Tese (doutorado)-Universidade Federal do Rio Grande, Programa de Pós-Graduação em Educação Ambiental, Instituto de Educação, 2011. / Submitted by eloisa silva (eloisa1_silva@yahoo.com.br) on 2012-11-29T17:26:47Z No. of bitstreams: 1 cleivaaguiardelima.pdf: 1112165 bytes, checksum: 25b924c415ad9c5f6b1305c043274e27 (MD5) / Made available in DSpace on 2012-11-29T17:26:47Z (GMT). No. of bitstreams: 1 cleivaaguiardelima.pdf: 1112165 bytes, checksum: 25b924c415ad9c5f6b1305c043274e27 (MD5) Previous issue date: 2011 / Este trabalho apresenta uma pesquisa sobre formação de formadores no âmbito do Programa Nacional de Integração da Educação Profissional com a Educação Básica, na Modalidade de Educação de Jovens e Adultos (PROEJA). A pesquisa foi desenvolvida com oito professores formadores em formação que se reuniam semanalmente no Campus Rio Grande do Instituto Federal do Rio Grande do Sul (IFRS) para planejar e executar um curso de formação continuada – Encontros Dialógicos com o PROEJA. Alguns pressupostos orientaram a pesquisa: a concepção freireana do homem e da mulher como seres inconclusos, portanto, em processo de construção e do registro como subsídio para a reflexão sobre a prática; a possibilidade de propostas de formação em Roda, a partir da qual, é possível exercitar o diálogo, a partilha, a escuta; a necessidade do professor assumir a escrita como um exercício para pensar na perspectiva de Galiazzi (2003) e Marques (2008). A Pesquisa Ação Participante foi construída no movimento da Roda dos Formadores com os professores, incluindo esta pesquisadora e envolveu uma ação e a participação dos sujeitos investigados, na perspectiva política de transformação como propõe Brandão (2003). O Diário em Roda foi, ao mesmo tempo, dispositivo de formação e de investigação. Dispositivo em movimento em que a mediação pedagógica, processo construído na Roda, orientou os rumos da escrita e dos registros. Com isso, o Diário configurou-se em três momentos: descrição da Roda, registro de como nos tornamos professores nessa Roda e elaboração de episódios com base nos encontros da Roda dos Formadores. A análise do Diário em Roda, realizada mediante a Análise Textual Discursiva proposta por Moraes e Galiazzi (2007), possibilitou a produção de significados a partir da organização das unidades de significado e da emergência de categorias. Assim, a compreensão do processo investigado ocorreu num movimento recursivo de interpretação que permitiu perceber a necessidade do Diário em Roda ser pesquisado durante a sua elaboração. Ao mesmo tempo, a pesquisa aponta para a necessidade desse dispositivo formativo ser lido e problematizado em Roda, por meio da mediação pedagógica, para ampliar a compreensão da formação docente e da constituição de educadores ambientais. A Roda dos Formadores, entendida como um espaço coletivo e colaborativo constituiu-se num espaço de formação, potencializado pela leitura, pelo diálogo e pela escrita. Esse modo de formar-se ao formar, concebido como uma re(invenção) dos Círculos de Cultura (FREIRE, 2006b), propôs um modo de formação que rompe com estruturas tradicionais de formação permanente. Ao superar modelos individualistas e solitários, pressuposto da Educação Ambiental, a Roda vivenciou uma proposta formativa que valorizou o grupo, a parceria, a partilha, com o objetivo de construir coletivamente aprendizagens, sobre ser professor e formador, registradas em um Diário. A tese defendida é que escrever num Diário em Roda potencializa processos de formação docente porque possibilita a aprender a ser Roda ao aprender a elaborar o Diário, ao aprender o que registrar, ao aprender a formar-se em Roda e assim formar a Roda. Com tudo isso se aprende sobre o significado do Diário e, repito, a ser Roda. / This text reports a study on teacher education in a Brazilian program which aims at integrating professional education and elementary education for young adults and adults (PROEJA). It was carried out with eight teachers who had weekly meetings on the campus of the Instituto Federal do Rio Grande do Sul (IFRS) in Rio Grande, RS, to plan and implement a course in continuing education called Dialogic Meetings with PROEJA. The following presuppositions have guided this study: the Freirian concept of man and woman as incomplete beings, thus, in an ongoing construction process and of records