This thesis examines the role of readerly engagement in the allegorical poetry of Edmund Spenser and William Blake. An analysis of their poetry reveals important affinities between the two poets. Not only was Blake aware of Spenser’s work, he can be seen to incorporate and build upon Spenser’s self-conscious poetic style in order to engage readers in the active process of interpretation. Meaning in their poetry can be shown to unfold gradually by way of complex interactions between the reader and the text, interactions fostered by the reader’s imagination and the (differently) visual quality of the two poets’ works. Blake promotes this way of seeing as being “four-fold,” the ability to perceive on several dimensions. The first chapter of this thesis looks at the definitions and attitudes towards allegory from the early sixteenth century onwards, showing how the mode has been constantly redefined. Chapter two investigates the self-conscious nature of allegory through an analysis of the placement of words, metaphors, unconventional language, and the way the poems may be read by readers. Both poets encourage a heightened awareness of the process of reading which may be termed allegorical. Blake owned his own printing press allowing him greater control over the words and design of his text. This enabled him to be more forceful in his communication of images and ideas than Spenser. Chapter three focuses upon the multiple (and contradictory) ways in which the text may be interpreted by the reader. Allegory is a means of communicating and simultaneously disguising criticism. Both poets can be seen to use it to voice resistance to forms of authority, even as they encourage readers to recognise these meanings within their texts. Spenser and Blake had to combat different forms of censorship with differing strategies. Whereas Spenser felt compelled to uphold the status quo, Blake sought to deconstruct rigid social conventions. Chapter four explores the relation between allegory and the imagination. Spenser uses allegory to inspire the imagination, whereas for Blake the imagination encourages allegory. The imagination is a means of pushing readers towards further learning and a deeper appreciation of allegorical meaning. Chapter five analyses Spenser and Blake’s verbal and imagistic visuality in relation to allegory. Blake’s illustrations promote further reader engagement, while Spenser’s illuminations are a part of his metaphorical and allegorical text. Both poets use the visual to trigger imaginative readerly interaction and to promote new ways of perceiving and relating to their poems.

This study focuses on the literary subgenre of Mirrors for Princes. A number of twelfth-century works from three genres of Old French literature are examined in order to ascertain what forms any didacticism takes, and whether the texts can be read as Mirrors for Princes. The three genres studied are epic, romance and pseudo-historical chronicle. From epic, I discuss La Chanson de Roland, Le Voyage de Charlemagne, La Chançun de Willame and Le Couronnement de Louis. Chrétien de Troyes forms the study of Mirrors for Princes in romance, and for pseudo-historical chronicle I examine Wace’s Roman de Brut. The didacticism present in the studied texts assumes two forms. The first is direct didacticism, in which the narrator or a character portrays an instruction or moral lesson through “speech”. This gives extra emphasis to the message, whether addressed directly to the audience or to another character within the narrative. The second form is indirect didacticism, which is more common in these texts. It consists of exemplary characters, their actions, behaviour and reputations. The Mirrors for Princes aspects of these texts provide not only examples of successful kings, but also of excellent vassals and queens. The mirrors for the women involve virtuous characteristics, where they fulfil their wifely and noble duties. They are addressed to regents and queens consort more so than to queens regnant, who were uncommon figures in the twelfth century. As well as providing examples and lessons on what is optimal behaviour for the ruling class, there are characters who supply examples of behaviour that is to be avoided. With these ignoble characters, common methods of transmitting the didactic messages are through their lasting reputation, the consequences of their actions, or the nature of their deaths. The study concludes that the examined texts can be read as Mirrors for Princes, despite most of them not being originally conceived as belonging to this subgenre. Lessons for vassals, noblemen and noblewomen, queens and kings are present to varying extents throughout these works using both forms of didacticism outlined above.

