La question de la Kehre est l’un des nombreux incontournables des études heideggériennes. La publication de la Gesamtausgabe étant en voie d’achèvement, de nouveaux textes – les Cahiers noirs tout particulièrement – permettent d’éclairer les différents contextes d’usage de ce terme difficile. La première partie de notre mémoire propose d’esquisser la réception de ce concept au fil des décennies. Elle tentera ensuite de saisir l’écueil initial qui conduisit Heidegger à la pensée de la Kehre ainsi que le sens à donner au concept en regard de termes avoisinants. La seconde partie portera sur l’acheminement de Heidegger jusqu’à l’enjeu thématique de la Kehre. Elle montrera comment Heidegger pense la Kehre d’abord dans le cadre des Contributions à la philosophie puis dans l’horizon de la question de la technique où, à partir de Hölderlin, elle sera comprise comme tournant apocalyptique. / The meaning of the Kehre is one of the many heavily debatted topics in Heideggerian research. New texts from the Gesamtausgabe – the Black Notebooks most notably – offer new insights pertaining to the predominant role of the term in Heidegger’s thinking. The first part of this dissertation aims to show how the term was first received and understood in the secondary literature. It will then clarify the formal meaning of the term. The second part of this dissertation will attempt to show how Heidegger came to understand the Kehre as it is presented in the Contributions to Philosophy. It will then proceed to illustate how the meaning of the Kehre was broadened in the 40s as an apocalyptic turn, in the context of the growing importance of the question concerning technology and of the poetry of Hölderlin.

This thesis is concerned with the design of a Civil War Museum depicting battles which took place in and around the Fredericksburg, Virginia area. I chose the topic Civil War action dramatized at Fredericksburg, Virginia (1862-1864), because I was concerned with the future application for my career as an architect, with the personal significance as subject matter, and with an integrative vehicle for my studies. / Master of Architecture

Ce mémoire porte sur les carnets, publiés sous le titre La Semaison, du poète Philippe Jaccottet ; il s’attache à dégager les grandes lignes d’une pratique d’écriture qui évolue au fil du temps et à déterminer le statut de La Semaison par rapport au reste de l’œuvre. Les quatre premiers chapitres du mémoire établissent les caractéristiques de l’écriture des carnets, en étudiant de près les textes ainsi que leur évolution au fil des années, et en comparant ces textes avec les œuvres publiées parallèlement. On remarque qu’au fil du temps, les œuvres ressemblent de plus en plus aux textes que l’on trouve dans La Semaison. Les deux derniers chapitres essaient d’apprécier, plus globalement, le travail qui y est à l’œuvre. Non seulement les carnets constituent le lieu le plus approprié pour mener une réflexion sur la poésie, mais encore ce sont eux qui assurent cohésion et validité à l’œuvre. / This M.A. thesis concerns the notebooks of the poet Philippe Jaccottet ; it attempts to find the main lines of a practice of writing which evolves as time goes by and to determine the status of the notebooks with regard to the rest of the work. The first four chapters of this thesis establish the characteristics of the writing of notebooks, by studying closely texts as well as their evolution over the years, and by comparing these texts with the works published at the same time. We notice that as time advances, the works tend to look like the texts found in notebooks. The last two chapters interpret, more globally, the work that we see in notebooks. Not only the notebooks are the most suited to lead a reflection on the poetry, they also insure cohesion and validity to the work.