as tools for reflection on practices; the possibility of proposals for teacher education in a Wheel, which leads to dialogue, sharing and listening; and the need the teacher has to take on writing as an exercise to think according to Galiazzi’s (2003) and Marques’ (2008) perspectives. This research was characterized as a participatory action-research and constructed in the Education Wheels with the teachers and myself. It meant the participation of the subjects under investigation in the political perspective of transformation proposed by Brandão (2003). The Diary in a Wheel was a device for education and investigation, as well. Pedagogical mediation, a process that was constructed in the Wheel, guided writing. The Diary was made in three phases: the description of the Wheel, records regarding how we become teachers in this Wheel and episodes based on the meetings of the Education Wheel. The analysis of the Diary in the Wheel was carried out by applying Moraes and Galiazzi’s Textual Discursive Analysis (2007). It enabled me to produce meanings based on the organization of units of meaning and the emergence of categories. Therefore, the comprehension of the process under investigation occurred in a recursive interpretation moment which enabled me to perceive that the Diary in the Wheel needed to be investigated during its elaboration. Likewise, the research shows that this device must be read and problematized in the Wheel through pedagogical mediation in order to broaden the comprehension of teacher education and the constitution of environmental educators. The Education Wheel is a collective and collaborative space which becomes an educational space triggered by readings, dialogues and writings. This way of educating yourself while educating others, which was proposed as a (re)invention of Cultural Circles (FREIRE, 2006b), suggested a new way for teacher education that eliminates traditional structures in continuing education. By discharging individual and solitary models, a pressuposition of Environmental Education, the Wheel experienced a proposal that enhanced the group, partnership and sharing with the objective of constructing collective learning – recorded in a Diary - about being a teacher. I have defended that writing a Diary triggers teacher education processes since it enables us to learn how to be a Wheel while we learn to write a Diary, learn what to record and learn to develop in the Wheel; thus, constructing the Wheel. Therefore, we learn about the meaning of the Diary and how to become a Wheel.

A presente tese, A forma confessional nos Diários de Miguel Torga, analisa os três diários iniciais do autor, escritos durante os anos de 1932 a 1946 e publicados entre 1941 e 1946. O recorte realizado procura, na primeira seção, mostrar o processo de constituição de Miguel Torga como autor intimista, que se deu na primeira metade do século passado, por meio dos debates do movimento presencista e da leitura intensa de autores confessionais. Esse percurso formativo foi fundamental para que pudesse elaborar um diário extremamente original, que soube preservar, no entanto, o lastro da tradição literária europeia, como demonstramos na segunda seção. Na seção final, realizamos a leitura imanente do Diário a fim de identificar e discutir as bem sucedidas estratégias de que Miguel Torga lançou mão para construir um texto em que sujeito, forma literária e vida social se entrelaçam profundamente. / The present thesis, The confessional form in the Diaries of Miguel Torga, analyses the authors three initial diaries, written during the years of 1932 and 1946 and published between 1941 and 1946. This work seeks to demonstrate, in the first section, the process by which Miguel Torga became an intimist author in the first half of the last century, through the debates conducted by the presencista movement and the extensive reading of confessional authors. As we demonstrate in the second section, that formative trajectory was fundamental for him to get to elaborate a highly original diary, which yet preserves the grounding of the literary European tradition. In the final section, we make an immanent reading of the Diary so to identify and discuss the successful strategies used by Miguel Torga in order to build a text in which subject, literary form and social life are intensely interwoven.

