Este trabalho realiza um diálogo entre as obras dos autores Ruth Rocha, escritora brasileira, e José Cardoso Pires, escritor português. De Ruth Rocha utilizamos: O reizinho mandão, O sapo-vira-rei-vira-sapo, O rei que não sabia de nada, O que os olhos não vêem; e de Cardoso Pires: Dinossauro excelentíssimo. Ao trabalhar com esses livros, pretendemos mostrar a relação da ficção com a realidade dos países envolvidos. Partimos da hipótese de que essas obras, escritas durante o período militar brasileiro e o Salazarismo, colaboraram para o reconhecimento da importância de um regime político democrático para trazer a liberdade às nações brasileira e portuguesa. Nosso objetivo é também demonstrar como os autores denunciaram as situações históricas dos dois países, por meio da paródia, da alegoria e da carnavalização. As obras analisadas são destinadas tanto aos leitores mirins como aos adultos. Nossa pesquisa ampara-se em obras de Literatura Comparada, Literatura Infantil e Juvenil, História Política e Social do Brasil e de Portugal. / This work consists to dialogue the works of writer Ruth Rocha, Brazilian writer, and Jose Cardoso Pires, a Portuguese writer. From Ruth Rocha are used: O reizinho mandão, O sapo-vira-rei-vira-sapo ou o retorno do reizinho mandão, O rei que não sabia de nada, O que os olhos não veem; and from Cardoso Pires is used: Dinossauro excelentíssimo. We intend to show the relationship between fiction and reality in the countries involved working with these books. We started from the hypothesis that these works, written during the Brazilian military and Salazarism, contributed to the recognition of the importance of a democratic political system to bring freedom to the Brazilian and Portuguese nations. Our objective is also to demonstrate how the writers denounced the historical situations of the two countries, through the parody, the allegory and the carnivalization. The works analyzed are appropriate for junior readers as adult readers. Our research supports in works of Comparative Literature, Children and Youth Literature, Social and Political History of Brazil and Portugal.

Orientador: Norma Sandra de Almeida Ferreira / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-24T16:26:09Z (GMT). No. of bitstreams: 1 Daibello_ClaudiadeOliveira_M.pdf: 4484554 bytes, checksum: 9ff7174fd8dba447dd0ea3c5e14e6088 (MD5) Previous issue date: 2013 / Resumo: Esta pesquisa tem como objetivo analisar a obra de literatura infantil da escritora brasileira Ruth Rocha. Seu corpus é formado por cento e oitenta e quatro obras publicadas pela autora no período de 1969 a 2013. O trabalho desenvolve-se em duas direções: uma primeira, que se propõe a inventariar sua produção através do levantamento de dados como data de lançamento das obras, edições disponíveis, aspectos tipográficos e textuais, entre outros, buscando conhecer as características gerais desta produção. E uma segunda que, após selecionar as características e modificações mais representativas constatadas nas obras, pretende compreender como estes aspectos evidenciam concepções de literatura infantil por parte da autora e dos produtores dos livros e de que maneira revelam um público leitor pressuposto para a obra, a quem se quer conquistar. A pesquisa fundamenta-se nos referenciais teóricos da História Cultural, principalmente nos estudos realizados por Chartier (1990, 2001a e b) em relação aos protocolos inseridos na obra na tentativa de controlar a leitura e nas representações de mundo sugeridas pelos mesmos. Também foram importante contribuição os estudos de Bakhtin (2003) no que diz respeito ao aspecto responsivo de todo discurso e na influência do destinatário e das condições de produção sobre o enunciado, bem como os estudos do campo da literatura como os realizados por Arroyo (1968), Lajolo (2005) e Zilberman (2005, 2006), que permitiram estabelecer relações entre os dados obtidos e o contexto histórico social em que as obras foram produzidas. Considerando o professor como leitor privilegiado de livros para crianças e como sujeito que seleciona grande parte das obras lidas por elas, a referida pesquisa pretende problematizar essa produção de modo a colaborar no debate sobre leitura-literatura-escola / Abstract: This research aims to analyze the work of children's literature from the Brazilian writer Ruth Rocha. Its corpus is made one hundred eighty-four works published by the author in the period from 1969 to 2013. This search is developed in two directions: first, it is proposed to inventory the author¿s production through the data collection as the release date of the works, available editions, topographical features and textual, seeking to know the general characteristics of this production. And a second that after selecting the most representative features and changes found in the works, aims to understand how these aspects reveal conceptions of children's literature by the author and producer of books and how readers reveal a prerequisite for a work, who wants to win. The research is based on the theoretical framework of cultural history, especially in studies conducted by Chartier (1990, 2001) regarding the protocols included in the text in an attempt to control the reading and representations of the world suggested the same. Also important was the contribution of studies Bakhtin (2003) regarding to responsive aspect of all discourse and influence the receiver and production conditions about the statement, as well as studies in the field of literature as those by Arroyo (1968), Lajolo (2005) and Zilberman (2005, 2006), which helped establish relationships between the data obtained social and historical context in which the works were produced. Considering the teacher as privileged reader of books for children and as a subject that selects most of the works read by them, that this research intends to discuss this production to contribute to the debate about literature-reading-school / Mestrado / Educação, Conhecimento, Linguagem e Arte / Mestra em Educação