O trabalho dedicou-se ao estudo de funções e significados atribuídos aos cadernos escolares na primeira série do ensino fundamental de uma escola pública. Foi utilizada a etnografia como perspectiva teórico-metodológica orientadora para o desenvolvimento da pesquisa. Durante um ano realizaram-se observações participantes em sala de aula, encontros com professora e alunos, bem como análise de cadernos. Foram focalizados os momentos iniciais de utilização dos cadernos e os aprendizados relativos ao uso desse material. Constatou-se que o caderno é um importante instrumento didático no início do processo de alfabetização. No contexto escolar identificou-se que as funções atribuídas aos cadernos são as seguintes: suporte para desenvolvimento de atividades; registro de atividades e relações; controle de alunos, professores e pais; comunicação entre escola e família. Para os alunos os cadernos assumem os seguintes significados: materiais associados à cópia; materiais que devem ser mantidos esteticamente bem apresentáveis; implicam em saberes dos quais muitos alunos não chegam a se apropriar, nesta fase da escolarização; instrumentos de exercitação, cuja utilidade reside nas folhas em branco e não nos conteúdos neles registrados. Os bastidores dos cadernos constituíram-se enquanto elementos fundamentais para a compreensão das informações contidas nesses materiais, cuja autoria é fruto de esforço diário de alunos e professores, e revela concepções de aprendizagem e de ensino. / This research aims to study the functions and meanings of the notebooks in the first grade of an Elementary Public school. The theoretical and methodological approach was based on an ethnographic perspective. The fieldwork was performed for one year when the researcher did participant observations in the classroom, meetings with the teacher and students and analyzed some student's notebooks. The research focused on the very beginning of notebooks utilization and the learning process relating to the use of this school material. We realized that the notebook is an important didactic instrument which is frequently used in the beginning of the literacy process. In the school context one could identify the functions attributed to the notebooks such as: foundation for developing school activities; record for activities and relationships; control of students, teacher and parents; communication between school and family. For the students, the notebooks have the meanings such as: material associated to copy activities; material which needs always to have a very good appearance; a material which involves knowledge which the majority of the students do not have the possibility of appropriating in this level of schooling; instruments for training, of which utility dwells more in the blank pages than in the registered contents. The offstage study of the notebooks constituted a fundamental element for understanding the information which is inside of these school materials which is produced by the students and teachers as a result of their daily effort. This study also reveals some conceptions for learning and teaching present in the focused schools.

Made available in DSpace on 2016-04-27T16:57:21Z (GMT). No. of bitstreams: 1 Sonia de Cassia Santos Prado.pdf: 7281171 bytes, checksum: 0ac5c4214cfe8ef6b2dfeced6c495c16 (MD5) Previous issue date: 2012-11-25 / The aim of this documentary qualitative research is to investigate the insertion of the use of the calculator in Learning Situations proposed to students from Ensino Fundamental II (from 5th to 9 th grade), from the São Paulo State public school in Teacher s Notebooks , using the Advanced Mathematical Thinking. In order to do so, we used the three main chronological points from Content Analysis, pre-analysis, exploring the material and treating the results, inference and interpretation, to investigate the given orientations about the approach from the Learning Situations from the Mathematics Teacher s Notebooks (2009), distributed to all the state s teaching public network. The motivation to choose this theme has come from the fact that the usage of calculators as a resource to learning Maths is still not enough, even though it is known that they help to investigate problem-situations. The usage of calculators is motivated in the official documents that guide the technologies in Ensino Fundamental II. Thus, we have searched elements in ideas of Advanced Mathematical Thinking on how a Mathematical concept can be understood by the student, according to the interaction of the mental processes of the components: representation, visualization, generalization, synthesis and abstraction from the use of the calculator. To reinforce the grounds for this research, we have followed the orientations from official documents: Parâmetros Curriculares Nacionais do Ensino Fundamental II (1998), Proposta Curricular de Matemática (2008), Currículo de Matemática (2010), and Mathematics Teacher s Notebooks (2009) and in researches made about the utilization of this pedagogical tool. Subjectively, we present the analysis of Learning Situations , by using previously established categories that, in some point of its sequential development, proposed the utilization of this pedagogical resource, seeing which of the components of Advanced Mathematical Thinking could be developed. We have found, among 64 Learning Situations proposed to the grades from Ensino Fundamental II, 8 activities that, along by its development, asked to use this resource in some section, and the representation is in 8 activities, the visualization is in 6 activities, the generalization is in 5 activities, the synthesis is in 8 activities and the abstraction is in 7 activities / O trabalho a seguir apresenta uma pesquisa qualitativa do tipo documental que tem como objetivo investigar a inserção do uso da calculadora nas Situações de Aprendizagens propostas ao Ensino Fundamental II, da rede pública do Estado de São Paulo nos Cadernos do Professor, à luz do Pensamento Matemático Avançado. Para tanto nos orientamos pelos três polos cronológicos da Análise de Conteúdo, pré-analise, exploração do material e tratamento dos resultados, inferência e interpretação, de forma a investigar as orientações dadas sobre a abordagem realizada a partir das Situações de Aprendizagem propostas no Caderno do Professor de Matemática (2009), distribuído a toda rede pública estadual. A motivação sobre a escolha deste tema se fez porque a utilização da calculadora como recurso para a aprendizagem em matemática, mesmo apresentando a característica facilitadora na investigação de situações-problema e sua utilização prevista nos documentos oficiais que orientam as práticas e o uso de tecnologias no Ensino Fundamental, ainda não é suficiente. Desta forma, buscamos elementos nas ideias do Pensamento Matemático Avançado sobre como um conceito matemático pode ser compreendido pelo aluno, segundo a interação entre os processos mentais das componentes: representação, visualização, generalização, síntese e abstração a partir da utilização da calculadora. Para embasar ainda esta pesquisa, pautamo-nos nas orientações contidas nos documentos oficiais: Parâmetros Curriculares Nacionais do Ensino Fundamental II (1998), Proposta Curricular de Matemática (2008), Currículo de Matemática (2010), nos Cadernos do Professor de Matemática (2009) e nas pesquisas realizadas acerca da utilização deste recurso pedagógico. Subjetivamente, apresentamos a análise das Situações de Aprendizagens que, em algum momento de seu desenvolvimento sequencial, propuseram a utilização deste recurso pedagógico, observando quais das componentes do Pensamento Matemático Avançado poderiam ser desenvolvidas, nas quais encontramos dentre 64 Situações de Aprendizagem propostas as séries do Ensino Fundamental II, 8 atividades que, ao longo de seu desenvolvimento, solicitaram a utilização deste recurso em alguma seção, e se as referidas atividades promoviam o desenvolvimento das componentes do Pensamento Matemático Avançado: representação, visualização, generalização, síntese e abstração