Video games are experience-based products and user satisfaction is key for their popularity. To design for as strong an experience as possible, game developers incorporate evaluation methods that help to discover their users’ expectations and needs. Despite such efforts, problems still occur with the game design that lower the user experience. To counter these problems, the evaluation methods should be investigated and improved. To address this need, I have explored various design tools and user experience theories. Applying these in a game evaluation context, I have analyzed user-created game reviews and conducted longitudinal user interview- and game diary studies in connection to playing a newly released game, in other words different methods to take advantage of users' expectations, opinions, attitudes and experiences. One result of the analysis of the obtained data is a set of “slogans” that illustrate how and why users lose interest in a game. A second result is a method for extracting user attitudes from pre-produced user reviews and how this can be used in game development. Thirdly, I introduce an alternative model, aimed at game user experience development, the Playsona. The Playsona is a lightweight tool that introduces a variant of the Persona-method, specifically for video game design. / <p>At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 4: Manuscript.</p>

The focus of this study was to locate the lacuna that exists between cultural history and musicology, in order to assess processes of affect and meaning in vocal music as a vehicle for understanding the South African Boer psyche and circumstances during the war. The pursuit of locating the lacuna was best served by employing qualitative research methods that reflect the phenomenological paradigm. This allowed for an in-depth understanding of the Boers in terms of their own interpretations of reality, as well as the understanding of society in terms of the meanings that people ascribe to the societal practices in that society. A cultural-historical approach was necessary in order to highlight the experiential world of the Boers and gain some insider perspectives of the war. This approach did not, however, have much to say about the role of Boer vocal music in generating and articulating social and cultural meanings. On the other hand, the musicological approach which was based on research grounded in an examination of hand-notated musical scores, drew little attention to the role of music’s meanings in the social, historical and cultural circumstances of the Boer people during the war. After the historical context, which generated the vocal music was understood; the researcher was able to identify the lacuna as an aural void, due to the fact that affect and meaning cannot be grounded exclusively in an examination of cultural history or musical symbols decontextualised from sound. The background information allowed for the lyrics to be interpreted in melodic configurations, which were equated with particular moods, emotions and cultural meanings. This thesis thus responded to and succeeded in assessing insight and understanding into the psyche and circumstances of white South Africans during the Anglo Boer War. The thesis concluded by proving that by highlighting the aural void it was possible to move cultural history towards an accommodation with musicology. Through Boer vocal music it was thus possible to critically shape understanding of the experiential world of the Boer during the Anglo-Boer War. / Thesis (DMus)--University of Pretoria, 2005. / Music / unrestricted

Orientador: Mauro William Barbosa de Almeida / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-08-14T10:22:50Z (GMT). No. of bitstreams: 1 Silva_AnaCarolinaBazzoda_M.pdf: 8053754 bytes, checksum: b37d1d445e750f6e60f562170c18a560 (MD5) Previous issue date: 2009 / Resumo: Essa dissertação faz uma leitura etnograficamente orientada de diários escritos por moradores da Reserva Extrativista do Alto Juruá, no Estado do Acre. Partindo de um projeto formulado no início da década de 90, e orientado para a documentação de temas ambientais e sociais, a escrita dos diários levou a novas questões que se evidenciam quando percorremos as respostas particulares dos escritores e a construção desses textos no tempo. Permeados por um discurso sobre conservação do ambiente, sobre aspectos da vida social e sobre o trabalho extrativo e agrícola, os diários também carregam uma linguagem que é a da experiência de seus escritores e seu olhar diferenciado sobre esses temas. Neste