Made available in DSpace on 2016-03-15T19:48:16Z (GMT). No. of bitstreams: 1 Marcio Roberto Agostinho.pdf: 1093595 bytes, checksum: 21ebddfa2f76598faa9f27a9c3d67045 (MD5) Previous issue date: 2006-12-13 / This research addresses the Carl Yung's postulation in which religious thinking has rooted in the soul. In others terms, Jung has established a psychological foundation for the religious thinking. The aim of this work is therefore to try to understand the sacred having as stating point, the mind where reposes actively a imago Dei. Furthermore, it envisage to comprehend the relationship of this religious thinking (imago Dei) to the meaning of life. This imago revealed by the Self the divine archetype 0 is the ultimate answer of the soul: its earnest desire for life meaning. As the soul belongs to the inner world of the individual, only when one turns to the inside of self, than, he will discover the path which leads to the meaning of life and ultimately to the healing of the individual personality. / A presente pesquisa trata da postulação junguiana de que o pensamento religioso se originou da alma. Em outras palavras, Jung fez uma fundamentação psicológica para o pensamento religioso. O objetivo desse trabalho então foi tentar compreender o sagrado a partir da psique onde repousa ativamente uma imago Dei. Procurou ainda, constatar a possível relação desse pensamento religioso (imago Dei) com o sentido da vida. Essa imago manifestada pelo Self -arquétipo do divino - é a resposta à questão última da alma: o anseio que ela tem pelo sentido da vida. Como a alma pertence ao mundo interior do indivíduo, somente fazendo uma volta para dentro de si mesmo é que se trilhará o caminho que leva ao sentido da vida e, em última instância, à cura para a sua personalidade.

The work deals with the quality of student's knowledge of the second year master's degree Pedagogical Faculty of Charles University in Prague. These students as future teachers not only have to be experts in their field of study, but also shall be able to provide first aid if necessary. The theoretical part focuses on the integrated rescue system, the legislative definition of first aid, CPR adult and child, coma, shock, hemorrhage and resuscitation using an automatic defibrillator and allergic conditions. The aim of the practical part determine the level of student's knowledge of the second year master's degree Pedagogical Faculty of Charles University in Prague in first aid during an epileptic seizure, adult CPR, bleeding and knowledge of symptoms of hypoglycemia, meaning the recovery position and telephone numbers of the integrated rescue system. Quantitative research tool is a questionnaire survey. Finally, in the practical part there are suggestions that help to improve the quality of teachers and trainers in first aid. These ideas are incorporated in a didactic exit of the practical part, which is folded into a theme for the block education of first aid training of future teachers. KEYWORDS First aid, Integrated Rescue System, resuscitation, unconsciousness, knowledge of students

Made available in DSpace on 2016-04-28T20:39:25Z (GMT). No. of bitstreams: 1 PCL - Marta Nora Oneto de Cesarotto.pdf: 676350 bytes, checksum: 09b84a07269b439dd741271423db62b6 (MD5) Previous issue date: 2006-11-24 / This work focuses the place of conciousness in the freudian theory. Having the unconscious as the major concept in psycho-analysis, Freud did not neglect this essential phenomenon. For example, the three instances that divide the psychism were named by appointment. In Portuguese, the word conciousness means the atribute that alouds the knowledge about things, the mental representation that an aorganism has about his existence and the out-side world, and the faculty to difference good from bad, the sense of morality and duty. In German, the aceptions are discriminated, with the psychological conciousness refered as Bewusstsein, the clear and concrete knowledge. For the moral conciousness, looked as a superegoical function, Freud chosed the term Gewissen, a more abstract sense of knowledge. This theoretical research follows the development of the notions of coniousness and moral coniousness from 1895 to 1932, and was motivated by a quotation of Freud´s own words in his last years, about re-valuating the importance of conciousness, because of the diversity of concerning problems, and the complexity of explanations and definitions. In several times, he wrote about his intention to investigate more deeply in this particular matter, but never did it / Este trabalho focaliza a consciência na teoria freudiana. Destacando o inconsciente como objeto da psicanálise, Freud nunca deixou de considerá-la como um fenômeno essencial, basta lembrar que a nomeação das três instâncias que constituem o psiquismo foi feita levando em conta, especialmente, a sua relação com a consciência. Em português a palavra consciência alude tanto ao atributo que permite o conhecimento de uma coisa, a representação mental que um organismo tem da própria existência ou do mundo externo, assim como designa a faculdade de distinguir o bem do mal, ou seja, o sentimento da moralidade e do dever. Na língua alemã, ambas acepções se apresentam discriminadas, a consciência psicológica corresponde o termo Bewusstsein que aponta para o conhecimento claro e concreto, enquanto que para a consciência moral, entendida como função da subestrutura superegoica. Freud optou por reservar o termo Gewissen que denota um saber com certeza, mas com um sentido mais abstrato. Esta pesquisa teórica acompanha o desenvolvimento da noção de consciência conjuntamente com o de consciência moral, desde 1895 até 1932, e foi norteada por uma frase presente na que Freud manifesta a necessidade de reavaliar o valor da consciência. Para o criador da teoria psicanalítica, a diversidade dos problemas da consciência, a tornavam um fenômeno refratário a qualquer explicação e definição. Por diversas vezes ao longo da obra, expressou a intenção de fazer uma investigação mais profunda a respeito da consciência, mas nunca chegou a concretizá-la

