Por meio de um estudo descritivo-anal?tico, utilizamos a constru??o liter?ria, apresentamos parte de nosso estudo na forma de um romance matem?tico, visando conferir ? matem?tica escolar um encanto particular, sem privar-lhe de suas propriedades b?sicas enquanto disciplina e conte?do. Nosso estudo mostrou o quanto as obras de Carroll possuem uma forte vertente did?tica que pode se desdobrar nas mais variadas atividades de estudo e ensino para as aulas de matem?tica

Esta dissertação estuda comparativamente o grotesco presente no manuscrito Alices Adventures Underground, de Lewis Carroll e no filme Alice (1988) do diretor Jan Svankmajer. Considerando a diferença dos campos narrativos em que atuam, relevou-se a especificidade de cada suporte, identificando como cada artista desenvolveu a estética em seu trabalho. Para focar a análise, selecionamos alguns aspectos: o início das histórias, o personagem do coelho branco, as mudanças de tamanho sofridas por Alice, a união do humor e do horror e o encerramento das narrativas. Observamos como esses elementos, marcantes no manuscrito de Carroll, reverberam na obra do cineasta surrealista, levando à construção de um filme capaz de ampliar, com maestria, os elementos da estética do grotesco, estabelecendo um diálogo criativo com o escritor vitoriano. / This thesis studies, through comparison, the grotesqu e found in the manuscript by Lewis ,jer. In view of the difference between their narrative fields, the specific traits of each medium were taken into consideration, and it was recognized how both the writer and the film director developed aesthetics in their work. To refine the analysis, some aspects were selected: the beginning of the stories, the White Rabbit character, the size changes through which Alice goes, the joining together of hu mor and horror, and the ending of the tales. We remark how these elements, so distinguished in Carrolls manuscript, echo in the work of the surrealist filmmaker, leading him to the creation of a film capable of masterly increasing the elements in the aesthetic of the grotesqu e, establishing a creative dialogue with the writer from the Victorian era.

Made available in DSpace on 2014-08-20T14:37:54Z (GMT). No. of bitstreams: 1 tese_maria_cecilia_florisbal_dame.pdf: 53923 bytes, checksum: e82c085a8b324064158221bf46a754ba (MD5) Previous issue date: 2013-12-12 / This thesis is a continuation of a research project started with a diagnosis of dermatosis mechano-bullosa in a herd of buffaloes from a farm in southern Rio Grande do Sul. After this diagnostic it was created an experimental herd where several congenital defects and / or hereditary disorders have been diagnosed during more than two decades. These diseases were studied by a research group which the author of this thesis is a member. Thus, three papers are presented: the first one is a literature review about what has been diagnosed in Brazil on congenital defects and hereditary diseases in buffalo. It was concluded that undesirable genes are widespread in the population of buffaloes in the country; the second was a study conducted in partnership with UNESP / Jaboticabal, SP and UFCG / CSTR-Patos, PB to identify the mutation in the gene that determines the oculo-cutaneous albinism in Murrah buffalo. Another paper was accomplished to describe the occurrence of malignant melanoma in two albino buffalo. Although it is not a congenital or hereditary disease it was observed only in the buffalo with oculocutaneous albinism and probably the condition is associated with a predisposition of these animals to develop tumors in the skin. / Esta tese dá continuidade a um projeto de pesquisa iniciado com o diagnóstico de dermatose mecanobolhosa em 1985 em um rebanho de búfalos pertencente a uma propriedade da zona sul do Rio Grande do Sul. A partir desse diagnóstico foi criado um rebanho experimental no qual por mais de duas décadas foram diagnosticados diversos defeitos congênitos e/ou hereditários que foram estudados por um grupo de pesquisa do qual faz parte a autora desta tese. Assim sendo, são apresentados três artigos científicos: o primeiro trata-se de uma revisão bibliográfica sobre o que foi diagnosticado no Brasil em relação a defeitos congênitos/doenças hereditárias em bubalinos concluindo-se que alguns genes indesejáveis estão disseminados na população de búfalos no País; o segundo foi um trabalho realizado em parceria com a UNESP/Jaboticabal, SP e com a UFCG/CSTR-Patos, PB que identificou a alteração no gene que determina o albinismo óculo-cutâneo em búfalos da raça Murrah. O terceiro artigo trata-se da descrição de melanoma maligno observado em dois búfalos albinos. Embora não seja um defeito congênito ou hereditário este neoplasma ocorreu somente nos búfalos com albinismo óculo-cutâneo do rebanho e acredita-se que a condição esteja associada à predisposição desses animais a desenvolverem tumores de pele.