texto, percorremos esse diálogo entre temas propostos e olhares personalizados tomando o tempo enquanto fio condutor que orienta a discussão das questões colocadas por esse fragmento de história de escrita. / Abstract: This dissertation provides an ethnographically oriented reading of diaries written by forest dwellers at the Reserva Extrativista do Alto Jurua, Acre. Starting early in the 1990s, with the goal of documenting aspects of the daily life related to the environment and work, the writing of diaries led to new questions as the writers responded to the proposed task and as their texts were constructed along the time. Permeated by the environmental discourse, as well as by the discourse of social life and work in extractive and agricultural activities, the diaries also carry the language of their author's personal experience and express their ways of looking to these themes. In the present text, we traverse the dialogue between the proposed themes and the personalized outlook of diaries, taking time as a conducting thread which orients our discussion of some of the issues suggested by this fragment of a history of writing. / Mestrado / Territorialidades e Processos Sociais / Mestre em Antropologia Social

Submitted by Renata Lopes (renatasil82@gmail.com) on 2015-12-17T17:43:35Z No. of bitstreams: 1 raissavarandasgalvao.pdf: 878774 bytes, checksum: f87212727d85eae87be30b7c005a2d70 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2015-12-17T18:04:50Z (GMT) No. of bitstreams: 1 raissavarandasgalvao.pdf: 878774 bytes, checksum: f87212727d85eae87be30b7c005a2d70 (MD5) / Made available in DSpace on 2015-12-17T18:04:50Z (GMT). No. of bitstreams: 1 raissavarandasgalvao.pdf: 878774 bytes, checksum: f87212727d85eae87be30b7c005a2d70 (MD5) Previous issue date: 2015-09-30 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O presente trabalho tem como objetivo a análise dos diários pertencentes à fase adulta da poetisa Sylvia Plath, que abrangem o período de 1950 a 1962. Para melhor entender as características que compõem os diários no geral, recorro à Philippe Lejeune, em O pacto autobiográfico e “Diários de garotas francesas no século XIX”. No capítulo inicial, associo as escritas de si ao fortalecimento da noção de indivíduo moderno bem como ao rompimento entre espaço público e privado, noções que foram construídas ao longo da história. A partir desse panorama inicial, no decorrer do trabalho, procuro refletir a respeito da questão feminina, bem como as relações entre gênero e autoria, por meio da escrita íntima deixada pela poetisa. Para tal, recorro principalmente aos textos Um teto todo seu e “Profissões para mulheres”, de Virginia Woolf, assim como à obra O segundo sexo, de Simone de Beauvoir. Busco refletir, ainda, sobre o processo de construção do eu realizado por Plath no espaço de seus diários, uma vez que essa espécie de escrita possibilita aquilo que denominamos “arquivamento de si”. Desse modo, compreendo o texto do diário como um discurso, uma narrativa que, como tal, é dotada de aspectos ficcionais. Trabalho, assim, com as múltiplas identidades vivenciadas por Sylvia Plath, bem como as distintas imagens e interpretações que os demais realizaram dela. / This study aims to analyze the adult stage diaries belonging to the poet Sylvia Plath, covering the period from 1950 to 1962. To better understand the characteristics that make up the overall of these diaries, I turn to Philippe Lejeune, in The autobiographical pact and "Diaries of French girls in the nineteenth century." In the opening chapter, I associate her writing of herself to the strengthening of the modern notion of individual as well as the split between public and private space, notions that have been built throughout history. From this initial panorama, in the course of this work, I try to reflect on the women's issue, as well as the relationship between gender and authorship, through the intimate writing left by the poet. To this end, I resort mainly to the texts A room of One's Own and "Professions for women", by Virginia Woolf, as well as to the work The Second Sex, by Simone de Beauvoir. I seek to reflect also on the construction process of the self carried out by Plath within her diaries, since this kind of writing makes possible what we call "archiving of oneself". Thus, I understand the text of the diary as a discourse, a narrative that, as such, is endowed with fictional aspects. I work then with the multiple identities experienced by Sylvia Plath, and with the different images and interpretations that others made of her.

