Cette thèse a pour origine le constat de l’implication forte d’une fraction de la société civile irlandaise, de l’homme de la rue, d’associations politiques militantes, de syndicats mais aussi de l’appareil diplomatique, dans le rapport de force en Palestine, depuis la Guerre des Six jours de 1967, qui soulève l’indignation populaire. Le paroxysme de ce phénomène prend place en Irlande du Nord, où Unionistes et Nationalistes brandissent les drapeaux israéliens et palestiniens, pour témoigner de leur attachement à l’un ou l’autre des acteurs du conflit au Moyen-Orient. Il s’agit ici d’explorer les origines et l’évolution de cette mobilisation, en définissant le contour d’une perspective irlandaise protéiforme sur le conflit israélo-palestinien, qui s’appuie sur un faisceau multiple de lectures domestiques des événements au Moyen-Orient, fondées sur autant d’appréhensions de l’histoire irlandaise. Celles-ci s’épanouissent dans un entremêlement de narrations contradictoires du conflit israélo- palestinien, qui animent le discours politique irlandais autour du débat sur l’identité postcoloniale de l’Irlande. Cet exposé propose une analyse des manifestations de solidarité transnationale avec Israël et la Palestine, que ce soit à l’échelle nationale et supranationale, des partis politiques, ou des syndicats et des associations civiles. Il s’attache à mettre en lumière les facteurs, à la fois historiques, et par là-même ancrés dans l’identité de l’Etat irlandais et de l’Irlande du Nord, mais aussi stratégiques, diplomatiques et religieux, qui participent à une domestication irlandaise du conflit au Moyen-Orient. La récupération politique de ce conflit dans la propagande du militantisme républicain irlandais au début des années 1970, mais aussi dans les discours politiques et au sein de la société civile, ainsi que la réaction pro-israélienne plus récente, qui échappent encore à un apport théorique, constituent le cœur de ce travail de recherche. / The starting-point of the writing of this thesis is the observation of the strong commitment of a layer of Irish civil society – from the man on the street to political parties, associations and trade unions – to the defence of one antagonist or the other in the Israeli-Palestinian conflict, ever since the Six Day War in 1967, which aroused international indignation. This phenomenon is particularly striking in Northern Ireland, where Israeli and Palestinian flags have been flown by Unionists and Nationalists as signs of solidarity and identification. The purpose of this research is to look into the origins and the evolutions of such expressions of transnational solidarity, by defining the multifaceted Irish approach to the Middle-East question. This approach is based on a prism of domestic readings of the conflict, originating from different conceptions of Irish history. Indeed, the intermingling of the sometimes contradictory readings of the Israeli-Palestinian conflict feeds into the Irish political debate, revolving around the supposedly postcolonial identity of Ireland. This thesis develops an analysis of the transnational solidarity in Ireland with Israel and Palestine, be it at a national or supranational level, from political parties, trade unions and civil associations. It endeavours to cast light on the factors which structure the Irish domestication of the conflict in the Middle East, be they historical and connected to the very identity of the Irish Republic and Northern Ireland, or strategic, diplomatic and religious. The political exploitation of the conflict in Irish republican propaganda from the beginning of the 1970s, bolstered by connections with Palestinian resistance movements, and the more recent pro-Israeli response particularly within Unionism, which have never been analysed together in a comparative way, are at the core of this research.