[pt] Com foco em processo criativo e transmidialidade, esta pesquisa propõe investigar a dinâmica criativa irreversível impulsionada por Lewis Carroll, através de suas duas obras aclamadas, as Alices. Da era vitoriana à arte contemporânea, Wonderland e Looking-Glass se mantêm em devir, reinventadas nas mãos de artistas que, inspirados pelo universo do autor, mesclam realidade e ficção ao integrar a biografia à obra. O fenômeno cultural se torna transmidiático, não de maneira estratégica e centralizada, mas de forma orgânica e caótica, através de inúmeros produtores visuais dispersos no tempo e no espaço. Muitos desses produtores têm formação em design e, ao atuarem em áreas correlacionadas e mídias diversas – como ilustração, fotografia, arte, cinema e games –, parecem desenvolver uma atitude projetual criativa que os permite colaborar com o fenômeno cultural em expansão. Propõe-se, assim, identificar não só as convergências e divergências entre linguagens visuais e mídias, como o pensamento do produtor visual em seu fazer projetual, artístico e poético. Ao mapear exemplos da visualidade de Alice, a intenção é a de delinear as características dessa dinâmica, que, através da repetição e dos desvios, permite à narrativa uma constante ressignificação. Acredita-se que, como obras abertas à iniciativa do leitor e do artista, as histórias nonsense contribuam como elementos catalizadores de novos processos criativos: na dinâmica de Alice, criam-se novas relações de autoria e coautoria, de produção, recepção e mediação. Ao fazer reverberar, sobretudo, diferentes vozes interdisciplinares, esta pesquisa pretende apresentar uma abordagem teórica, crítica e filosófica sobre questões da pós-modernidade presentes em Alice. / [en] Focusing on the creative process and transmedia, this research proposes investigating the irreversible creative dynamic driven by Lewis Carroll through his two acclaimed works: the Alices. From the Victorian era to contemporary art, Wonderland and Looking-Glass continue to be reinvented through the hands of artists who, inspired by the author s universe, mix reality and fiction by integrating biography into the artwork. The cultural phenomenon becomes transmedia, not in a strategic and centralized way, but organically and chaotically, through countless visual producers dispersed in time and space. Many of these producers are designers working in related areas and different media – such as illustration, photography, art, cinema and games –, who seem to develop a creative design attitude that allows them to collaborate with the expansion of the cultural phenomenon. The proposal includes identifying convergences and divergences not only between visual languages and media but also between the ideas and thoughts of the visual producers, during their artistic and poetic work in process. By mapping examples of the multiple visuality of Alice, the intention is to outline this dynamic s characteristics, which, through repetition and deviations, allows the narrative to be continuously reframed. It is believed that, as works that are open to the initiative of the reader and the artist, the nonsense story contributes as a catalyst element for new creative processes: in the Alice dynamic, there are new relationships of authorship and co-authorship, of production, reception and mediation. By echoing mainly different interdisciplinary voices, this research aims to present a theoretical, critical and philosophical approach to postmodernity issues present in Alice.