Avsikten med denna studie var att undersöka vilka spår av teknikundervisning somfanns i grundskolans år ett till tre. Våra upplevelser var att lokala arbetsplaner ochmedvetet arbete inom teknikämnet saknades i år ett till tre, vilket vi ansåg försvåraelevernas chanser att uppnå målen för teknikämnet i slutet av år fem. Trots upplevelsenav att teknikämnet försummas, har vi ändå sett att lärare undervisar i teknik i år ett tilltre, dock omedvetet. Syftet blev därmed att studera teknikämnets förekomst och karaktärmer systematiskt och genom observation och analys kritiskt granska hur teknikämnetkom till uttryck i den vanliga undervisningen. Detta analyserades utifrån en kvalitativmetod med deltagande observationer och berättande observationsanteckningar sominsamlingsdata. Datainsamlingen genomfördes på två olika skolor och baseras påtjugoen lektionsobservationer. Resultatet visar att lärare i år ett till tre skapar möjligheter för eleverna att tillägna sigtekniska kunskaper och färdigheter, dock omedvetet, vilket vi benämner som doldteknikundervisning. Lärares omedvetna teknikundervisning resulterar i att elever i år etttill tre, genom handling eller resonemang, kan knyta an till kursplanemålen förteknikämnet i år fem. Det framkommer dock att lärarna inte alltid tar tillvara påelevernas initiativ, vilket genererar i att tillfällen att lyfta tekniken går förlorade. Vår uppfattning är att lärare är omedvetna om att delar i deras vanliga undervisningtillhör teknikämnet. Vi har sett dold teknikundervisning och tror att den förkommer istor utsträckning, därmed finns det dold måluppfyllelse som inte heller blir synlig förlärarna vid bedömning av kursplanemålen. / The purpose of this study, through our own experience of the course outline andconsciously work on the subject of technology, is that it is inadequate through years oneto three. This, we felt prevent students' chances of achieving the objectives in thesubject technology at the end of year five. Despite our experience of the subjecttechnology’s negligence, we have still seen that teachers teach technology in year one tothree, but unconsciously. With this background, we became curious about the traces oftechnology education that do exist in primary school’s years one to three. The aim wasto study technology’s prevalence and nature of a more systematic and thorough analysisto critically examine how the subject of technology was reflected in mainstreameducation. The method of study is qualitative in nature, involving observations andnarrative field notes as data collection. The data collection was carried out at twodifferent schools and is based on twenty-one lesson observations. The results show that teachers' unconsciously technology teachings actually succeed inthe students in year one to three, by act or reasoning may relate to curriculum objectivesfor the subject in year five. The results found that teachers in years one to three createopportunities for students to acquire technical knowledge and skills, however,unconsciously, which we refer to as hidden technology education. We have also seenthat the teachers do not always take advantage of their student’s initiative, which resultsin lost opportunities to further develop the subject. Our view remains that teachers are unaware that part of their regular teachings actuallybelongs to the technology topic. We have seen hidden technology teaching and believethat it is lost to a large extent; therefore, there is hidden effectiveness that does notbecome visible to the teachers.