We do not see, to learn effectively from our past mistakes and, similarly, we do not seem to learn from the opportunities that architecture, beyond its utility, presents. The old Johannesburg gasworks site expresses the development of a city that originated from industrial sprawl. The massive post-industrial edifices of Johannesburg are canvases that portray years of production processes and reflect the Avant-garde of the time. However, the mono-functionality of the architecture of the Gasworks precinct, used for capital gain, has now left the site deserted after decommissioning in the late 1990’s. The site is an empty frame, privately bounded with no interaction with the surrounding context, or the city beyond. It is now a wasteland encroached by nature, infused with the remnants of human-made pollutants. But the critically located site oozes latent potential that, if managed appropriately, can transform the critical Empire Perth corridor, which stretches through the city of Johannesburg, a critical urban framework for the future development of the city. It is time that we learn from our past mistakes, using the memories of place, to produce an expressive and didactic architecture, educating people through a non-linear non-destructive space. This expressive architecture will create new memories and ideas, through encouraged dialogue. Where this architecture and process coincide in the urban context, it will deal with immediate environmental issues in spaces where constructive engagement with the public is encouraged. / Mini Dissertation MArch(Prof)--University of Pretoria, 2018. / Architecture / MArch(Prof) / Unrestricted

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A disseminação e a popularização da Internet a partir dos anos 90 têm determinado alterações substanciais na dinâmica das interações sociais, contribuindo para a formação de uma cultura globalizada, na qual o trânsito de informações e conhecimentos se processa através de novos paradigmas de comunicação. A instituição desses novos modelos de comunicação afeta sobremaneira o campo da educação, pois o processo formativo se estrutura às expensas das relações entre os diversos atores do processo educativo, não se atendo somente à mera transmissão de conteúdos. Diante desse quadro, o impacto da Internet e das NTIC (Novas Tecnologias de Informação e Comunicação) na formação profissional têm sido amplamente discutido em diversas áreas do conhecimento, com o intuito de se instituir diretrizes e protocolos que possam fornecer o arcabouço necessário para a elaboração de projetos de Educação On-Line eficientes. No entanto, a despeito da relevância do tema, existem poucos trabalhos citados na literatura referentes à aplicação da Internet na aprendizagem de conteúdos específicos de Odontologia. No campo da odontologia forense, os mecanismos de consulta científica utilizados não indicaram nenhuma referência nacional ou internacional. O escopo deste estudo foi analisar a viabilidade de utilização da Internet como instrumento de apoio a aulas presenciais no processo de ensino-aprendizagem da Disciplina de Odontologia Legal. Com essa finalidade, procedeu-se à aplicação de um questionário versando sobre o manejo do computador e da Internet nos 2º e 8º semestres, período diurno, da Faculdade de Odontologia da Universidade de São Paulo (FOUSP). Setenta (70) alunos do 2º semestre e quarenta e três (43) alunos do 8º semestre responderam ao questionário. As respostas obtidas, juntamente com a análise da bibliografia consultada e a pesquisa dos principais sites de Odontologia Legal disponíveis na rede, constituíram a base para a formulação de um site orientado primordialmente para o ensino de conteúdos da disciplina de Odontologia Legal. / The propagation and the popularization of Internet starting from the nineties have been determining substantial changes in social interaction dynamics, contributing to the formation of a global culture, in which the traffic of information and knowledge are processed through new communication paradigms. The institution of those new communication models affects the field of education excessively, because the formative process is structured through the relationships among the several actors of the educational process – it doesn’t only assist to the mere transmission of contents. With this in mind, the impact of Internet and of NTIC (New Technologies of Information and Communication) in the professional formation have been discussed thoroughly in several areas of the knowledge, with the intention of instituting guidelines and protocols that can supply the necessary basis for the elaboration of projects of efficient On-Line Education. However, in spite of the relevance of the theme, little work exist has been referred to in the literature to the application of Internet in the learning of specific contents of Dentistry. In the field of forensic dentistry, the mechanisms of scientific consultation here applied didn't indicate any national or international reference. The objective of this study was to analyze the viability of the use of Internet as a support instrument to practical classes in the process of teaching-learning of the Discipline of Legal Dentistry. With that purpose, a questionnaire was distributed regarding the handling of the computer and of Internet among students of the 2nd and 8th semesters, day period, of University of Dentistry of the University of São Paulo (FOUSP). Seventy (70) students of the 2nd semester and forty three (43) students of the 8th semester answered to the questionnaire. The obtained answers, together with the analysis of the consulted bibliography and the research of the mains sites of Legal Dentistry available in the net, constituted the base for the formulation of a site guided for the teaching of contents of the discipline of Legal Dentistry.