Made available in DSpace on 2016-12-08T16:52:07Z (GMT). No. of bitstreams: 1 Eder.pdf: 38290 bytes, checksum: 425bd9981240596ba378a95444691241 (MD5) Previous issue date: 2010-09-02 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This paper aims to compose an overview of the history of Ruth Escobar s theatrical productions between 1959-1981, during which the actress/producer held the largest number of shows, and produced three international theater festivals. The text shows how the presence of Ruth Escobar in Brazilian Theatre contributed significantly to boost production scenic and theatrical aesthetics, either by making bold stage productions, is to promote exchanges with international directors. In the first part discusses the construction of Ruth Escobar s persona, the challenges faced by the Portuguese in their travels around the world and their strategies to turn adversity into achievement, a practice that has used throughout his career as a producer. This thesis addresses the first theatrical experiences of the actress and businesswoman in São Paulo, and describes the design and execution of theater projects, such as the National Popular Theater and the construction of its own theater, performed in a sociopolitical context of authoritarian military dictatorship. The second part of this research reflects on the difficulties they faced as Ruth Escobar theatrical producer to promote the three theater festivals in São Paulo in the decades of 1970/1980, which were important events for the national scene. The paper presents information on shows and festivals presented in this material relates to the monitoring of critical. Finally, the essay reflects on the inclusion of Ruth Escobar and his artistic practice and policy as part of renewal of the national scene / O presente trabalho tem como objetivo compor um panorama sobre a trajetória das produções teatrais de Ruth Escobar entre 1959-1981, período no qual a atriz/produtora realizou a maior quantidade de espetáculos, além de produzir três festivais internacionais de teatro. O texto aponta como a presença de Ruth Escobar no Teatro Brasileiro contribuiu significativamente para alavancar a produção cênica e oxigenar a estética teatral, seja através da realização de arrojados espetáculos, seja com a promoção de intercâmbios com encenadores internacionais. Na primeira parte deste se discute a construção da persona Ruth Escobar, os desafios enfrentados pela portuguesa em suas viagens pelo mundo e suas estratégias para converter situações adversas em conquistas, prática que utilizou ao longo de sua carreira como produtora. Essa dissertação aborda as primeiras experiências teatrais da atriz e empresária em São Paulo, e descreve a concepção e a execução de projetos teatrais, tais como o Teatro Popular Nacional, e a construção de seu próprio teatro, realizados em um contexto sociopolítico autoritário da ditadura militar. A segunda parte dessa pesquisa reflete sobre as dificuldades que Ruth Escobar enfrentou como produtora teatral para promover os três festivais de teatro na cidade de São Paulo nas décadas de 1970/1980, que constituíram importantes eventos para a cena nacional. O texto apresenta informações sobre os espetáculos apresentados nos festivais e relaciona esse material com o acompanhamento da crítica. Finalmente, a dissertação reflete sobre a inserção de Ruth Escobar e de sua prática artística e política como elemento de renovação da cena nacional

