A proposta desta dissertação é discutir a polêmica trajetória das vanguardas poéticas brasileiras, representadas pela poesia concreta, neoconcreta, praxis e poema-processo, com base na análise de alguns procedimentos técnicos, conceitos teóricos e princípios formais apresentados nos principais textos (manifestos e plataformas) e práticas poéticas desses movimentos. Feita uma revisão crítica do conceito de vanguarda e suas aporias no contexto da crise do Modernismo na segunda metade do século XX, foram discutidos alguns impasses estético-políticos, teóricos e práticos dessa poesia de vanguarda, diante do cenário sociocultural brasileiro dos anos 1950 e 1960. Se, por um lado, a necessidade programática de afirmar o "novo" nos grupos vanguardistas lançou alguns procedimentos técnicos e princípios formais que, principalmente com a poesia concreta, incidiram no campo da crítica literária e do ensino das letras nas universidades, por outro, retomou e radicalizou velhas categorias futuristas, cubistas, construtivistas e modernistas de 1922. / The proposal of this dissertation is to discuss the polemic course of Brazilian poetry avant-gardes, represented by Concrete, Neoconcrete, Praxis and Process poetries, based on the analysis of some technical procedures, theoretical concepts and formal principles presented in the main texts (manifests and platforms) and poetical practices in these movements. After a critical revision of the concept of avant-garde and its contradictions in the context of the Modernism crisis in the second half of the 20th century, we discussed some esthetic-political, theoretical and practical deadlocks, inside the sociocultural Brazilian scenario during the 1950s and 1960s. If, on one side, the need of stating the "new" in the avant-garde groups created some technical procedures and formal principles that, notably with the concrete poetry, targeted the fields of literary critics and teaching literature at universities, on the other side, resumed and radicalized old futurist, cubist, constructivist and 1922 modernist categories.

Orientador : Joanne Marie McCaffrey Busnardo Neto / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-02T13:26:54Z (GMT). No. of bitstreams: 1 Miquelante_MarileuzaAscencio_M.pdf: 7729413 bytes, checksum: 126f59fc73d72c44fbef194e47f12c1f (MD5) Previous issue date: 2002 / Resumo: Esta dissertação teve por objetivo investigar a implementação de uma pedagogia crítica freireana, com o foco na leitura, em inglês para adolescentes brasileiros. Para refletir sobre a viabilidade de tal projeto, é analisado, através de uma metodologia etnográfica de auto-observação em sala de aula, como certos conceitos centrais vindos da pedagogia freireana e das áreas de leitura e letramento crítico são concretizados na prática pedagógica. As investigações teóricas e as análises de interação em sala de aula (realizadas sob o ponto de vista neo-vygotskiano) sugerem que o conceito central da pedagogia freireana - o da conscientização dialógica - ao mesmo tempo em que é de grande inspiração para o professor de leitura crítica, pode apresentar problemas especiais. Especula-se que a tensão presente na própria visão freireana entre a urgência de mudar o mundo e a importância da dialogia pode re-aparecer como tensão no trabalho do professor. Conclui-se que a auto-observação em sala de aula é particularmente importante para o professor de língua estrangeira, uma vez que oferece elementos para o diálogo entre teoria e prática, fornecendo assim dados preciosos para a práxis freireana / Abstract: This dissertation aimed to investigate the possibility of elaborating a critical pedagogy focusing reading in English for Brazilian adolescents. In order to judge the viability of such a project an auto-observational classroom etbnography was undertaken to analyse how certain central concepts from Freirean, literacy and reading theories are concretized in pedagogical practices. The theoritical investigations, together with the analyses of classroom interactions (undertaken from a neo-vygotskian point of view), suggest that the central concept of Freirean pedagogy - that of dialogicalconsciousnessraising- although it greatly inspires teacher of critical reading, can also be a problem for them. A hypothesis is put forward that the tension present in Freirean theory itself between the urgency of bringing about change and the importance of dialogue may reappear in the practice of teaching. The dissertation concludes that self-observation in the classroom is particularly important for the teacher of foreign language, since it offers a rich source of data for the studies of the relationship between theory and practice, and for a more profound understanding of Freirean praxis / Mestrado / Ensino-Aprendizagem de Segunda Lingua e Lingua Estrangeira / Mestre em Linguística Aplicada