Antes mesmo de entrar em contato com outro grupo social ou com uma língua estrangeira, já formamos desse outro certa imagem, a qual se propaga através de representações individuais e coletivas, passando também pelo processo de estereotipagem. Os estereótipos atuam na geração do sentido e, por isso, tornam-se foco de interesse no ensino-aprendizagem de uma língua estrangeira. Nessa perspectiva, o objeto desta pesquisa é o estudo de tais construções sociais no discurso da mídia, com o objetivo de promover um entendimento mais aprofundado da questão e analisar uma melhor maneira de aplicação didática dos estereótipos, nos cursos de língua. O estudo sobre estereótipos se baseou principalmente nos trabalhos de Ruth Amossy e Anne Herschberg Pierrot, que desenvolveram a noção de estereótipo e outros termos ligados a esse campo semântico nas várias disciplinas das ciências da linguagem. A abordagem desta pesquisa repousa, sobretudo, nos estereótipos culturais associados às imagens francesas e brasileiras que, geralmente, são transmitidas pelos meios de comunicação e reconstruídas por um grupo social. Alguns documentos midiáticos foram selecionados e analisados, para promover uma discussão em torno dessas imagens e propiciar um tratamento em direção a uma didática do estereótipo fundamentada numa perspectiva que envolve a imaginação, o humor e o senso crítico. / Before getting in touch with another social group or with a foreign language, we already have an image which travels through individual or collective representations and also faces the stereotype process. The stereotypes act in the generation of the meaning and for that reason they become the focus of interest in the learning-teaching process of a language. Under this perspective, the object of this research is studying such social constructions in the media discourse aiming at promoting a deeper knowledge about this issue and analyzing a better method to didactically apply the stereotypes in language courses. The study about stereotypes was based mainly on Ruth Amossys and Anne Herschberg Pierrots works, who have developed the notion of stereotypes and another terms linked to this semantic field in many subjects of the language sciences. The approach of this research lies mainly on the cultural stereotypes associated to French and Brazilian images which are often transmitted through the media and rebuilt by a social group. Some documents in the media were selected and analyzed in order to promote a discussion concerning these images and originate a way to handle it towards a didacticism of the stereotype instantiated in a perspective involving imagination, humor and critical sense.

<p>In this essay I discuss the magical creatures in the Harry Potter series; not the complete series but Harry Potter and the Chamber of Secrets, Harry Potter and the Prisoner of Azkaban and Harry Potter and the Goblet of Fire. Many scholars say that the Harry Potter novels are didactic, moralist books in different ways. What I investigate is if the magical creatures in the novels can be read as metaphors for issues that the teenage reader finds difficult to deal with and if they could also offer ways to help. More specifically I look at the giant and the werewolf as metaphors for separate types of outsiders who have to try to handle the prejudice of others; one being strange because of genes and one because of an illness. I also look at the house-elf as a metaphor for various oppressive situations one can encounter as a child and also for how to cope with change. In connection to the house-elves I also discuss racism and social class. The last two creatures I investigate are the Dementor as a metaphor for depression and the Boggart as a symbol for fear. My conclusion is that one can read these creatures as symbols or metaphors for difficulties for teenagers in various ways and that these interpretations almost always also offer a way to handle said difficulty.</p>