Made available in DSpace on 2016-12-08T16:35:09Z (GMT). No. of bitstreams: 1 DisseDenise.pdf: 4052156 bytes, checksum: 6a159f2fb301c83f547a2f5ceeb5c613 (MD5) Previous issue date: 2009-02-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research has the purpose of analyzing the Série Graduada de Leitura Fontes , taking as parameter the Public Education Reform of Orestes Guimarães, which happened in Santa Catarina during the years of 1911 through 1935. Assumed the non religious teaching in the public schools, guideline of mentioned reform, it examines adjustments and deviations between educational contend published in the Serie Fontes and the regulatory official determinations to which the text book was submitted. Based on official documents and newspapers of that period we will draw a view of the conflicts resulting from the separation from the religious principles and Christian moral of the Schools, taking aim to detect possible interferences in the lessons composition of the Serie Fontes , its causes and consequences / A presente pesquisa tem como objetivo fazer uma análise da Série Graduada de Leitura Fontes tendo como parâmetro a Reforma da Instrução Pública de Orestes Guimarães, realizada em Santa Catarina entre os anos de 1911 a 1935. Partindo do pressuposto da instituição do ensino laico nas escolas públicas, fio condutor da reforma citada, busca-se identificar ajustes ou desvios entre os conteúdos educativos veiculados na Série Fontes e as determinações regulamentares oficiais a que os livros escolares estavam submetidos. Com base em documentos oficiais e jornais do período será traçado um panorama dos conflitos que se sucederam em torno do afastamento dos preceitos religiosos e da moral cristã das escolas, visando detectar possíveis interferências na composição de lições presentes na Série Fontes, suas causas e consequências

A dissertação que ora se apresenta estuda aspectos relativos à formação e ao exercício do trabalho docente, em particular os ligados às dimensões pessoais e às identidades dos professores. Um tipo especial de fontes foi examinado para que se conheçam elementos considerados importantes pelos docentes no exercício de seu ofício. Trata-se de livros que facilitam conhecimentos e fornecem conselhos práticos aos professores, constituindo quase uma literatura de autoajuda pedagógica e procurando apelar para dimensões subjetivas envolvidas no trabalho docente. No caso do presente estudo foram analisados alguns livros voltados a professores de autoria de Augusto Cury e Gabriel Chalita. Dentre os objetivos da pesquisa destacaram-se: estudar a produção e circulação das obras voltadas a professores de ambos os autores; estudar a posição dos seus autores no campo intelectual e educacional; analisar as características internas das obras selecionadas; conhecer as modalidades de apropriação das leituras dessas obras pelos professores; contribuir para as análises acerca dos conhecimentos produzidos no campo educacional com vistas à formação/aperfeiçoamento dos professores. Para concretizar tais objetivos recorreu-se à análise dos livros, às entrevistas com professores e à entrevista com um dos autores das obras estudadas. A investigação nos permitiu apontar características dessas obras quando voltadas para a educação, já que, essas guardam formas própria de tratar questões. Também foi possível indicar a posição ocupada, inserção e possibilidade de trânsito de seus autores nos campos educacional, religioso e político, bem como, constatar a existência de discrepância entre os objetivos dos autores e dos professores leitores em relação aos objetivos dos livros. / The present dissertation studies the relative aspects concerning teachers formation and its exercise, mainly linked to personal dimensions and their characteristic identity. A special kind of sources were investigated in order to know elements considered as important by teachers during the execution of their labor. These sources were books that facilitate knowledge and offer practical advice to teachers making up a nearly pedagogical literature of self-help trying to appeal to subjective dimensions involved in the teaching practice. In the present study were used books aimed at teachers authored by Augusto Cury and Gabriel Chalita. Among the objectives for this research highlighted: To study the production and circulation of both authors works; to study the position of authors in the educational and intellectual field; to analyze the internal characteristics of the selected works; to know the appropriation modalities of these works readings by teachers; to contribute with the analysis about the produced knowledge in the educational field with the purpose of the formation/improvement of teachers. To be able to fulfill such objectives, books were analyzed and the interviews with some teachers and one of the authors were used. This research allowed pointing out some characteristics of the authors works when aimed at education because they keep own ways of dealing with issues. It was also possible to indicate the position occupied by authors as well as their insertion and possibility of transit in the educational, religious and politic fields. Besides it was verified the existence of discrepancies between the purposes of the authors and those of teachers related to books´ objectives.