<p>Avsikten med denna studie var att undersöka vilka spår av teknikundervisning somfanns i grundskolans år ett till tre. Våra upplevelser var att lokala arbetsplaner ochmedvetet arbete inom teknikämnet saknades i år ett till tre, vilket vi ansåg försvåraelevernas chanser att uppnå målen för teknikämnet i slutet av år fem. Trots upplevelsenav att teknikämnet försummas, har vi ändå sett att lärare undervisar i teknik i år ett tilltre, dock omedvetet. Syftet blev därmed att studera teknikämnets förekomst och karaktärmer systematiskt och genom observation och analys kritiskt granska hur teknikämnetkom till uttryck i den vanliga undervisningen. Detta analyserades utifrån en kvalitativmetod med deltagande observationer och berättande observationsanteckningar sominsamlingsdata. Datainsamlingen genomfördes på två olika skolor och baseras påtjugoen lektionsobservationer.</p><p>Resultatet visar att lärare i år ett till tre skapar möjligheter för eleverna att tillägna sigtekniska kunskaper och färdigheter, dock omedvetet, vilket vi benämner som doldteknikundervisning. Lärares omedvetna teknikundervisning resulterar i att elever i år etttill tre, genom handling eller resonemang, kan knyta an till kursplanemålen förteknikämnet i år fem. Det framkommer dock att lärarna inte alltid tar tillvara påelevernas initiativ, vilket genererar i att tillfällen att lyfta tekniken går förlorade.</p><p>Vår uppfattning är att lärare är omedvetna om att delar i deras vanliga undervisningtillhör teknikämnet. Vi har sett dold teknikundervisning och tror att den förkommer istor utsträckning, därmed finns det dold måluppfyllelse som inte heller blir synlig förlärarna vid bedömning av kursplanemålen.</p> / <p>The purpose of this study, through our own experience of the course outline andconsciously work on the subject of technology, is that it is inadequate through years oneto three. This, we felt prevent students' chances of achieving the objectives in thesubject technology at the end of year five. Despite our experience of the subjecttechnology’s negligence, we have still seen that teachers teach technology in year one tothree, but unconsciously. With this background, we became curious about the traces oftechnology education that do exist in primary school’s years one to three. The aim wasto study technology’s prevalence and nature of a more systematic and thorough analysisto critically examine how the subject of technology was reflected in mainstreameducation. The method of study is qualitative in nature, involving observations andnarrative field notes as data collection. The data collection was carried out at twodifferent schools and is based on twenty-one lesson observations.</p><p>The results show that teachers' unconsciously technology teachings actually succeed inthe students in year one to three, by act or reasoning may relate to curriculum objectivesfor the subject in year five. The results found that teachers in years one to three createopportunities for students to acquire technical knowledge and skills, however,unconsciously, which we refer to as hidden technology education. We have also seenthat the teachers do not always take advantage of their student’s initiative, which resultsin lost opportunities to further develop the subject.</p><p>Our view remains that teachers are unaware that part of their regular teachings actuallybelongs to the technology topic. We have seen hidden technology teaching and believethat it is lost to a large extent; therefore, there is hidden effectiveness that does notbecome visible to the teachers.</p>

Submitted by Edileide Reis (leyde-landy@hotmail.com) on 2013-05-16T11:29:27Z No. of bitstreams: 1 Renata de Souza Spinola.pdf: 2200467 bytes, checksum: ae125ccf661cacec31c41db10c01ff24 (MD5) / Approved for entry into archive by Alda Lima da Silva(sivalda@ufba.br) on 2013-05-27T21:24:11Z (GMT) No. of bitstreams: 1 Renata de Souza Spinola.pdf: 2200467 bytes, checksum: ae125ccf661cacec31c41db10c01ff24 (MD5) / Made available in DSpace on 2013-05-27T21:24:11Z (GMT). No. of bitstreams: 1 Renata de Souza Spinola.pdf: 2200467 bytes, checksum: ae125ccf661cacec31c41db10c01ff24 (MD5) Previous issue date: 2005 / Esta dissertação constitui-se numa tentativa de compreender como o conceito de fantástico se difundiu na teoria da literatura e a possibilidade de sua permanência no discurso literário contemporâneo. Para tanto, foi empreendida uma revisão da teoria através da qual esse termo foi divulgado e dos entraves que dela derivam. Ao examinar esse processo, buscou-se identificar que elementos possibilitavam reconhecer um texto como fantástico, os períodos aos quais este tipo de relato esteve associado e as razões pelas quais esse conceito ficou impossibilitado de abranger as narrativas que se desenvolveram no século XX. Dentre essas razões, a maior delas foi atribuída ao surgimento da psicanálise e, por esse motivo, procurou-se observar que tipo de relação a literatura fantástica trava com o discurso psicanalítico. Além disso, buscou-se estabelecer, com base nas teorias revisadas, em novas abordagens teóricas acerca do fantástico e, sobretudo, no próprio discurso da psicanálise, características que pudessem ser identificadas como fantásticas em narrativas contemporâneas, objetivando a reabilitação desse conceito. Para este estudo elegemos as narrativas de Antonio Brasileiro como objeto de abordagem. / Salvador

