Les gènes Hox sont présents dans la majorité des espèces du règne animal et sont nécessaires à la différenciation coordonnée des cellules le long de différents axes longitudinaux au cours du développement embryonnaire. Ils sont impliqués dans le maintien de l'homéostasie de nombreux tissus à l'âge adulte. Des mutations affectant leur expression et/ou leur fonction sont ainsi retrouvées dans de nombreux cancers chez l'Homme.Les gènes Hox codent pour des facteurs de transcription reconnaissant des séquences nucléotidiques très similaires. L'interaction avec une classe évolutivement conservée de cofacteurs, les protéines Pbx et Meis, permet aux protéines Hox de reconnaître des sites de liaison plus spécifiques. Cette interaction a d'abord été décrite pour dépendre d'un petit motif commun aux protéines Hox, l'hexapeptide (HX). Cependant, des analyses récentes ont montré que ce motif pouvait en fait être dispensable in vivo, soulignant une capacité étonnante des protéines Hox à pouvoir potentiellement utiliser différents motifs pour interagir avec les mêmes cofacteurs. Mon travail de thèse s'inscrit dans la problématique du rôle des petits motifs dans les interactions Hox-cofacteur. Un premier projet a consisté à réaliser une analyse systématique du mode d'interaction de chaque représentant des groupes de paralogie des protéines Hox humaines avec leurs cofacteurs Pbx/Meis. Ce travail a révélé de nouveaux modes d'interaction pour plusieurs protéines Hox. Un deuxième projet a consisté à mettre en place un nouveau système de crible moléculaire pour identifier des partenaires de la protéine humaine HoxA9 sauvage ou mutée dans son motif HX dans différentes lignées cellulaires. L'ensemble de mon travail de thèse ouvre ainsi de nouvelles perspectives sur notre compréhension du mode moléculaire d'action des protéines Hox et de leurs cofacteurs, que cela soit en contexte développemental normal ou pathologique / Hox genes are present in the vast majority of the animal kingdom, and are required for the differentiation of several longitudinal axes during embryogenesis. There are also involved in the homeostasis of several tissues in the adult organism. Mutations affecting their expression and/or function are found in numerous human cancers.Hox genes encode for transcription factors that recognize short and highly similar DNA-binding sites. The direct interaction between Hox proteins and two evolutionary classes of cofactors, the Pbx and Meis proteins, allows them to recognize more specific DNA-binding sites. This interaction was first described to rely on a common short Hox protein motif called hexapeptide (HX). However, subsequent functional and molecular analyses showed that the HX motif could be dispensable for the interaction with Pbx and Meis partner in vivo. These results strongly suggest that Hox proteins could use different motifs to interact with the same set of cofactors. Such alternative motifs are unknown in mammalian Hox proteins.My thesis work is dedicated to the issue of the role of the HX motif and other short motifs in Hox-cofactor interactions. More particularly, I developed two main projects using human Hox proteins and cell lines derived from different tissues as a model system. My first project consisted in the systematic analysis of the interaction property of all Hox paralogs with the Pbx/Meis cofactors. This work revealed new Pbx/Meis-interaction interfaces in human Hox proteins. My second project consisted in establishing a new molecular screen to identify transcriptional partners of the wild type or HX-mutated human HoxA9 protein in different cell lines.Overall, my thesis work opens new perspectives into our understanding of the molecular mode of action of Hox proteins and their cofactors, in a normal or pathological developmental context

[pt] O objetivo deste trabalho é propor atividades experimentais, fundamentadas na História da Matemática, que problematizem o conteúdo ensinado no 9º ano do ensino fundamental da escola básica, com base nos seus processos históricos de produção provocando o diálogo entre duas abordagens que fundamentam o presente estudo: a história da matemática e o ensino por atividades experimentais. Acreditamos que esse diálogo possibilita o alcance de objetivos específicos importantes: humanização da matemática possibilitando que alunos deste ano de escolaridade compreendam a matemática como produto da necessidade humana e significação da matemática promovendo o aprendizado através do desenvolvimento de atividades práticas que tragam sentido e motivação à aprendizagem de novos saberes. Três conteúdos tradicionais que constam no currículo deste segmento são apesentados com base na conjugação simultânea destas abordagens: o teorema de Tales, o teorema de Pitágoras e a equação do segundo grau. Para cada um deles, apresentamos uma abordagem histórica, levantamos reflexões importantes sobre construções e autorias e sugerimos atividades fundamentadas no diálogo entre história e prática como propostas a serem desenvolvidas juntos aos alunos. / [en] The objective of this work is to propose experimental activities, based on the History of Mathematics, that problematize the content taught in the 9th grade of elementary school, based on their historical production processes, provoking a dialogue between two approaches that underlie the present study: the history of mathematics and teaching by experimental activities. We believe that this dialogue enables the achievement of important specific objectives: humanization of mathematics enabling students of this school year to understand mathematics as a product of human need and meaning of mathematics promoting learning through the development of practical activities that bring meaning and motivation to learn new knowledge. Three traditional contents that appear in the curriculum of this segment are presented based on the simultaneous combination of these approaches: the Tales theorem, the Pythagorean theorem and the 2nd degree equation. For each of them, we present a historical approach, raise important reflections on constructions and authorship and suggest activities based on the dialogue between history and practice as proposals to be developed together with the students.