This study considers the origin and purpose of Ruth and concludes that it is best to read the narrative as a call for an inclusive attitude toward any person, Jew or Gentile, who desired to join the Judean community in the Restoration period. In chapter one, I review the difficulties that scholars face in ascertaining Ruth's place in Israel's history, and I outline approaches that they have used to try to establish its purpose and origin. I discuss major interpretive positions, which date the book either to the monarchic period, to the exilic period, or to the Restoration period, and I articulate the format of my own study. In chapter two, I consider how the author of Ruth uses characterization to highlight Ruth, a Gentile outsider, and to criticize the Bethlehemite community. Only Boaz accepts Ruth, which leads to his participation in the line of David. In chapter three, I discuss how the author also magnifies Ruth's character by comparing her with Israel's ancestors. In these ways, Ruth demonstrates that an outsider can embody the ideals of the Restoration community and that they can also be a benefit to the nation. In chapters four and five, I examine arguments for dating Ruth to particular periods in Israel's history. In chapter four, I consider efforts to date the language of Ruth as well as the legal practices that the story describes. I also discuss the narrative's supposed congruence with the concerns of various social settings in Israel's history. In chapter five, I draw on current research on refugee communities to see how the experiences of such people can help us understand the concerns of the Restoration community. In chapter six, I review my arguments for regarding Ruth as a call for inclusion in the Restoration period, and I consider how this conclusion should affect the field of Ruth studies as well as the wider field of Second Temple studies.

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The conclusion of this thesis brings an understanding of the deeper meaning of the book of Ruth and its role in the lives of God's followers. The application of the tools of narrative analysis clearly showed that on the background of Naomi and Ruth's deeply human story unfolds another one. It is the story of the Lord who is invisibly directing events and human destinies to present and reveal the work and mission of his Messiah to the whole mankind. The main characters in the story provide an eloquent example of faith to follow and in a very plastic way imply the role of the Redeemer. Thus the story builds up faith of people in the Lord and prepares them to recognize and accept his Messiah. And this may be the mission and function of the book of Ruth in the biblical canon. Powered by TCPDF (www.tcpdf.org)

Thesis (M.A.)--Bowling Green State University, 2009. / Document formatted into pages; contains vi, 73 p. Includes bibliographical references.

This research investigates children‟s literature as an educational experience. Its aim is to analyze the contributions of Ruth Rocha‟s children‟s literature to teacher education and to reader education. Collaborative action-research is the methodology used in this investigation that focuses public primary school education teachers‟ built knowledge and practice. The research methodology consists of: broadband survey questionnaire answered by first years of primary school teachers and school administrators from local public schools of the city of Uberlândia in the state of Minas Gerais in Brazil; documental and bibliographic study; workshops with first years of primary school teachers; participatory observation in the schools, field notes; interviews with subjects about knowledge and educational experiences with children‟s literature books in classroom; transcription and interview report. Actions involving the work with children‟s literature books at school are also part of this project. The subjects involved were one hundred and twenty-five students of first, and second and third years of primary school, and thirteen teachers: three library teachers, two language and literature teachers, one grade-two teachers, two grade-three teachers, three coordinators, one readapted teacher for library teaching work, and an elementary school Portuguese teacher with experience in library collections selection. The research was conducted at two local public schools in Uberlândia. The study emphasized that although the City Centre of Studies and Educational Projects Centro Municipal de Estudos e Projetos Educacionais Julieta Diniz (CEMEPE) offered in-service teacher training sessions they did not offer any specific training in reading children‟s literature with focus on the teacher or on the student reading education. It was also verified that the teachers wished to help their students to become critical readers but, in their everyday practice at school, they used methodologies that did not involve students as active readers as they worked children‟s literature. Their work was a linear repetitive way of teaching where students had to complete reading records and to do mere comprehension exercises of texts and literature books read. Most subjects (60%) did not know about any existing governmental programs to enhance reading skills, such as the national program of library in the school - Programa Nacional Biblioteca da Escola PNBE‟, and they even did not study about children‟s literature. In the schools involved in this research, making use of Ruth Rocha‟s work, we worked some actions along with the subjects building knowledge, attitude changes, and reading practice in the school context. / Trata-se de uma pesquisa que tem como objeto de estudo a leitura literária como experiência de formação. O objetivo geral da investigação foi analisar as contribuições de obras de literatura infantil de Ruth Rocha para a formação do professor e do aluno leitor, focalizando saberes construídos por docentes dos anos iniciais do ensino fundamental de escolas públicas e práticas educativas desenvolvidas por esses sujeitos. Para realização da pesquisa, definimos como metodologia a pesquisa-ação colaborativa. Nessa perspectiva utilizamos os seguintes procedimentos e estratégias de ação: aplicação de questionários em grande escala junto a professores e/ou gestores dos anos iniciais do ensino fundamental da rede pública de ensino de Uberlândia/MG; levantamento bibliográfico e documental; realização de oficinas com professores dos anos iniciais do ensino fundamental; observação participante nas escolas e redação de notas de campo; realização de entrevistas orais com colaboradoras sobre seus saberes e práticas educativas com obras de literatura infantil na sala de aula; transcrição e textualização das entrevistas. Além disso, realizamos ações que contemplaram a incorporação de obras de literatura infantil na escola. Fizeram parte do universo pesquisado 112 alunos dos 1os, 2os e 3os anos do ensino fundamental, três professoras de Biblioteca, duas professoras de Literatura e Linguagem, duas professoras regentes do 3o ano do ensino fundamental, uma professora regente do 2o ano do ensino fundamental, três coordenadoras dos anos iniciais do ensino fundamental, uma professora readaptada como professora de Biblioteca e uma professora de Português dos anos finais do ensino fundamental, que atuava como selecionadora de acervos literários, totalizando treze colaboradoras. O cenário da investigação foram duas escolas da rede pública municipal de ensino do município de Uberlândia. O estudo evidenciou que o Centro Municipal de Estudos e Projetos Educacionais Julieta Diniz (CEMEPE) promovia diversas atividades de formação continuada aos seus professores, contudo não oferecia formação continuada específica no campo da leitura de literatura infantil visando à formação leitora de professores e, consequentemente, de alunos. Comprovou-se também que os professores expressavam o desejo de contribuir para que seus alunos fossem leitores críticos, mas no cotidiano escolar desenvolviam práticas da leitura de obras literárias infantis por meio de metodologias de ensino que desconsideravam a participação dos alunos como leitores. Dessa forma, prevalecia um ensino linear, repetitivo, por meio de preenchimento de fichas e exercícios de interpretação mecânica de texto/obras literárias lidas. A maioria das colaboradoras (60%) desconhecia os programas de políticas públicas de incentivo à leitura, dentre eles o Programa Nacional Biblioteca da Escola - PNBE, e não realizava estudos sobre a literatura infantil. Nas escolas públicas participantes, desenvolvemos ações em parceria com nossas colaboradoras, proporcionando a construção de saberes, mudanças de atitudes e práticas de leituras no ambiente escolar, utilizando-se do potencial crítico e criativo das obras de Ruth Rocha. / Doutor em Educação