Durante as décadas de 30 e 40, o escritor Monteiro Lobato reuniu e preservou inúmeras cartas enviadas a ele por crianças leitoras, nelas estão registradas muitas opiniões sobre sua obra além de considerações sobre a vida das próprias crianças e como elas viam o mundo a seu redor. A presente pesquisa pretende analisar através dessa fonte documental qual era a recepção da obra infantil de Lobato, naquele período. Abordaremos ainda a circulação dos livros de Lobato assim como as maneiras de leitura praticadas na infância. Como forma de ampliarmos a percepção sobre a recepção da leitura ficcional no período, utilizamos também uma outra rica fonte documental: O jornal produzido pelas crianças freqüentadoras da Biblioteca Infantil Municipal, em São Paulo. Esse jornal intitulado A Voz da Infância veiculava resenhas e comentários de livros escritos pelas crianças, possibilitando assim uma compreensão mais abrangente da recepção da literatura infanto-juvenil, pois mencionava os autores mais lidos no período. / The writer Monteiro Lobato, during the 30s and 40s, reunited and preserved a number of letters sent to him by children who read his books. Those letters had registered many opinions about his work, beyond statements about those kids way of life and their environment. Analyzing this corpus this research wants to show how children realize Lobatos children books, in those days, besides this books circulation and the reading manners in childhood. To enlarge the perception of the literary reading reception in that period, we can use another documental source: a newspaper, named: A Voz da Infância, produced by frequently users, children who went to Biblioteca Infantil Municipal in São Paulo, Brazil. In this newspaper children wrote minutes descriptions and comments about books mentioning authors who had more books reads in the period, making possible a large perception about children literary reading reception.

The diploma thesis deals with the creation of a business development strategy in the field of remote water readings. Based on the analysis of the external and internal environment, weaknesses and strengths as well as opportunities and threats are identified, which are arranged in a SWOT matrix. With the help of critical analysis, a proposal for a company development strategy is developed, the implementation of which is to improve the company's position on the market.

This essay analyzes the theme of “Otherness” in Mary Shelley's Frankenstein through three different lenses: queer readings, feminist readings, and disability studies, which will offer multiple perspectives of the “Otherness” present in the novel. The essay will engage with critics such as Benjamin Bagocius, Fuson Wang, and Colleen Hobbs. The aim of this essay is to utilize analyzed passages in Upper Secondary classrooms to cultivate critical thinking among students on issues of oppression and privilege in order to foster Anti-Oppressive education. The essay begins by introducing the concept of “Otherness” and its significance in Frankenstein. It then delves into the three different lenses and their perspectives on the theme of “Otherness.” Through these different readings, the essay demonstrates the complex and multi-layered nature of “Otherness” in Frankenstein. Furthermore, the essay argues that this analysis can be used to establish an Anti-Oppressive education in the Upper Secondary classroom. By critically examining how oppression and privilege operate in the novel, students can learn to recognize and challenge oppressive systems in society.  The essay then moves into a discussion of why an Anti-Oppressive education is necessary. Specifically, it briefly critiques the Swedish curriculum for addressing oppression in a way that increases tolerance towards marginalized groups, rather than recognizing privilege and challenging the systemic roots of oppression.

This dissertation features a curriculum development project on redesigning a piloted multicultural reader which serves to cultivate intercultural competence in diverse domestic and international students in first year writing courses. My redesign process was guided by pedagogical implications from the preliminary results of the implemented multicultural reader and from composition scholarship on multicultural readers. Specifically, my redesigned multicultural reader must(i) achieve pedagogical alignment among learning objectives, assessment practices, and instructional materials and (ii) overcome the commonplaces in multicultural reader design regarding cultural and linguistic inclusivity of authorship, content and student audience, genre diversity, text sequencing vigor, and intervention authenticity. I adopted Wiggins and McTighe’s (2005) Backward Design framework to the (re)design of the Multicultural Reader and illustrate my material development principles in one Sample Section that moves students from the Minimization of difference orientation to the Acceptance of difference orientation.