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Le but de cette étude a été de vérifier la relation entre le concept de soi scolaire et la pédagogie pour la maîtrise de l'apprentissage (PMA). Si la recension des écrits a dénombré plusieurs études s'attardant aux conséquences cognitives du modèle PMA, elle a aussi confirmé le nombre très restreint de celles qui se sont intéressées â ses conséquences affectives. Leurs résultats d'ailleurs limités ont encouragé à entreprendre cette recherche. Le modèle PMA ne donnant pas d'explication du concept de soi c'est le béhaviorisme social de Staats qui fut choisi en tant que cadre théorique. Ce dernier présente le concept de soi comme un répertoire d'étiquettes verbales auto-descriptives réparties en sous-catégories, dont celle du concept de soi négatif et réaliste retenue comme variable dépendante. L'hypothèse qu'il y a une relation entre le fait d'appartenir au groupe expérimental, bénéficiant de la PMA et l'augmentation des scores au post-test sur le concept de soi scolaire spécifique a été adoptée. Une intervention PMA en français d'une durée de six semaines fut ensuite planifiée. Les élèves (N = 367) de première secondaire étaient répartis dans 16 classes régulières, hétérogènes, sous la responsabilité de quatre enseignants volontaires, de formation et de compétence jugées équivalentes. Ces élèves formaient deux groupes de huit classes dont un groupe expérimental et un groupe de contrôle soumis au devis prétest/post-test. Un échantillon extrême (n = 65) sur la base des scores faibles au prétest fut sélectionné. Ces sujets devaient manifester également une réussite plutôt faible en français d'après le rendement global de l'année précédente dans cette matière afin d'attester, comme le stipulait le cadre théorique, le caractère réaliste de leur concept de soi scolaire peu positif en français. Les élèves du groupe expérimental (n = 25) fréquentaient les huit classes appliquant les six composantes qui définissent la PMA (variable indépendante) et les élèves du groupe de contrôle (n = 4 0) fréquentaient les huit classes qui recevaient l'enseignement collectif habituel. Le questionnaire Self Concept of Academic Ability de Brookover et al. (1962) fut utilisé pour mesurer la variable dépendante. Les problèmes posés par l'emploi d'un devis classique en psychologie et en éducation pour la mesure du changement ont conduit à une approche relativement nouvelle pour l'analyse des résultats qui s'est inspirée de Tukey (1977) et de Valiquette (1981). Les techniques d'analyse de la variance et de la covariance de même que de la régression multiple ne s'appliquant pas aux données recueillies, l'effet de traitement fut confirmé au moyen de la corrélation semi-partielle qui fut estimée â .40 (p<.01) expliquant environ 16% de la variance commune. Une correction pour l'atténuation de la corrélation fut envisagée mais certaines considérations algébriques et psychologiques, liées aux caractéristiques de l'échantillon, en limitaient l'application. Il a cependant été possible d'affirmer que .40 est la limite inférieure du coefficient de corrélation sans pouvoir se prononcer catégoriquement sur sa limite supérieure. Cette recherche a donc permis d'établir qu'il existe une relation entre la PMA et le concept de soi scolaire. Son originalité réside dans le fait qu'il s'agit de la première analyse béhavioriste sociale du concept de soi scolaire et de la première association entre ce cadre théorique et la pédagogie pour la maîtrise de l'apprentissage. Ce projet paraît être également, au Québec du moins, le premier essai de la PMA de Bloom au secondaire, en français langue maternelle. / Québec Université Laval, Bibliothèque 2015

Se analizan comparativamente el concepto de voluntad (der Wille) de Arthur Schopenhauer y el concepto de pulsión (der Trieb) de S. Freud. La relación entre ambos conceptos ha sido poco estudiada. Hay estudios que señalan parentescos cercanos entre la voluntad y varios conceptos psicoanalíticos (sexualidad, inconsciente, ello); sin embargo, son escuetos en el tratamiento de la voluntad. Este trabajo describe vertical y sistemáticamente tanto la voluntad como la pulsión antes de señalar similitudes y divergencias. El primer capítulo desarrolla la voluntad (der Wille) poniendo de relieve sus características: su escisión fundamental consigo misma, su absoluta nihilidad, su primado sobre la representación (empero la implicación mutua), y, finalmente, la identificación, para el hombre, del sujeto del conocimiento con el sujeto del querer. El segundo capítulo estudia la pulsión, concepto metapsicológico caracterizado por su ingente voracidad y su arraigo somático: la pulsión activa y mantiene en movimiento la vida psíquica impulsándola hacia la constante búsqueda de objetos (contingentes) susceptibles de satisfacerla. Finalmente, señalamos parentescos y distancias referidas al nivel teórico (metafísica y metapsicología), alcances y limitaciones (el mundo y la vida psíquica). / The present research proposes a comparative analysis between the concept of “Will” (der Wille) by Arthur Schopenhauer and the concept of “Drive” (der Trieb) by Sigmund Freud. The relationship between both concepts has been little studied. There are studies that indicate close relationships between “Will” and several psychoanalytical concepts (sexuality, unconscious, it), but are limited in the discussion of the “Will”. Vertical and systematic descriptions of “Will” and “Drive” are made before pointing out similarities and differences. Each concept is revised in detail in order to identify the key connections and differences. The first chapter develops the Will, highlighting its important features: its fundamental schism with itself, its absolute nihility, its primacy on the representation (however the mutual implication), and finally, the identification, for man, from the subject of knowledge to the subject of love. Then the Drive is examined in terms of the greed and somatic roots: the drive activates and keeps moving toward propelling the mental life, constantly searching for objects that might satisfy it. Finally, relationships and distances are pointed in reference to the theoretical level (metaphysics and metapsychology), scope and limitations (the world and the psychic life.).

Ce mémoire s'intéresse à la fois aux dossiers de documentation de même qu'aux éditoriaux consacrés à la guerre de 1914-1918 par Clément-Arthur Dansereau, directeur politique au journal La Presse de Montréal de 1899 à 1918. Après un bref portrait du journaliste ainsi qu'une présentation de la méthodologie employée, l'auteur examine la composition du corpus documentaire, en s'attardant particulièrement aux variations dans la provenance géographique et linguistique de ces sources, selon six grands thèmes en rapport avec la guerre. Vient ensuite une analyse thématique des éditoriaux, qui est en fait un inventaire des points de vue de Dansereau sur le conflit. Enfin, l'auteur explore les liens entre la documentation et les éditoriaux, tout en dégageant les possibilités et les limites offertes par un tel corpus. / Québec Université Laval, Bibliothèque 2013

This thesis provides an overview of the engagement with the material culture of Assyria, unearthed in the Middle East from 1845 onwards by British and French archaeologists. It sets the artistic discovery of Assyria within the visual culture of the period through reference not only to painting but also to illustrated newspapers, books, journals, performances and popular entertainments. The thesis presents a more vigorous, interlinked, and widespread engagement than previous studies have indicated, primarily by providing a comprehensive corpus of artistic responses. The artistic connections between Britain and France were close. Works influenced by Assyria were published, exhibited and reviewed in the contemporary press, on both sides of the English Channel. Some artists, such as Gustave Doré, successfully maintained careers in both London and Paris. It is therefore often meaningless to speak of a wholly ‘French’ or ‘British’ reception, since these responses were coloured by artistic crosscurrents that operated in both directions, a crucial theme to be explored in this dissertation. In Britain, print culture also transported to the regions, away from large metropolitan centres, knowledge of Assyria and Assyrian-inspired art through its appeal to the market for biblical images. Assyria benefited from the explosion in graphical communication. This thesis examines the artistic response to Assyria within a chronological framework. It begins with an overview of the initial period in the 1850s that traces the first British discoveries. Chapter Two explores the different artistic turn Assyria took in the 1860s. Chapter Three deals with the French reception in the second half of the nineteenth century. Chapter Four concludes the British reception up to 1900, and Chapter Five deals with the twentieth century. The thesis contends that far from being a niche subject engaged with a particular group of artists, Assyrian art was a major rediscovery that affected all fields of visual culture in the nineteenth century.

[pt] Esta dissertação tem por objetivo pensar sobre a criança escorraçada como criança-problema no ponto de vista de Arthur Ramos e sua relação com a higiene mental, civilização, família e escola. Compreende o período de 1934 a 1939 tempo em que funcionou o Serviço de Ortofrenia e Higiene Mental (S.O.H.M.) do Instituto de Pesquisas Educacionais chefiado pelo médico, a convite de Anísio Teixeira, que era o Diretor do Departamento de Educação da Secretaria Geral de Educação e Cultura do Distrito Federal à época. Tinha como finalidade a organização de trabalhos de cunho preventivo e corretivo, atendendo e tratando os possíveis problemas psíquicos da criança no lar e na escola e suas dificuldades com a aprendizagem, atuando nas escolas públicas do ensino primário do Distrito Federal, mais precisamente, nas Escolas Experimentais. Foram utilizadas fontes documentais como os livros sobre o assunto, os impressos de vulgarização dirigidos aos professores e famílias, todos de autoria de Arthur Ramos, além de reportagens de jornais e revistas de grande circulação no País, inquéritos dirigidos às diretoras e professoras das Escolas Experimentais, correspondências, estudos realizados pelo médico, bem como as fichas de observação comportamental de alunos das referidas Escolas oriundas do S.O.H.M. Este estudo procura responder as seguintes questões: Qual a importância da psicanálise e da higiene mental escolar para a transformação da sociedade brasileira em sociedade civilizada? Quem era a criança escorraçada como criança-problema e como a higiene mental escolar através da psicanálise contribuiu no sentido de tentar modificar o comportamento desajustado e a dificuldade com a aprendizagem apresentados por elas? De que forma a higiene mental escolar buscou orientar família e escola em relação à criança escorraçada? Para efeito de reflexão, tomou-se por base a abordagem histórica desenvolvida através do entrelaçamento da análise dos citados documentos com o conteúdo bibliográfico, em uma perspectiva teórica baseada na concepção de Norbert Elias sobre o processo civilizatório, na visão de Sigmund Freud sobre as relações entre o indivíduo e o que ele denominou a “civilização” e a higiene mental como forma de tratar as neuroses em decorrência da civilização, buscando entender as concepções de Arthur Ramos sobre esses processos. Constatou-se que, para Ramos, a base para que o país fosse civilizado e preparado para o progresso estava no cuidado com a criança através da higiene mental escolar e preceitos da psicanálise, bem como nas orientações dedicadas à família e escola, a fim de esclarecer as consequências nefastas do escorraçamento infantil. / [en] This paper has the purpose of thinking about the rejected child as a problem one according to Arthur Ramos point of view and the relationship with mental hygiene, civilization, family and school. All this was based on the period between 1934 and 1939 which the Ortofrenia and the Mental Hygiene of the Institute of Educational Research worked and was run by the doctor invited by Anísio Teixeira who was the Director of the Education Department of the General Department of Education and Culture of the Federal District at that time. Its aim was the organization of assignments based on prevention and correction, dealing and treating the possible psychic problems of the child at home and at school and his difficulties in learning, acting in the Public Primary Schools of the Federal District, more precisely in the Experimental Schools. Documented sources were used such as books concerning the subject, the leaflets of vulgarization addressed to the teachers and the family, all of them were the authorship of Arthur Ramos, besides the newspaper and magazine articles of great circulation in the country, investigations headed for the directors and teachers of the Experimental Schools, correspondences, studies carried out by the doctor, as well as files based on behavioral observation of the students from the referred schools that came from the S.O.H.M. This study tries to answer the following questions: What s the importance of Psychoanalysis and the School Mental Hygiene for the changing of the Brazilian society into a civilized one? Who was the rejected child considered as a problem one and how the School Mental Hygiene through Psychoanalysis contributed to change the misfit behavior and the difficulty in learning presented by them? How did the School Mental Hygiene contribute to guide the family and the school in relation to the problem child? As a way of reflecting all this, it was taken into consideration a historical approach developed through the conjunction of the analysis of the mentioned documents with the bibliographic content in a theoretical perspective based on Norbert Elias opinion about the civilized process, according to Sigmund Freud about the relationships among the individual and what he called civilization and the mental hygiene as a mean of treating neurosis as a result of the civilization, in order to understand Arthur Ramos concepts of these proceedings. It was noticed that in Ramos opinion, the basis for the country to become civilized and prepared for the progress was centered on the care with the child through School Mental Hygiene and the rules of Psychoanalysis, as well as the orientations dedicated to the family and the school, as to clarify the tragic consequences of a child s rejection.

Made available in DSpace on 2016-04-28T14:16:25Z (GMT). No. of bitstreams: 1 CARLOS A LOIOLA DE SOUZA.pdf: 415449 bytes, checksum: d861caf6da8174df5e70f24cd0bc6748 (MD5) Previous issue date: 2006-05-29 / Sci - fi books depending on how they are structured by their authors, might be in our case, the astronomer Carl Sagan, be used as reference texts in Science History by his indisciplinity. The specific case of interplanetary trips, theorized and thought scientificaly and advertised under a sci - fi language in books of Carl Sagan, is what this dissertation talks about.The authors of fiction texts, such as Sagan Arthur Charles Clarke and Issac Asimov, try to found their extrpolate in careful notes of trends that happen in society and science, and develop the ( narration, in Asmov and Clarke´s case ) implication or advertising with rigidity and consistency.On the other hand, part of the futuristic literature would be an important History of Science analysis instrument, for it to be possible of thinking in alternative proposals for a scientific policy and taught which may have a social reach. A kind of experiment or imaginary exercise. In other words, what is studied here, is the relation between sci - fi and science, which talks about interplanetary trips, and how they are explained in Sagan´s books. However, the dissertation, delimitates, in the first instance, must be considered about interplanetary trips, its dissimilation from the 30´s to the 60´s and the adverstising through two of the best sci - fi writers of the twentieth century, whose work was to advertise scientific ideas or Astronautic for a better understanding of the science, its role and the impact of science and technology, in a society which moves really fast, but without many details. After all, as it was a relevant realization of some of these realized fantasies by Carl Sagan´s commitment, initially, with the American industial military complexduring the Cold War against USSR, and after that by NASA.And what we have learned scientifically from the exploration of the Solar Sistem and the nearest planets, in a way that the results of this spacial exploration could be advertised with the help from literature and fiction, in a type of alert about the problems that we will have to face in a near future. At last, the mankind destiny, imagined by Sagan in a kind of manifest advertised by himself in his main books and analysed here for it to be possible to keep its parallelism of contents and trends between sci - fi books and the academic literatureabout the development of science and technology and the destiny of mankind and the individuals that make itself. This is a conclusion that History students having a beginning or complementary graduation in humanities, will be able to find on the shelves of science history, a worthy manifest for an unexpective reflection or for a militancy / Obras de ficção científica podem, dependendo de como estiverem estruturadas por seus autores, em nosso caso, o astrônomo Carl Sagan, ser usadas como textos de referência em História da Ciência por sua interdisciplinaridade. O caso específico das viagens interplanetárias, pensadas e teorizadas cientificamente e divulgadas sob a linguagem da ficção científica nos livros de Carl Sagan, é o de que se ocupa esta dissertação. Os autores de textos de ficção, como os colegas de Sagan Arthur Charles Clarke e Isaac Asimov, procuram, como acontece com textos teóricos acadêmicos, assim como também eram alguns dos textos de Sagan, fundamentar suas extrapolações em observações cuidadosas de tendências em ação na sociedade e na ciência e desenvolver sua (narração, no caso de Asimov e Clarke) implementação ou divulgação com rigor e consistência. Ou seja, parte da literatura futurística seria um instrumento importante de análise de História da Ciência para que esta possa pensar em propostas alternativas para uma política científica e de ensino científico que tenha um alcance social. Uma espécie de experimento ou exercício imaginário. Em outras palavras, o que aqui se estuda é a relação entre ficção científica e ciência que fale das viagens interplanetárias e como elas estão expressas nas obras de Sagan. Portanto, a dissertação delimita o que, em primeiro lugar, deve-se considerar sobre as viagens interplanetárias, sua disseminação nos anos de 1930 a 1960 e sua divulgação através de dois dos melhores escritores de ficção científica do século XX, que se empenharam em divulgar idéias científicas ou de Astronáutica para uma melhor compreensão da ciência, do papel da ciência e do impacto da ciência e tecnologia numa sociedade com uma velocidade em movimento rápido, mas sem muitos detalhes. Depois, como foi a realização primordial de algumas dessas fantasias realizadas pelo envolvimento de Carl Sagan, inicialmente, com o complexo militar industrial dos Estados Unidos da América durante a Guerra Fria com a URSS e depois pela NASA. E o que se aprendeu, cientificamente, com a exploração de nosso sistema solar e de nossos planetas mais próximos, de maneira que esses resultados da exploração espacial pudessem ser divulgados com a ajuda da literatura de ficção em forma de alerta sobre os problemas que teremos de enfrentar num futuro bem próximo. E, por último, o destino da humanidade imaginado por Sagan numa espécie de manifesto divulgado por ele mesmo em seus principais livros e aqui analisado para que se pudesse manter o paralelismo de conteúdo e tendências entre as obras de ficção e a literatura acadêmica sobre o desenvolvimento da ciência e da tecnologia e o destino da humanidade e dos indivíduos que a compõem. Isto nos leva a concluir que o estudante de História da Ciência, tendo uma formação inicial ou complementar em humanidades, poderá encontrar na estante de História da Ciência um valioso manifesto para uma reflexão despretensiosa ou para a militância

While the strategy of lending a voice to the monstrous is a well known aspect of Howard Phillips Lovecraft's works, the female monster is a notable exception to this case. In this thesis, I excavate a theory of female monstrosity through a reading of some of Lovecraft's most read stories and the agency of female characters that appears within. Comparing these female registers of monstrosity to their masculine counterpart, I develop a concept of female monstrosity manifested through categories of class, race and gender with the help of Judith Halberstams theories of monstrosity. Rather than treating these women as active characters, I argue that Lovecraft's inability to handle these monsters forces him to literally put them away – in attics, cellars, or boxes. These are the marginalized positions from which these women elaborate a monstrous form that transcends the boundaries of sex, gender, class and race. Here lurks a female monster, powerful, independent and evil, Lovecraft's treatment of which reveals his fear of its unfettered emergence. Thus Lovecraft’s narrative technique is broken by his own creation. Indeed, these women, in their reproductive capabilities and the monstrous motherhood they represent, are the true monsters of the Lovecraftian universe.

Made available in DSpace on 2016-08-03T12:19:33Z (GMT). No. of bitstreams: 1 Ivna 2014docx.pdf: 727686 bytes, checksum: a425a1fcb71cc2b58960eb09fefef5d7 (MD5) Previous issue date: 2014-02-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present research conducts a study about evil based on the book Quincas Borba, by Machado de Assis, under the theological and philosophical viewpoint as the subject has raised several questions in both fields of knowledge. At one time, we intend to indicate that it is possible that a literary work may inspire a theological and philosophical thought without being necessary to prove the religious faith or to unveil a philosophical theory established by the writer. For that purpose, we suggest as authors the theologians Andrés Torres Queiruga, Juan Antonio Estrada, and Ivone Gebara, as well as the philosophers Paul Ric ur, Blaise Pascal and Arthur Schopenhauer. At the same time, we emphasize the Book of Ecclesiastes, of which the carioca writer was a constant reader. Therefore we aim at highlighting and understanding more deeply in the above mentioned book the presence of evil in its most varied aspects in human relations. / A presente pesquisa apresenta um estudo sobre o mal a partir da leitura da obra Quincas Borba, de Machado de Assis, tendo como referência um viés da teologia e da filosofia uma vez que este problema historicamente suscitou questionamentos em ambos os campos do conhecimento. Concomitantemente, pretendemos apontar para a possibilidade de uma obra literária fazer surgir uma reflexão teológica e filosófica, sem contanto, ser necessário provar a religiosidade do escritor ou desvelar uma doutrina filosófica criada pelo mesmo. Para tanto, propomos como autores de base os teólogos Andrés Torres Queiruga, Juan Antonio Estrada, e a teóloga Ivone Gebara, e os filósofos Paul Ric ur, Blaise Pascal e Arthur Schopenhauer. Ao mesmo tempo, damos uma relevância ao livro do Eclesiastes, do qual o escritor carioca era leitor assíduo. Com isso, pretendemos evidenciar e compreender mais profundamente na já mencionada obra machadiana a presença do mal em suas mais facetadas manifestações nas relações humanas.

De nos jours, le motif de la « crise de l’éducation » est récurrent dans les discussions publiques sur le système éducatif, et ce des deux côtés de l’Atlantique. Aux Etats-Unis, c’est au lendemain de la seconde guerre mondiale qu’il prend une tournure nouvelle. Jusqu’alors on avait parlé de « crise » pour désigner les difficultés matérielles et financières du système, mais l’expression prend une autre signification après 1945, tandis que s’installe un débat entre les partisans de l’éducation moderne, modèle inspiré par les principes de l’éducation progressiste, et les défenseurs d’une éducation humaniste, qui dénoncent une dégradation des exigences intellectuelles et des résultats de l’enseignement public. Cette étude se propose de restituer les termes de ce débat et d’analyser ses répercussions sur les dynamiques du système éducatif américain. La confrontation entre deux philosophies de l’éducation ne se limite pas à la sphère des professionnels et on en retrouve les échos dans la presse de grande diffusion comme dans certains films hollywoodiens. Alors que les États-Unis font face à une crise de confiance après le lancement réussi du satellite Spoutnik, le gouvernement américain désigne le système éducatif comme maillon faible en s’appuyant sur les critiques formulées tout au long des années 1950 par les adversaires de l’éducation moderne. Le télescopage du débat sur l’éducation et des logiques de Guerre froide ouvre alors la voie à une intervention fédérale inédite dans le domaine de l’éducation, avec l’adoption du National Defense Education Act de 1958. / The “crisis in education” has been a recurrent theme in discussions about the American school system. In the United States, it was after WWII that the notion gained momentum and a new meaning. Until then, the term “crisis” had been merely used to evoke the dire material and financial state of education. The expression took another turn with the emergence of a debate between proponents of modern education (a model derived from the principles of progressive education) and partisans of liberal education who denounced an intellectual degradation in the school system. This dissertation analyzes this debate and its consequences on the dynamics of education in the United States. This strife between two conceptions of education is set apart by its significant influence and pervasion of society. Indeed, not only did it involve the circle of professional educators but it also touched lay men, so much so that it was integrated by popular culture. Confronted with a confidence crisis in the aftermath of the successful launch of satellite Sputnik, the U.S. government pinpointed the school system as the weak link of the American nation, taking advantage of the wave of criticisms against modern education that had dominated the 1950s. The combination of the debate on education with the logics of the Cold War paved the way for an unprecedented federal intervention in the field of education with the 1958 National Defense Education Act.