Este trabalho registra a trajetória da leitura que fizemos dos poemas do corpus em busca de resolução das questões problematizadas em torno do desejo de inconsciência. Procuramos identificar e estabelecer relações intertextuais entre os poemas Mãe..., de Antero de Quental, O sono do João, de António Nobre e alguns poemas de Fernando Pessoa ortônimo e heterônimos Alberto Caeiro e Álvaro de Campos. Buscamos perceber desdobramentos e representações do estado de inconsciência desejado e recomendado pelos sujeitos poéticos do corpus como rota de fuga às angústias íntimas oriundas do desconcerto entre as disposições anímicas do sujeito consigo mesmo e com o mundo, oriundas do doloroso sentir como fonte, para os sujeitos poéticos, de males: o pensamento reflexivo, a racionalidade, a ciência. Visamos, com a identificação e o estabelecimento de relações intertextuais entre poemas do corpus, perceber Fernando Pessoa inserido numa tradição literária de poetas intimistas portugueses do final do século XIX e início do XX, em cujos poemas reverbera o desejo de inconsciência. Procuramos expor, no capítulo O desejo de inconsciência, através do traço nostálgico e melancólico do homem da modernidade, o que poderia corroborar para uma compreensão mais aprofundada do problema do desejo de inconsciência como busca de paraísos mitológicos, terrestres ou artificiais, sonhos edênicos, rotas de fuga à consciência e racionalidade sentidas como causadoras de inquietações e dores. / This work reports the reading trajectory that we made of the poems of corpus, searching answers to arisen questions around the unconsciousness desire. We tried to identify and establish inter textual relations among the poems Mãe..., of Antero de Quental, O sono do João, of António Nobre and some poems of Fernando Pessoa - orthonymous and heteronymous Alberto Caeiro and Álvaro de Campos. We search to perceive developments and representations of the unconsciousness state pursued and recommended by the poetical subjects of the corpus as an escape route from inner anguish derived from the subject soul moods with himself and with the world, due to painful feelings as source of ills to the poetical subjects: reflective thought, rationality, science. We aim, with the identification and establishment of inter textual relationships in poems of the corpus, to perceive Fernando Pessoa related to a literary tradition of Portuguese intimate poets at the end of the XIX century and the beginning of the XX century, in whose poems the unconsciousness desire reverberates. We try to display, in the chapter named The unconsciousness desire, through the nostalgic and melancholic character of modernity man, what could enhance to a deeper understanding of the unconsciousness desire matter as a search of mythic, terrestrial or artificial paradises, wondrous dreams, escape routes from the conscience and rationality blamed of causing restlessness and pains.

Este trabalho registra a trajetória da leitura que fizemos dos poemas do corpus em busca de resolução das questões problematizadas em torno do desejo de inconsciência. Procuramos identificar e estabelecer relações intertextuais entre os poemas Mãe..., de Antero de Quental, O sono do João, de António Nobre e alguns poemas de Fernando Pessoa ortônimo e heterônimos Alberto Caeiro e Álvaro de Campos. Buscamos perceber desdobramentos e representações do estado de inconsciência desejado e recomendado pelos sujeitos poéticos do corpus como rota de fuga às angústias íntimas oriundas do desconcerto entre as disposições anímicas do sujeito consigo mesmo e com o mundo, oriundas do doloroso sentir como fonte, para os sujeitos poéticos, de males: o pensamento reflexivo, a racionalidade, a ciência. Visamos, com a identificação e o estabelecimento de relações intertextuais entre poemas do corpus, perceber Fernando Pessoa inserido numa tradição literária de poetas intimistas portugueses do final do século XIX e início do XX, em cujos poemas reverbera o desejo de inconsciência. Procuramos expor, no capítulo O desejo de inconsciência, através do traço nostálgico e melancólico do homem da modernidade, o que poderia corroborar para uma compreensão mais aprofundada do problema do desejo de inconsciência como busca de paraísos mitológicos, terrestres ou artificiais, sonhos edênicos, rotas de fuga à consciência e racionalidade sentidas como causadoras de inquietações e dores. / This work reports the reading trajectory that we made of the poems of corpus, searching answers to arisen questions around the unconsciousness desire. We tried to identify and establish inter textual relations among the poems Mãe..., of Antero de Quental, O sono do João, of António Nobre and some poems of Fernando Pessoa - orthonymous and heteronymous Alberto Caeiro and Álvaro de Campos. We search to perceive developments and representations of the unconsciousness state pursued and recommended by the poetical subjects of the corpus as an escape route from inner anguish derived from the subject soul moods with himself and with the world, due to painful feelings as source of ills to the poetical subjects: reflective thought, rationality, science. We aim, with the identification and establishment of inter textual relationships in poems of the corpus, to perceive Fernando Pessoa related to a literary tradition of Portuguese intimate poets at the end of the XIX century and the beginning of the XX century, in whose poems the unconsciousness desire reverberates. We try to display, in the chapter named The unconsciousness desire, through the nostalgic and melancholic character of modernity man, what could enhance to a deeper understanding of the unconsciousness desire matter as a search of mythic, terrestrial or artificial paradises, wondrous dreams, escape routes from the conscience and rationality blamed of causing restlessness and pains.