<div><br></div><div>First, I converted the definition and indicators of intercultural competence emerged from Deardorff’s (2006) study as well as the pedagogical implications from Bennett’s (1986) DMIS into learning outcomes for the Reader to aligning learning outcomes and assessment. Second, I integrated the DMIS into the Reader to align assessment practices and instructional materials. I divided the Reader into four sections correspondent to the five stages of intercultural development on the DMIS, namely(i) from Denial to Defense, (ii) from Defense to Minimization, (iii) from Minimization to Acceptance, and (iv) from Acceptance to Adaptation. I selected, designed, adapted, and sequenced the readings and intervention tasks based on stages and strategies of intercultural progression as highlighted in the DMIS scholarship. In my Sample Section, I also provided guidelines on how instructors can map students’ reflective writings onto the DMIS for both formative and summative evaluation. Finally, my redesign of the Multicultural Reader addresses the limitations in previous multicultural readers. To improve the social representativeness of authorship and content, my Reader showcases exemplary texts written by a diverse author group which foreground contemporary issues in different multicultural societies. Reading instructions do not forward any assumptions about the potential student audience, overcoming the issue of audience misrepresentation. The selected readings also exhibit genre diversity in terms of rhetorical modes and types of sources. Readings and interventions are sequenced based on the DMIS guidelines and projects a progressively complex trajectory of affective, cognitive, and behavioral practices for students’ intellectual growth. Each multicultural reading is augmented with intervention tasks adapted from composition studies and intercultural training scholarship to sharpen students’ academic writing and research skills. My interactive tasks also require students to move past passive reading by activating their reading knowledge into real world cross-cultural encounters and purposefully reflecting on their experiential learning in writing assignments.<br></div>

[pt] A tese trata do estudo de três práticas de leitura coletivas e híbridas da contemporaneidade: as redes sociais, o booktok e o booktube e os Slams. O objetivo principal deste estudo é analisar como jovens e idosos interagem com essas práticas de leitura, observando as diferenças e semelhanças entre esses públicos etários. O método utilizado foi o método da pesquisa qualitativa através de entrevistas semiestruturadas com 40 jovens com idades de 18 a 30 anos e 40 idosos com idades de 60 a 80 anos, ambos os grupos com nível superior completo ou cursando nível superior, moradores do Rio de Janeiro. Essas três práticas de leitura utilizam-se de formatos online e offline, podendo ser realizada uma leitura compartilhada, com possibilidade de trocas e comentários entre os leitores. O virtual e o presencial nas práticas de leitura da contemporaneidade apresentam-se como mais integrados, acumulados, linkados e, por isso, também, emaranhados uns nos outros. Os conteúdos que são lidos continuam sendo diversos, lê-se sobre todos os assuntos, mas o modo de ler contemporâneo recebe nova formas, novas práticas de leitura que se conjugam e aglutinam na contemporaneidade como variadas formas de ler que coexistem. / [en] The thesis deals with the study of three collective and hybrid reading practices of contemporaneity: social networks, booktok and booktube and Slams. The main objective of this study is to analyze how young and old people interact with these reading practices, observing the differences and similarities between these age groups. The method used was the qualitative research method through semi-structured interviews with 40 young people aged between 18 and 30 years and 40 elderly people aged between 60 and 80 years, both groups with complete higher education or attending higher education, residents of Rio de Janeiro. January. These three reading practices use online and offline formats, and a shared reading can be carried out, with the possibility of exchanges and comments between readers. The virtual and the face-to-face in contemporary reading practices are presented as more integrated, accumulated, linked and, therefore, also entangled with each other. The contents that are read continue to be diverse, one reads on all subjects, but the contemporary way of reading receives new forms, new reading practices that are combined and agglutinate in the contemporaneity as different ways of reading that coexist.