Beim ersten Teil der Studie handelt es sich um eine Exposition der Symboltheorie Nelson Goodmans, deren Rezeption in der kognitivistischen Analyse der modernen Kunst an Bedeutung gewinnt. Goodmans ÄsthetikKonzeption geht von der philosophischen Problemstellung und vom Beschreiben und Lösen der Ästhetik als Erkenntnistheorie aus, deren kognitive Potentiale auf dem nominalistisch ausgerichteten Standpunkt vor dem Hintergrund seiner Symboltheorie dargestellt werden. Hauptthemen seiner philosophischen Untersuchungen sind die Revision der induktiven Logik und die Theorie der Welterzeugung an vorherrschenden Weltordnungen und pluralistischen Weltauffassungen. Insbesondere wird Goodmans Versuch „Kunstauffassung als ein Symbolsystem“ auf der Basis unserer erkenntnistheoretischen Aktivitäten seinem ästhetischen Anspruch „Erzeugung der Welten durch Kunstwerke“ gerecht, wobei Symbolsysteme ohne Weltbezüge, keineswegs aber Weltbezüge ohne Symbolsysteme behauptet werden. Ziel im zweiten Teil soll der Versuch sein, den abweichenden Sprachgebrauch der Dadaisten zu erläutern und als einen Kunstfaktor hinsichtlich seiner dargebotenen Metapher und ihrer ironischen Züge zu legitimieren. Die Dada-Nonsensprodukte kreieren sich aus skandalösen Vorstellungen von der (literarischen) Kunst, vor allem mit ihrem propagierten Unsinn zu einem signifikanten Bestandteil der Kunst. Der ambivalente Ausdruck „Unsinn“ muss nicht buchstäblich als „unsinnig“ aufgefasst werden; bewusst pocht der Unsinn auf den dadaistischen Status und will sich damit von anderer Kunst absetzen. Für dadaistische Kunstauffassungen gibt es zwei Grundannahmen: Entweder soll Kunst nur anhand des bloß Dargebotenen begriffen werden, unabhängig von allen Begleitumständen, oder, ganz im Gegenteil, Kunst könne nur aus den jeweiligen kontextuellen Gegebenheiten heraus verstanden werden, deren kognitives Potential sie dann wäre. Bei DadaProdukten wird deutlich, dass sie außerhalb ihrer textuell, bildlich oder aktionistisch dargestellten kognitiven Faktoren Bezug nehmen. Unter Bezugnahme auf die Autorität des Dadaismus gerät diese Gestaltung zum Ausbruchsversuch aus herrschenden Denk- und Rezeptionsmustern. So ist der Dada-Nonsens auch als eine Überwindung konventioneller Normierungen zu verstehen, die einen festen Bestandteil jeder Exemplifikation bildet. / The first part of the study is an exposition of the Nelson Goodman’s symbol theory, whose reception in the cognitivistic analysis of the modern art has gained importance. Goodman’s aesthetics conception proceeds with the philosophical problem presentation and from description and release of the aesthetics as an epistemology, whose cognitive potentials on the nominalistic aligned point of view in the context of its symbol theory are represented. Main topics of its philosophical researches are the revision of the inductive logic and the theory of the worldmaking at prevailing world orders and plural views of world. In particular Goodman’s attempt "view of art as a symbol-system" on the basis of our epistemological activities its aesthetic requirement "construction of the worlds by works of art" becomes fairly, whereby symbol-systems without world relations are not maintained by any means, however world relations without symbol-systems. A goal in the second part should be the attempt of describing and of legitimizing as an art factor, regarding its act metaphor and its ironical courses, the deviating linguistic usage of the Dadaists. The products of Dada create themselves from scandalous conceptions of the art, particularly with its publicised nonsense to a significant component of the (literary) art. The ambivalent expression "nonsense" does not have to be understood literally as "nonsensical"; consciously nonsense pounds on the dadaistic status and wants to set off thereby from other art. For dadaistic views of art there are two basic assumptions: Either art is to be understood only on the basis, only the act, independently of all attendant circumstances, or, completely the opposite, art can be understood only from the respective contextual conditions, whose cognitive potential would be it then. With products of Dada, it becomes clear that they can’t be taken out of their textually, pictorially or actionisticly represented cognitive factors. Referring to the authority of the Dadaism this arrangement turns out to the attempt to break through from dominant thinking- and reception-samples. So the Dada-nonsense is to be understood also as an overcoming of conventional standardisations that makes a firm component of each exemplification.

xviii, 193 p. / Learning to read and successfully decode words is complex, requiring the integration of critical component skills such as phonological awareness, alphabetic understanding, and phonological recoding. As foundational skills required for reading with automaticity, researchers recommend that explicit instruction of these skills begin early, particularly for students at risk. One commonly used measure to examine students' alphabetic understanding and phonological recoding skills is DIBELS Nonsense Word Fluency (NWF), a pseudo-word reading measure composed of vowel-consonant and consonant-vowel-consonant words. One purpose of this study was to examine the effects of school-level and individual student-level predictors on students' overall performance on NWF in the spring of grade 1 as evidenced by their total Correct Letter Sounds (CLS) and Words Read as Whole Units Correctly (WRWUC) scores. A series of hierarchical linear models were estimated to investigate the contributions of three student-level predictors (English Learner status, fall of grade 1 Phoneme Segmentation Fluency raw scores, and fall of grade 1 NWF scores) and two school-level predictors (percentage of students eligible for free and reduced lunch and percentage of incoming at-risk kindergarteners) in explaining the variance observed in NWF scores A second purpose was to estimate the item difficulties of the first 20 pseudo-words for comparability of difficulty, controlling for student-level covariates. A series of hierarchical generalized linear models were estimated to investigate the contribution of student-level predictors while controlling for school effects. Participants were 1,111 first grade students enrolled in 14 elementary schools participating in the Oregon Reading First initiative. Results indicated that fall of grade 1 NWF raw and quadratic scores were the only statistically significant student-level predictors of CLS and WRWUC scores in the fully specified Level 1 model. The relation between school-level predictors and spring of grade 1 NWF performance complicated interpretation, but both school-level predictors were also significant. Additionally, results of the item difficulty estimates reveal significant student-level effects on item difficulties, providing evidence that item parameters are not equal for the first 20 pseudo-words on DIBELS NWF. The effects were particularly strong for English Learners. Implications for practice and directions for future research are discussed. / Committee in charge: Dr. Paul Yovanoff, Chair; Dr. Gerald Tindal, Member; Dr. Akihito Kamata, Member; Dr. Elizabeth Harn, Outside Member