Cette thèse de maîtrise porte sur les pensées politiques de Jacques Rancière et d’Hannah Arendt. Elle a pour point de départ la critique formulée par Rancière à l’endroit d’Arendt. Dans un premier temps, nous allons explorer les diverses accusations formulées par Rancière à l’endroit de la penseuse et, dans un deuxième temps, il sera question de répondre à ces accusations en soulignant les importantes affinités qui existent entre leurs conceptions du conflit et de la théâtralité en politique. Nous constaterons en outre que le projet arendtien visant à réhabiliter la dignité de la politique ne se nourrit pas principalement de ses lectures d’Aristote, contrairement à ce que suggère Rancière, mais bien de ses lectures de Machiavel. C’est précisément à partir du machiavélisme que nous allons proposer un rapprochement entre Arendt et Rancière et ainsi, aller au-delà de leur mésentente.

Orientador: Luiz Carlos de Freitas / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-04T01:51:19Z (GMT). No. of bitstreams: 1 Fonseca_SelmaCarvalho_M.pdf: 958878 bytes, checksum: 252cd3c044ac8cede1e5fe47300eea91 (MD5) Previous issue date: 2004 / Resumo: O presente trabalho procurou analisar os limites e as possibilidades do processo de implantação de um projeto de estágios que pretende indissociar teoria e prática dentro do contexto de formação de professores no período de 2001 a 2003. Para o estudo foi escolhido o curso de Pedagogia do Centro Universitário Adventista de São Paulo campus Engenheiro Coelho. Partindo do pressuposto de que a realidade demonstra-se contraditória e devido à articulação entre os estágios e a formação de professores estabelecida a partir de políticas públicas, optei por compreender estas relações dialeticamente numa perspectiva materialista-histórica. A pesquisa procurou demonstrar o movimento existente entre a parte (o projeto de estágios) e o todo (a formação de professores) estabelecendo os nexos entre eles na busca da superação de uma prática pedagógica de cunho ativista pela práxis consciente e transformadora da realidade atual no espaço e tempo em que se insere o objeto de pesquisa / Abstract: This dissertation aimed at analyzing the limits and possibilities of the implementation process of a training project designed to link theory and practice within the context of Teacher Education and was carried out from 2001 to 2003. For this study, the Education Course of the Centro Universitário Adventista de São Paulo, Campus 2 ¿ Engenheiro Coelho- SP was chosen. Drawing on the assumption that reality proves itself contradictory and on government policies regarding the need of relating training programs and teacher education, I decided to understand this relation in a dialectical fashion, according to a materialistic-historical perspective. The research tried to describe the movement between the part (the training project) and the whole (the teacher education setting), investigating the connections between them and aiming at the overcoming of a pedagogical practice based on activism towards one based on a conscious and transforming practice of our current reality taking into account the time and space in which the object of this research was conducted. / Mestrado / Ensino, Avaliação e Formação de Professores / Mestre em Educação

Orientador : Cesar Apareciddo Nunes / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-03T15:22:46Z (GMT). No. of bitstreams: 1 Silva_MarceloDonizeteda_M.pdf: 995878 bytes, checksum: 56dd1030fd1eebbf96eb9e064a7df085 (MD5) Previous issue date: 2003 / Mestrado

Syftet med denna studie är att undersöka hur gymnasielärare i bild tänker om upplägg av undervisningen och hur de väljer att starta upp lektioner samt de strategier de använder för att stimulera eleverna. Studien bygger på intervju och observation av två gymnasielärare som jobbar i olika kommuner. Resultatet visar att lärarna ser stor vikt av att eleverna ska känna sig trygg då självförtroendet ofta påverkar motivationen. Samt att en tydlighet kring uppgifter genom formuleringar och bildexempel, det vill säga styrda uppgifter kan minska osäkerheten hos eleverna då det vet vad som förväntas av dem.