Grâce à l’évolution de la technologie à travers le Web, la documentation relative à la santé est de plus en plus abondante et accessible à tous, plus particulièrement aux patients, qui ont ainsi accès à une panoplie d’informations sanitaires. Malheureusement, la grande disponibilité de l’information médicale ne garantit pas sa bonne compréhension par le public visé, en l’occurrence les non-experts. Notre projet de thèse a pour objectif la création d’une ressource de simplification de textes médicaux, à partir d’une analyse syntaxico-sémantique des verbes dans quatre corpus médicaux en français qui se distinguent de par le degré d’expertise de leurs auteurs et celui des publics cibles. La ressource conçue contient 230 patrons syntaxicosémantiques des verbes (appelés pss), alignés avec leurs équivalents non spécialisés. La méthode semi-automatique d’analyse des verbes appliquée pour atteindre notre objectif est basée sur quatre tâches fondamentales : l’annotation syntaxique des corpus, réalisée grâce à l’analyseur syntaxique Cordial (Laurent, Dominique et al, 2009) ; l’annotation sémantique des arguments des verbes, à partir des catégories sémantiques de la version française de la terminologie médicale Snomed Internationale (Côté, 1996) ; l’acquisition des patrons syntactico-sémantiqueset l’analyse contrastive du fonctionnement des verbes dans les différents corpus. Les patrons syntaxico-sémantiques des verbes acquis au terme de ce processus subissent une évaluation (par trois équipes d’experts en médecine) qui débouche sur la sélection des candidats constituant la nomenclature de la ressource de simplification. Les pss sont ensuite alignés avec leurs correspondants non spécialisés, cet alignement débouche sur le création de la ressource de simplification, qui représente le résultat principal de notre travail de thèse. Une évaluation du rendement du contenu de la ressource a été effectuée avec deux groupes d’évaluateurs : des linguistes et des non-linguistes. Les résultats montrent que la simplification des pss permet de faciliter la compréhension du sens du verbe en emploi spécialisé, surtout lorsque un certains paramètres sont réunis. / With the evolution of Web technology, healthcare documentation is becoming increasinglyabundant and accessible to all, especially to patients, who have access to a large amount ofhealth information. Unfortunately, the ease of access to medical information does not guaranteeits correct understanding by the intended audience, in this case non-experts. Our PhD work aimsat creating a resource for the simplification of medical texts, based on a syntactico-semanticanalysis of verbs in four French medical corpora, that are distinguished according to the levelof expertise of their authors and that of the target audiences. The resource created in thepresent thesis contains 230 syntactico-semantic patterns of verbs (called pss), aligned withtheir non-specialized equivalents. The semi-automatic method applied, for the analysis of verbs,in order to achieve our goal is based on four fundamental tasks : the syntactic annotation of thecorpora, carried out thanks to the Cordial parser (Laurent et al., 2009) ; the semantic annotationof verb arguments, based on semantic categories of the French version of a medical terminologyknown as Snomed International (Côté, 1996) ; the acquisition of syntactico-semantic patternsof verbs and the contrastive analysis of the verbs behaviors in the different corpora. Thepss, acquired at the end of this process, undergo an evaluation (by three teams of medicalexperts) which leads to the selection of candidates constituting the nomenclature of our textsimplification resource. These pss are then aligned with their non-specialized equivalents, thisalignment leads to the creation of the simplification resource, which is the main result of ourPhD study. The content of the resource was evaluated by two groups of people : linguists andnon-linguists. The results show that the simplification of pss makes it easier for non-expertsto understand the meaning of verbs used in a specialized way, especially when a certain set ofparameters is collected.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Researches in Sciences Education are aware of the importance of reading Popularization Science Texts (TDC) in order to form reading subjects and these texts potentialities in the teaching and learning process of scientific contents. Thus, the present article is structured in the format of three scientific texts: The first text Readings of Popularization Science Texts done by undergraduate students in the Supervised teacher s practice in Physics; The second text Reading and Arguing: Potential Use from Popularization Science Texts in Middle of Physical Education in High School; The third text Study of Sound Waves in an Educational Activity using a Popular Science Text. These texts contemplate research developed between 2013 and 2015 in Teaching Management in the Physics Course at Universidade Federal de Santa Maria when two trainees, under the advice and supervision of the author of this present thesis, developed teaching and research activities involving TDC. The present study has the aim of investigating readings about (teaching dimension) and about the