Cette étude vise à développer la notion de figuration hors des jalons établis par les sciences de l’image et du langage, sans remettre en question les domaines spécifiques de l’iconologie et de la sémiologie. Elle s’appuie pour cela sur deux champs d’investigation principaux : l’expérience de la peinture, poïétique et esthétique, et la philosophie. Il s’agit plus précisément d’amener l’expérience intime du faire, du voir et du faire-voir, à l’éclaircissement d’une certaine conscience figurale : que signifie « représenter » pour la conscience créatrice ? Quels processus psycho-sensoriels sont en jeu dans l’acte de figurer ? Comment définir la liberté d’action du peintre face, d’un côté, à sa part d’inconscience, et, de l’autre, au déterminisme de l’imitation ?Il ne s’agit donc pas d’étudier la peinture figurative, par opposition à la peinture abstraite, gestuelle, informelle…, mais la tendance intime qui, dans n’importe quel tableau, donne à voir des configurations. Une figure peut être fidèle aux apparences, tout juste allusive ou totalement détachée du monde visible (comme un cercle parfait ou une simple tache de peinture), elle détient toujours une puissance d’évocation, ainsi qu’une capacité à se conglomérer avec d’autres et à inspirer des rapports logiques. Figurer ne signifie pas clicher le monde visible, mais, d’une manière qui reste encore à définir, laisser émerger des schèmes animés, favoriser le surgissement de motifs imaginaires ; entités primitives, identitaires, fondatrices de notre mode d'habitation du monde. / This study is aimed to develop the notion of representation beyond the reference points established by the image and the language sciences, without challenging the specific fields of iconography and semiology. It is based on two main domains of investigation : painting experiment, both poïetic and esthetic, and philosophy. More precisely, it consists in bringing the intimate consciousness of making, seeing and making someone see to the clarification of a kind of figurative awareness : what does « representing » mean to the creative consciousness ? Which psycho-sensorial processes are in play in the action of representing (i-e painting recognizable shapes) ? How could we define the painter’s freedom of action in relation to, on the one hand, his/her unconsciousness and, on the other hand, the determinism of imitation ?Thus, this work is not about studying representational painting, as opposed to abstract, informal or action painting, but the intimate tendency which, in any painting, shows outlines. A figure may be true to life, hardly allusive or totally unconnected to the visible world (like a perfect circle or just a paint spot), it always has an evocation power, as well as an ability of mixing with other figures and inspiring logical links. Representing does not mean taking a picture of the visible world but in a way that still has to be defined, it means enabling alive schemes to appear, encouraging the springing up of imaginary designs, primitive, identifying, founding entities of the way we live in this world.

Made available in DSpace on 2016-04-27T19:31:50Z (GMT). No. of bitstreams: 1 Thiago Masano Cavaloti.pdf: 424599 bytes, checksum: 5efdc653f1edefead2267ce0b62e6d1e (MD5) Previous issue date: 2008-05-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The objective of the following essay is to analyze the notion of magnetic fields between dream and reality, portrayed in the Surealism Manifesto of 1924 by Andre Breton (1896-1966), throughout inquiries on the theory of the unconscious of Sigmung Freud and the French modern poetic experience present in Charles Baudelaire (1821-1867), Arthur Rimbaud (1854-1891) e Paul Valéry (1871-1945). This careful reading of the propositions of André Breton s Manifesto lies upon the concept of surreality , restoring the author´s poetic-aesthetic notions in light of the experience of the First World War (1914-1918) / A presente dissertação visa analisar a noção de campos magnéticos entre sonho e realidade, a surrealidade , expressa por André Breton (1896-1966) no Manifesto do Surrealismo de 1924, através das indagações da teoria do inconsciente de Sigmund Freud e da experiência poética moderna francesa presente em Charles Baudelaire (1821-1867), Arthur Rimbaud (1854-1891) e Paul Valéry (1871-1945). A leitura atenta sobre as proposições de André Breton neste Manifesto debruça-se sobre o conceito de surrealidade , resgatando as noções estético-poéticas do escritor francês à experiência vivida durante a primeira guerra mundial (1914-1918)