In his thesis, Mother bird hovering over the city: space, spirituality and a community-based urban praxis, the promovendus adopted a trans-disciplinary, praxis-approach to consider participatory, critical and liberationist planning and city-building processes. His journey was about the soul of the city, embodied in its spaces and its people. It reflected on unfolding urban spaces, tracing dynamics in the Berea-Burgers Park neighbourhood of Tshwane’s inner city between 1993 and 2016. The narratives emerging from this neighbourhood was brought into conversation with a range of other narratives, hoping to discern and propose a vision for a community-based urban praxis. The journey originated from a deliberate option for the city’s most vulnerable people, hoping to contribute towards a city characterised by radical forms of inclusion, sustainability and justice. It recognised that space is not neutral and spatial constructs are shaped by deep value frameworks that are prejudiced, exclusive and oppressive, or equalising, inclusive, and life-affirming. What the promovendus sought to discern and outline was a spirituality that can infuse planning praxis and spatial thinking: making spaces that will mediate dignity, justice and well-being. Part I of the study considered a new epistemology, identity and methodology, expressed in the metaphor of “becoming like children”, requiring a new selfunderstanding for those involved in planning, city-building or place-making, but also amongst urban citizens and vulnerable urban dwellers: to reclaim their own voice and agency in processes of city-making. In Part II of the study, after describing and deconstructing urban spaces and discourses in a contextual-narrative way, a spirituality and ethic of urban space are developed. It argues for a radical shift from planning as bureaucracy and technocracy, to planning as immersed, participatory artistry: opening up to the “genius” or (S)pirit of space – the Mother bird – hovering over urban spaces, responsive to urban cries, of humans and earth alike, and inviting us to be co-constructors of new and surprising spaces, mending and making whole. / Thesis (PhD)--University of Pretoria, 2017. / Town and Regional Planning / PhD / Unrestricted

Magister Artium - MA / This mini-thesis thesis intends to grapple with silences by looking the possibilities of reconceptualising archives through notions of “traces,” “absence,” and “fragments.” Examining archives as bodies of knowledge, a window to telling us something about pastpresent- future representations is to think about navigating archives of colonialism and slavery as sites of historical memory. The aim of this paper is to enter the pedagogical problem of remembering and gendered representational voids by seeking to explore how artistic representations offer insights in the absence of detail in the colonial archives. In exploring the relationship between bodies, remembering and the historical trauma of slavery and colonialisation, specifically in relation to historical corporeal and flesh narratives attached to indigenous black women, and how women negotiate these meanings through embodied interventions in (post-) slavery South Africa. The positioning of the body as an archive probes questions on how the memory of traumatic wounding in a (post-)slavery South Africa body politics are inscribed to convey meaning, memory and identity. The notions of embodiment that this thesis is concerned with asks in what ways can we creatively and imaginatively re-construct, outside of conventional historiographies and knowledge(s), that which has been disembowled through colonial dominating narratives of enslaved subjects?

no abstract available / Philosophy, Practical and Systematic Theology / (M.Th.(Pastoral Therapy)

Rhetoric is analyzed primarily through lenses that seek to understand and acknowledge the identities, ideologies, and practices present within a given situation—otherwise understood as the available means of persuasion. Instead, I argue that rhetorical critics should engage in praxis-oriented rhetorical criticism where the critic foregrounds their lived experience as part of their analysis. Utilizing methods advanced by autoethnographers and performance studies scholars, I posit that the praxeological critic manifest the relevant, critical positionalities that inform their analysis through critical dialogic reflexivity, the consensual-conflictual emplotment and theorization of self, and the use of criticism as critical-self-portraiture. As such, rhetoric and rhetorical criticism exist not only as a method of being, but as a way of becoming.