use of TDC (research dimension) associated to reading strategies carried out by teacher trainees. Within the teaching dimension, the trainees produced and implemented activities employing TDC associated to reading strategies in their class planning and their taught classes (Text 1). It was observed that in the class planning stages the TDC made by the trainees employed paraphrase characterized by the search of information, and the didactic function attributed to TDC was in the realm of Physics contents. However, during the trainees classes, multi-level readings were valued so that text-pretext was the reading strategy developed and the discourse appropriated by the trainees tended to be controversial. Regarding the didactic role of TDC in classes, it was observed that these, besides being employed to teach Physics, promoted the development of abilities related to oral and written expressions on the part of learners, improving not only the articulation between physics contents and learners daily life, but foremost helped the trainees to reflect on meanings and ends of Physics contents teaching. Regarding the research dimension, the trainees produced (together with their advisors) scientific texts (Texts 2 and 3) that tackled their own readings on the use of TDC experienced through the use of implemented activities done during their taught classes. Along these manuscripts, the authors assure that the activities with TDC associated to reading strategies contribute significantly for the teaching and learning process of scientific contents and for the forming of student readers. Finally, it has to be pointed out that the trainees evaluated the practices of reading, writing, teaching and learning positively together with research with TDC developed in class management in Physics; besides, they claimed that those activities were of extreme importance to their personal and professional improvement. / Pesquisadores em Educação em Ciências têm reconhecido a importância da leitura de Textos de Divulgação Científica (TDC) na formação de sujeitos leitores e, suas potencialidades no processo de ensino e aprendizagem de conteúdos científicos. Nesta direção, o presente trabalho está estruturado no formato de três artigos científicos: Artigo 1 As leituras de Textos de Divulgação Científica feitas por Licenciandas no Estágio Supervisionado em Física; Artigo 2 Leitura e Argumentação: Potencialidades do Uso de Textos de Divulgação Científica em Aulas de Física do Ensino Médio; Artigo 3 O Estudo das Ondas Sonoras por meio de uma Atividade Didática envolvendo Leitura de um Texto de Divulgação Científica. Estes manuscritos contemplam a pesquisa desenvolvida entre os anos de 2013 a 2015 no estágio profissional do curso de Física Licenciatura da Universidade Federal de Santa Maria, em que duas licenciandas, sob a orientação e supervisão da autora desta tese, desenvolveram atividades de ensino e de pesquisa envolvendo TDC. A pesquisa caracteriza-se como qualitativa do tipo pesquisa participante, sendo que, os registros orais e escritos produzidos pelas licenciandas foram analisados à luz de referenciais teóricos das áreas da Linguística e da Educação em Ciências. O estudo tem como objetivo investigar as leituras de (dimensão do ensino) e sobre o uso de TDC (dimensão da pesquisa) associados às estratégias de leitura, feitas pelas professoras em formação. Na dimensão do ensino, as licenciandas produziram e implementaram atividades com distintos TDC associados à estratégias de leitura em suas pré-regências e regências de estágio (Artigo 1). Constatou-se que nos estágios de pré-regência as leituras de TDC feitas pelas licenciandas foram parafrásicas, sendo a busca de informações o modo de leitura exercitado, e a função didática atribuída ao TDC ficou restrita ao ensino de conteúdos de Física. No entanto, nas regências de estágio, as licenciandas valorizaram as leituras polissêmicas, sendo o texto-pretexto o modo de leitura exercitado e o discurso apropriado pelas licenciandas tendeu ao polêmico. No que tange à função didática assumida pelos TDC nas regências, constatou-se que eles, além de serem utilizados para ensinar Física, favoreceram o desenvolvimento de habilidades relacionadas às expressões oral e escrita dos alunos, potencializaram a articulação entre o conteúdo de física e o cotidiano do aluno, e mais do que isto, propiciaram que as licenciandas refletissem sobre os sentidos e finalidades do ensino dos conteúdos de Física. No que se refere à dimensão da pesquisa, as licenciandas produziram (em colaboração com as professoras orientadoras) artigos científicos (Artigos 1 e 2) que abordaram as suas leituras sobre o uso de TDC vivenciadas a partir das atividades implementadas nas regências em sala de aula. Nesses manuscritos, as autoras asseguram que as atividades com TDC associadas às estratégias de leitura contribuem significativamente para o processo de ensino e aprendizagem de conteúdos científicos e para a formação dos estudantes-leitores. Por fim, destaca-se que as licenciandas avaliaram positivamente as práticas de leitura, escrita, ensino e pesquisa com TDC desenvolvidas no estágio profissional em Física, ainda, elas destacaram que tais práticas foram valiosas para suas formações pessoal e profissional.