This volume is a guide to archival material, almost exclusively on East Africa, held in Neuendettelsau (Bavaria). In addition to documents relating to the Hersbruck Mission's work among the Kamba in the 1880s it lists diaries, correspondence, reports, photographs etc., mainly from the first half of the twentieth century, and the personnel files for missionaries sent to Tanganyika / Tanzania after the mid-1950s, when Neuendettelsau took over this task on behalf of the Leipzig Mission.

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The increasing evidence of the organizational demands encountered by sports performers provides a fertile ground for research. There is now a requirement to move beyond describing the organizational stressors that performers encounter in order to understand the complex appraisal and coping processes that athletes engage in when experiencing organizational stress. This thesis aimed to conduct a detailed examination of these processes in high-level sport performers. Chapter 2 describes a narrative review of the extant appraisal literature that has examined the roles of situational and personal influences on appraising. In order to generate a detailed understanding of this literature, the review includes findings from the general, occupational, organizational, and sport psychology literatures. This review was instrumental in determining the direction of the research described in later chapters. Chapter 3 aimed to narrow the focus of the thesis to organizational stress transactions in sport performers and therefore, describes a diary study that explored swimmers appraisals of organizational stressors. The findings of this study provided insight into the complex process of appraisal and suggested that appraisals are related to the situational property of the stressor encountered. In addition, the results pointed to the importance of exploring the coping strategies that athletes use to manage organizational stressors in future research. Chapter 4 describes a narrative review of the literature that has examined athletes ways of coping with organizational stressors. Due to the limited sport psychology research in this area and in order to extend current knowledge in sport, prominent findings from the organizational and occupational psychology domains were considered. Chapter 5 was designed to extend the findings of Chapter 3 and the existing literature by examining the coping strategies that swimmers use in response to organizational stressors. This chapter highlighted the complexity of coping and suggested that appraisal mechanisms are linked to the coping family employed. Chapter 6 aimed to take a more complete approach to examining organizational stress transactions by exploring various components of stress transactions. The study presented in this chapter suggested that the appraisal an athlete makes is influential in determining the performance outcome that they will experience. Collectively, the chapters described above highlighted appraising as the pivotal element in stress transactions and established a rationale for the cognitive-behavioral based intervention that is described in Chapter 7. The study presented in Chapter 7 aimed to alleviate some of the negative outcomes of organizational stress by optimizing sport performers appraisals. The findings suggested that cognitive restructuring was a useful technique for achieving this aim. The program of research presented in this thesis suggests that appraising is the pivotal element of organizational stress transactions in sport and that appraising can be optimized in order to alleviate the negative emotional and performance outcomes of maladaptive appraisals. In addition, the research highlights the importance of considering the situational properties of stressors, the complexity of coping, and the relationships between components of stress transactions in future research. Further, the findings presented within this thesis suggest that future research should aim to make methodological and measurement advances and examine, in detail, performers appraisal and coping processes.

Pierre de L'Estoile (1546-1611) kept an extraordinary diary and collection in Paris during the Wars of Religion, recording everything from high-political scandals to low-life criminality during this crucial turning point in early modern history. The first extensive study of L'Estoile in any language, this thesis demonstrates how he negotiated and commemorated the conflicts that divided France as he engaged creatively with the rumours, ephemeral prints, poems, pictures, and books that he assembled in his diary and cabinet. It argues that the story of his life and times is the history of the civil wars in the making. While historians and literary scholars depend on L’Estoile’s diaries as an essential source of information, citing him as a mere passive observer, this thesis instead explores his subjectivity and interprets a wide range of hitherto unseen or neglected manuscript evidence that situates him in the Parisian society of royal office-holders and demonstrates his significance in the republic of letters. It follows a microhistorical approach to L'Estoile and his world in order to challenge established interpretations of his sources as evidence of a widespread mentality of eschatological anxiety in sixteenth-century France, instead focusing on L’Estoile’s personal responses to pieces in his collection. In this way, it critiques a common trend in cultural history to roam freely among ‘collective representations’ and argues for the importance of a precise analysis of social context, materiality, and individual subjectivity in reception studies.