This study explored the professional contributions of Ruth I. Anderson, retired professor of Business Administration, The University of North Texas, Denton, Texas. The data for this study were gained through questionnaire responses, a telephone interview, and personal interviews with faculty, staff, students, and business people who have worked closely with Anderson and an interview with Anderson herself. During a literature review, many of the journal articles written by Anderson were read in order to obtain insight into the thoughts and ideas Anderson had toward business education. The dissertation, divided into six chapters, begins with an introduction to the study. Chapter 1 includes the statement of the problem, purposes of the study, research questions, significance of the study, rationale for the study, and design of the study. Chapter 2 contains a biographical sketch of Ruth Anderson and offers a chronology of her career in business education. Anderson's educational philosophy is the focus of Chapter 3. Chapter 4 addresses her major accomplishments and contributions to business education. Anderson's impact on business education is the topic of Chapter 5. A summary is provided in Chapter 6. This study recognized Ruth Anderson as a significant person in the field of business education. Anderson, who was employed in the field for more than forty years, is the author, or co-author, of six books and the contributor of more than eighty articles published in professional journals. Major educational contributions of Ruth Anderson included publications, research, and involvement in professional organizations at the local, state, and national levels. Anderson made an impact on the field of business education through being a role model for former students, being a well-respected colleague, and being well known in the business education profession. Perhaps her greatest gift to the profession was her superior classroom teaching ability. Ruth Anderson's greatest contribution continues today through the work of her former students who have gone on to be business education teachers and professional educators.

The unexpected comparison of a Supreme Court Justice with a popular culture icon demonstrates how politics and popular culture become entwined in the contemporary context; moreover, network culture provides a conduit for vernacular discourse about politics, which circulates in the style of popular culture. Through analysis of images of Ruth Bader Ginsburg as created, shared, and circulated in network culture, this project explores the alternative levels of discourse generated in network culture, examines the ways the public represents politics, and explains the ability of political subjects to affect meaning. The aim of this project is to document a conjunctural moment; as such, analysis of the images in aggregate provides a foundation to raise questions about how American political culture is manifested, attended to, and maintained through network culture and the parlance of popular culture. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection