Made available in DSpace on 2017-07-21T14:43:03Z (GMT). No. of bitstreams: 1 TerezaLopes.pdf: 3761167 bytes, checksum: 82f3ed275d1ba127f4a5dcbd65896bf5 (MD5) Previous issue date: 2011-09-19 / This research addresses issues of gender and the environment in relation to education in the process of forming technologist of the Latin American School of Agroecology, located in the municipality of Lapa in the state of Parana.It has as problematic to verify how the school has organized the questions with regard to education and environment, with emphasis on gender relations. The methodology used is qualitative research, using interviews, field observations, literature and documentary. As goals contextualizes the school, examines the perception of teachers about the gender issue and points to advances and challenges from the practices in the everyday of it. The interviewees are educators members of the teaching staff. As a result the research points to significant advances, such as the school's concern to ensure women's participation in the course. As well as ensuring that gender issues be discussed in the spaces of formation, but mainly in how the school structures the working relationship that directly reflects the change of habits and customs of individuals, causing them to rethink values and behaviors from practices and experiences that guide the teaching of the school. It remains a great challenge to ensure that women reach 50% participation, since they are still a minority, what difficult the organization of work teams in relation to equal participation. / A Presente pesquisa aborda questões de gênero e meio ambiente em relação com a educação no processo de formação de tecnólogas (os) da Escola Latino Americana de Agroecologia, situada no Município da Lapa no Estado do Paraná. Tem como problemática verificar de que forma a escola vem organizando as questões no que se refere à educação e meio ambiente, com ênfase nas relações de gênero. A metodologia utilizada é da pesquisa qualitativa, com uso de entrevistas semiestruturadas, observações em campo, estudo bibliográfica e documental. Como objetivos contextualiza a escola; analisa a percepção das (os) educadoras (es) a respeito do tema gênero e aponta para avanços e desafios a partir das práticas presentes no cotidiano da mesma. Os sujeitos entrevistados são educadoras (es) membros da equipe pedagógica. Como resultados a pesquisa aponta para avanços significativos, como a preocupação da escola em garantir a participação das mulheres no curso de maneira igualitária. Bem como garantir que o tema gênero seja debatido nos espaços de formação, mas principalmente na forma como a escola estrutura as relações de trabalho que reflete diretamente na mudança de hábitos e costumes dos indivíduos, o que os leva a repensar valores e comportamentos a partir de práticas e vivências que norteiam a pedagogia da escola. Segue sendo um grande desafio garantir que as mulheres atinjam 50% na participação visto que ainda são minoria o que dificulta a organização das equipes de trabalho no que se refere a igualdade de participação.

This thesis analyses the relationship between Marcus Porcius Cato Censorius and his eldest son, Marcus Porcius Cato Licinianus, considering its importance for Cato's public image and political career, investigating its place within some of the central cultural debates of the 2nd century BC, and looking at the impact which this relationship had upon received impressions of Cato the Censor as presented by later Latin authors. This is done primarily through the examination of the written works which Cato addressed to Licinianus, the extant fragments of which are presented here, with a translation and commentary, in the first modern edition to treat these texts as a unified project. The subsequent sections of this thesis set the works which Cato addressed to his son within the context of the general cultural debate and individual political competition which engaged Rome's ruling elite during this period; Cato's adoption of a paternal persona within these works is related to the character's popular appeal in the military sphere and on the comic stage; and the didactic pose and agricultural instruction featured in these texts is used to illuminate some of the challenges posed to Cato's successful performance of his duties as censor. A final section considers the reappropriation of Cato's relationship with his son as found in the De officiis of Cicero, the Institutio oratoria of Quintilian, and the anonymous Disticha Catonis. This thesis suggests that the Censor's relationship with his son, and the works which he addressed to the young man, played a more significant part in Cato's public image and political career than has hitherto been acknowledged. These texts illuminate some of the finer points of Cato's clever political strategy and they offer fresh insight into the popular culture and elite competition of the period in which he lived. The relative importance of this relationship within Cato's public life helps to explain the popularity of later images of the Censor as a paternal and educational figure and offers us a better understanding of modern conceptions of Cato.

Revision of the author's thesis (doctoral)--Universität Göttingen, 1996. / Includes bibliographical references (p. [571]-583) and index.

Although it is generally acknowledged that an Elizabethan grammar school education was intensely oral and aural, few studies have approached the literature of its pupils principally in light of such an understanding. There may be good reason for this paucity, since the reading of textual remains in the hopes of reconstituting sound and movement—particularly in non-dramatic literature—will always, in the end, be confronted by an inaudible and static text. Yet for the Elizabethan schoolboy, composition and performance were inseparable, whether of an epistle, a theme, or a translation of Latin poetry. The purpose of this project is firstly to describe the conditions which led to and ingrained that inseparability, and then offer some readings of the poetry, oratory, and drama of those whose voices and pens were trained in the grammar school, here Merchant Taylors’ School in 1560s London. Edmund Spenser, Lancelot Andrewes, and Thomas Kyd all attended Merchant Taylors’ in this period, and their poetry, sermons, and drama, respectively, are treated in the following discussion. It is argued that their texts reflect the same preoccupation with pronuntiatio et actio, or rhetorical delivery, held by their boyhood schoolmaster, Richard Mulcaster. I suggest that delivery provides a unique way of assessing literature in the context of an oral/aural education, largely because its classical and Renaissance rules invariably stipulate that vocal and gestural modulations must follow the emotional and intentional sense of words rather than their literal meanings. Delivery is thus shown to exist at the nexus of orality and literacy, performance and text, wholly absorbed with the concerns of speech, but distinct from language as well. In imagining the physicality of this middle ground within their narratives, it is proposed that Mulcaster’s students recalled an education very often spent stirring the emotions with and for their bodily expression.