Syftet med denna studie är att bidra med kunskap om hur folksagor praktiskt kan användas som stödmodeller för elevers skrivande av sagor i årskurs 3, samt hur elevers motivation påverkas av detta. Den tidigare forskningen belyser att stödmodeller är viktiga för elevers eget skrivande av sagor, samt att elevers motivation för att skriva påverkas av en rad olika faktorer. I studien används kvalitativa metoder i form av semistrukturerade lärarintervjuer och observationer för att samla in empiriskt material i syfte att besvara studiens frågeställningar. Den analysmetod som används för att bearbeta materialet är en tematisk analys och de teorier som ligger till grund för denna studie är motivationsteori, sociokulturella perspektiv och modellering. Genom studien framkommer det hur lärare väljer att arbeta med folksagor som stödmodeller för elevers eget skrivande, samt hur de anser att elevernas motivation påverkas av detta. Genom observationer analyseras och diskuteras de tecken på motivation som eleverna uppvisar vid undervisning. Resultatet visar att lärarna använder folksagor som stödmodeller för elevers eget skrivande på olika sätt, där lärarna anser att eleverna är motiverade av denna typ av uppgift och de kan urskilja tecken på motivation. Under observationerna kan också tydliga tecken på motivation urskiljas hos eleverna. / This study aims to contribute knowledge about how folk tales can be practically used as support models for students' writing of fairy tales in grade 3, as well as how students' motivation is affected by this. The previous research highlights that support models are important for students' writing of fairy tales, and that students' motivation to write is influenced by a number of different factors. In this study, qualitative methods in the form of semi-structured teacher interviews and observations are used to collect empirical material to answer the study's questions. The analysis method used to process the material is a thematic analysis and the theories underlying this study are motivation theory, socio-cultural perspective and modeling. The study reveals how teachers choose to work with folk tales as support models for students' own writing, as well as how they believe that students' motivation is affected by this. Through observations, the signs of motivation that the students show during teaching are analyzed and discussed. The result shows that the teachers use folk tales as support models for students' own writing in different ways, where the teachers believe that the students are motivated by this type of task, and they can distinguish different signs of motivation. During the observations, clear signs of motivation can also be discerned in the students.

Fairy tales as a form of social acculturation can subvert and/or perpetuate potentially harmful social norms. In this essay, Chris Anne Wolfe’s lesbian romance novel Bitter Thorns (1994) and the film Shrek (2001) are analysed as adaptations of the fairy tale Beauty and the Beast, with a focus on the extent to which they challenge and/or reinforce three fairy tale norms: women as tradeable objects, heteronormativity and idealised beauty. Both these texts can be seen as subversive, Bitter Thorns in how it challenges heteronormativity and Shrek in how it challenges the norm of idealised beauty. This subversion, however, is limited, as both texts do more to perpetuate fairy tale norms than to challenge them. They both reinforce the idea of women as objects for trade, Bitter Thorns perpetuates the norm of idealised beauty, and Shrek advocates heteronormative relationships and the dominance of heterosexual masculinity.

published_or_final_version / Comparative Literature / Master / Master of Philosophy

This thesis reexamines the purpose of fairy tales throughout history and explores the effectiveness of a modern alternative to classical methods of telling these stories. To increase interactivity as well as the agency of the female protagonist and players themselves, this thesis reimagines the popular classic, Cinderella, as a visual novel.

Syftet med denna studie är att undersöka hur pedagoger i förskolan arbetar med sagor som ett hjälpmedel till barns språkliga och emotionella utveckling. För att göra detta har jag använt kvalitativa intervjuer med fem pedagoger på tre olika förskolor. Jag har utgått från det sociokulturella perspektivet i mina intervjuer för att undersöka hur samarbetet mellan pedagoger och barn ser ut i sagoarbetet. Mitt resultat visar att pedagogerna är överens om att litteraturen är mycket viktig för barnens utveckling och att det finns många olika metoder som man kan använda sig av i arbetet med sagorna. Pedagogerna var överens om att man måste variera arbetssättet för att göra sagorna mer levande och därmed väcka barnens intresse för litteratur. / The purpose of this study is to examine how teachers in preschool are working with fairy tales as a tool for children's linguistic and emotional development. To do this, I used qualitative interviews with three preschool teachers in two different preschools. I have my base in the socio-cultural perspective in my interviews to examine how cooperation between educators and children appear in the story work.My results show that the teachers agree that literature is very important for children's development and that there are many different methods that you can use in the work of the tales. The teachers agreed on the need to vary the approach to make the stories more vivid and thereby arousechildren's interest in literature.

This essay examines Angela Carter’s feminist rewritings of classical fairy tales. By examining the original fairy tales and comparing them to what Angela Carter published I aim to highlight a feminism that is subtle and non-binary. In the analysis I draw on ideas presented by Hélène Cixous as well as Simone de Beauvoir. Furthermore, a pedagogical reflection is included to show ways in which these stories could be incorporated in the upper- secondary school.

This thesis traces Margaret Atwood's uses of three major elements of fairy tales in her novels. Atwood creates a passive, fairy-tale-like heroine, but not for the purpose of showing how passivity wins the prince as in the traditional tale. Atwood also uses the binary system, which provides a moralistic structure in the fairy tale, to show the necessity of moving beyond its rigidity. In addition, Atwood's novels focus on transformation as the breaking of a spell. However, the spell to be broken arises out of the fairy tales themselves, which create unrealistic expectations. Thus, Atwood not only presents these fairy tale elements in a new setting, but she also changes their significance.

This thesis interrogates the historical, philosophical, and existential implications of the Black Arts Movement and its major artists on the recurring themes of social injustice, Western hegemony, and the fight for aesthetic authenticity to reimagine fairy tales for the youth Black Aesthetic. As a personal reflection and foundational document for a larger project, this work weaves these implications through the practical application of the varied stages of program development for youth artists. This project also is a handbook that encompasses scholarly research, reflective analysis and anecdotal journal evidence. The subsequent chapters explore the theological and theatre pedagogical educational influences that informed the phases of inception through completion of the 2015 Courage Summer Workshop (a six-week devised theatre workshop for middle school students) to include its two-year program history, curriculum design, and weekly program overviews.