Este trabalho propÃe o desenvolvimento de uma fonte de alimentaÃÃo portÃtil para notebooks e outros equipamentos eletrÃnicos usando energia fotovoltaica. O sistema completo à composto por dois mÃdulos fotovoltaicos poli-cristalinos de 54W conectados em paralelo; um conversor boost clÃssico usado para controlar a carga das baterias de chumbo-Ãcido reguladas a vÃlvula (VRLA-Valve Regulated Lead Acid) de 40 Ah associadas em sÃrie formando um barramento de 24Vcc e um conversor boost-flyback que tem a funÃÃo de elevar a tensÃo do banco de baterias de 24Vcc a uma tensÃo de saÃda de 250Vcc. O conversor boost utiliza o algoritmo perturba e observa (P&O) para conseguir o ponto de mÃxima potÃncia dos mÃdulos fotovoltaicos. Por outro lado, no conversor boost-flyback que opera em modo de conduÃÃo contÃnua (MCC) à usada a tÃcnica de controle por corrente de pico. Para verificar o princÃpio de funcionamento da fonte de alimentaÃÃo de dois estÃgios, o primeiro estÃgio foi desenvolvido com potÃncia de saÃda de 120W e o segundo estÃgio com potÃncia de saÃda de 200W. / This study proposes the development of a portable power supply to feed notebook computers and other electronic equipment using photovoltaic energy. The complete system is composed by two polycrystalline photovoltaic modules of 54W in parallel, a classic boost converter that allows to work the photovoltaic modules in the maximum power point (MPP) and to charge two lead-acid valve regulated batteries (VRLA Valve-Regulated Lead Acid) of 40Ah associates in series to form a bus of 24Vcc, and a boost-flyback converter that has as function to raise the battery bank voltage of 24Vcc to output voltage of 250Vcc. The boost converter uses the algorithm perturb and observe (P&O) to track the maximum power point of the photovoltaic modules. On the other hand, in the boost-flyback converter operates in continuous conduction mode (CCM) using peak current mode control technique to regulate the output voltage. To verify the feasibility of the two stage power supply, was developed a prototype with first stage of 120W output power, and the second stage of 200W output power.

Made available in DSpace on 2016-04-28T18:22:20Z (GMT). No. of bitstreams: 1 Luzia Colferai Araujo.pdf: 2524584 bytes, checksum: d5a3994565e28143ec8aec4b0e73140b (MD5) Previous issue date: 2011-07-22 / From a Vigotskian (1987/2008) socio-historic point of view language is viewed as a place of interaction and language teaching and learning takes into consideration the participants of the interaction in their specific socio-cultural context. The approach to language teaching based on the study of genres seems to agree with the vigotskian theory because when considering the fact that all kinds of communication take place through the use of genres, language teaching and learning will happen in contextualized interactive situations. The theoretical chapter of this study shows the concept of genre according to Swales (1990, 1998), the suggestion of genre analysis based on Bhatia (1993), the suggestion of a pedagogical approach for the study of genres detailed by Ramos (2004) and the suggestions contained on the official document in which the Department of Education of the State of São Paulo has proposed a new methodological direction for all State Schools called Proposta Curricular do Estado de São Paulo (2008). The corpus selected for this study can be divided into two parts: the first one documental consists of the teacher s notebook for the high school first year segundo volume da 1ª série do Ensino Médio dos Cadernos de Língua Inglesa distributed to the teachers by the São Paulo State Department of Education in 2008. The second part of the corpus consists of the answers given by a group of teachers to a questionnaire and two group interviews with the same group of participating teachers. The methods used to collect the data were the questionnaires (FLICK, 2009) and the group interviews (SEIDMAN, 1998, OPPENHEIM, 1992). This study, which can be characterized as qualitative interpretive (BASSEY, 2002, BORTONI-RICARDO, 2008, CHIZZOTTI, 2008, 1991) aims at answering the two following research questions: a) How do the activities in the notebook chosen for this study suggest the study of genres? b) What were the impressions of the teachers in relation to the distribution of the material to the schools and in relation to the suggestion for the study of genre? Data analysis reveals issues of fundamental importance that have to be reconsidered in relation to the activities proposed for the study of genres in the notebook analyzed. It also reveals issues in relation to teacher education suggesting that teachers need to be prepared to actually lead students to a real and meaningful learning of genres / Na concepção sócio-histórica de Vigotski (1987/2008), a língua é vista como um espaço de interação, e o ensino-aprendizagem leva em consideração os sujeitos da interação e o contexto sociocultural no qual estão inseridos. Uma abordagem que propõe o ensino de língua com base no estudo dos gêneros parece estar de acordo com a teoria vigotskiana, pois ao se considerar o fato de que toda a comunicação se dá por meio de algum gênero, o ensino-aprendizagem de língua acontece em situações contextualizadas de interação. A fundamentação teórica desta pesquisa trata do conceito de gêneros em Swales (1990, 1998), da proposta para análise de gêneros segundo Bhatia (1993), da sugestão de aplicação pedagógica para o estudo dos gêneros conforme Ramos (2004) e do encaminhamento sugerido na Proposta Curricular do Estado de São Paulo (SEE-SP 2008). O corpus selecionado para este estudo pode ser dividido em duas partes: a primeira documental , composta pela versão do professor do segundo volume da 1ª série do Ensino Médio dos Cadernos de Língua Inglesa que passaram a ser distribuídos pela Secretaria de Educação do Estado de São Paulo no ano de 2008 para os professores. A segunda parte é composta pelas respostas dadas a um questionário e a duas entrevistas coletivas realizadas junto ao grupo de professores participantes desta pesquisa. Os métodos de coleta de dados utilizados foram os questionários (FLICK, 2009) e as entrevistas coletivas (SEIDMAN, 1998, OPPENHEIM, 1992). Este estudo, de natureza qualitativa interpretativista (BASSEY, 2002, BORTONI-RICARDO, 2008, CHIZZOTTI, 2008, 1991), tem por objetivo responder às seguintes perguntas de pesquisa: a) De que maneira as atividades do segundo volume da 1ª série do Ensino Médio dos Cadernos de Língua Inglesa sugerem o estudo dos gêneros? b) Quais foram as impressões de um grupo de professores do estado com relação à distribuição do novo material nas escolas da rede e com relação ao estudo dos gêneros proposto no material? A análise dos dados revela haver questões de fundamental importância a serem repensadas no que diz respeito às atividades propostas para o estudo dos gêneros no Caderno e também com relação ao preparo de que os professores da rede necessitam para que estejam capacitados para, de fato, chegar a um estudo dos gêneros de modo a conduzir os alunos a um aprendizado real e significativo

Ce mémoire porte sur les carnets, publiés sous le titre La Semaison, du poète Philippe Jaccottet ; il s’attache à dégager les grandes lignes d’une pratique d’écriture qui évolue au fil du temps et à déterminer le statut de La Semaison par rapport au reste de l’œuvre. Les quatre premiers chapitres du mémoire établissent les caractéristiques de l’écriture des carnets, en étudiant de près les textes ainsi que leur évolution au fil des années, et en comparant ces textes avec les œuvres publiées parallèlement. On remarque qu’au fil du temps, les œuvres ressemblent de plus en plus aux textes que l’on trouve dans La Semaison. Les deux derniers chapitres essaient d’apprécier, plus globalement, le travail qui y est à l’œuvre. Non seulement les carnets constituent le lieu le plus approprié pour mener une réflexion sur la poésie, mais encore ce sont eux qui assurent cohésion et validité à l’œuvre. / This M.A. thesis concerns the notebooks of the poet Philippe Jaccottet ; it attempts to find the main lines of a practice of writing which evolves as time goes by and to determine the status of the notebooks with regard to the rest of the work. The first four chapters of this thesis establish the characteristics of the writing of notebooks, by studying closely texts as well as their evolution over the years, and by comparing these texts with the works published at the same time. We notice that as time advances, the works tend to look like the texts found in notebooks. The last two chapters interpret, more globally, the work that we see in notebooks. Not only the notebooks are the most suited to lead a reflection on the poetry, they also insure cohesion and validity to the work.

This study examines the relationship between sexuality and actorial artistic creation in the autobiographic writings of the German actor Klaus Kinski (1926-1991). Departing from Socrates’ appraisal of Eros in the Platonic dialogue Symposion, the text confronts two classic theories on sexuality and art: Christoph Wilhelm Hufeland’s book on macrobiotics and vital power (Lebenskraft), The Art of Prolonging Human Life, and Sigmund Freud’s texts on sublimation. Plato, Hufeland and Freud have in common that they see art and sexuality, representing spiritual and carnal life, as rivals. Hence, artistic production has to rely on a renunciation of physical love, either through abstinence or transformation of sexual energy into spiritual creative power. The case of Klaus Kinski is particularly important, since his literary works seems to resist sublimation of any kind. While devoting himself to libertinage – which he renders in detail – he still succeeds in creating works of art, as an actor and as a writer. The artistic conditions for Kinski the actor, being an active force in control of theatrical objects and means, in contrast to the passive-receptive actor in Rainer Maria Rilke’s The Notebooks on Malte Laurids Brigge, further adds to this particularity. Kinski’s refusal to recognise a rivalry between love and art has its roots in Constantin Stanislavski’s method of acting, in which the task of the actor is to give life to the role by giving it both spiritual and bodily life, having body and mind working together towards the higher aim of theatrical performance. Yet this paradigm of incarnation, as opposed to inspiration, does not apply exclusively to theatrical and performing arts, where the work of art is constituted by the actor’s body. In a text from 1927 about the rhyme, the Austrian writer Karl Kraus proposes an „erotics of language”, in which the ideal Paarung (coupling or mating) implies both the physical act of reproduction, and sonorous combination of two rhyming words, uniting distant spheres or entities. In this sense, Kinski’s ideal coupling can be understood as a joint venture between mind and body, art and sexuality, theatre and life, enabling him to enjoy a frivolous love life without abandoning artistic creation.

Support, à l'origine, d'une genèse à la fois textuelle et intellectuelle, lieu mémoriel par excellence, le carnet développe aussi, grâce aux conditions d'écriture spécifiques qu'il favorise, une poétique de l'attention et du regard dont découlent directement écriture de l' « incident » (Barthes) et saisies de l'instant. La discontinuité formelle qu'elles engendrent, en évinçant l'écriture du Moi au profit de l'écriture du Monde, semblent, d'autre part, encourager une poétique de l'anti-journal – perceptible autant d'un point de vue métatextuel que formel. Dans le carnet, de surcroît, se déploient des etha spécifiques et complexes, fondés sur une dialectique subtile entre le « dedans » et le « dehors ». Enfin, la question de la mise en livre du carnet doit être interrogée, sous l'angle de sa publication autant que sa réception : quel protocole éditorial privilégier ? Quel lecteur pour le carnet d'écrivain ? / Originally a medium of genesis, both textual and intellectual, an archetypal memory space, the notebook also develops, thanks to the specific writing conditions it favorises, the poetics of attention and regard from which « incident » (Barthes) style and seizure of the moment style emanate directly. The formal discontinuity that these styles create, World writing rather than writings of Self, seems, on the other hand, to encourage the poetics of the anti-journal – perceptible from both the metatextual and formal points of view. Moreover, in the notebook, specific and complex etha unfold, based upon subtle dialectics situated between the « in » and the « out ». Finally, the question of transforming a notebook into a book has to be asked, from the angle of publication as well as in it's reception : which editorial protocol should be priviledged ? What type of reader for a writer's notebook ?