Submitted by LEONARDO MARQUES TEZZA null (leo_tezza@hotmail.com) on 2018-03-21T21:37:34Z No. of bitstreams: 1 DISSERTAÇÃO FINAL.pdf: 11874390 bytes, checksum: 56fd227f04e27362607ae876d528bfd4 (MD5) / Approved for entry into archive by Satie Tagara (satie@marilia.unesp.br) on 2018-03-22T13:28:48Z (GMT) No. of bitstreams: 1 tezza_lm_me_mar.pdf: 11874390 bytes, checksum: 56fd227f04e27362607ae876d528bfd4 (MD5) / Made available in DSpace on 2018-03-22T13:28:48Z (GMT). No. of bitstreams: 1 tezza_lm_me_mar.pdf: 11874390 bytes, checksum: 56fd227f04e27362607ae876d528bfd4 (MD5) Previous issue date: 2018-02-22 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Trata-se de texto final de dissertação, desenvolvido com os resultados obtidos mediante pesquisa histórica e documental, em nível de mestrado, com objetivo central de identificar, reunir, selecionar, sistematizar, analisar e interpretar aspectos da Didática, como disciplina no curso de Pedagogia da Faculdade de Filosofia e Ciências – Unesp de Marilia entre os anos de 1963 à 2005. Tal formulação surgiu diante dos seguintes questionamentos: entre os anos de 1963 e 2005, quais saberes foram constituindo as disciplinas de Didática, ou seja, foram se tornando propriamente acadêmicos por meio das disciplinas de Didática? Como esses saberes foram se materializando por meio das práticas pedagógicas dos seus professores e nos vários documentos orientadores e normatizadores dessas práticas? Nosso recorte temporal se deve ao fato de que, em 1963 inicia-se o primeiro período em que a disciplina de Didática se desenvolveu no curso de Pedagogia da então Faculdade de Filosofia, Ciências e Letras – FAFI de Marília, e o marco final foi delimitado, considerando que já desenvolvemos pesquisa sobre tal temática a partir de 2006 momento em que o curso em foco passou a funcionar já não mais mediante habilitações, porém centrada na formação de professores para exercer funções de magistério na Educação Infantil e nos anos iniciais do Ensino Fundamental, nos moldes da Resolução CNE/CP n. 1, de 15 de maio de 2006 (BRASIL, 2006). Ainda, são objetivos da nossa investigação: identificar aspectos das várias estruturas que o Curso de Pedagogia em questão assumiu durante o recorte temporal da pesquisa; identificar e analisar a importância das disciplinas de Didática, frente às demais disciplinas do curso mencionado; analisar aspectos da história das disciplinas de Didática, à luz dos sujeitos que as produziram e conviveram com mudanças histórica da Didática, tanto como disciplina, quanto como campo de saberes; Contribuir para o desenvolvimento de pesquisas correlatas. O quadro teórico-metodológico da pesquisa constitui-se com as formulações teóricas de Chervel (1990), para quem a constituição e o funcionamento das disciplinas de ensino, no caso da nossa pesquisa, das disciplinas acadêmicas, centralmente as de Didática, são presididos pelas suas “finalidades reais” e “finalidades de objetivo”. Também, tal quadro constitui-se com as teorizações de Goodson (1995), para quem as disciplinas escolares possuem estreita relação com a construção social do currículo e do conhecimento e, nesse sentido, interessa-se em compreender como o estatuto, os recursos e a estruturação das disciplinas escolares empurram o conhecimento da disciplina em direções específicas. Buscamos, então, desenvolver nossas análises em busca de responder aos questionamentos que motivaram a proposição da nossa pesquisa e, então, atingir aos seus objetivos, em busca de compreender a amplitude dos vários processos que constituíram as disciplinas de Didática no curso e período em foco. Nesse sentido, neste texto monográfico, apresentamos resultados das análises desenvolvidas mediante corpus documental e fontes bibliográficas de e sobre aspectos constituintes das disciplinas de Didática, objetos da nossa investigação. / It is final text developed with the results obtained by a historical and documental research,in master's degree level, with the goal of identifying, to gather, to select, to systematize, to analyze and to interpret aspects of the Didacticism, as a subject the Pedagogy’s course from University of Philosophy and Sciences – Unesp/ Marília- among the years 1963 until 2005. Such formulation appeared before the following questions: among the years 1963 and 2005, which knowledge went constituting the subjects of Didacticism, in other words, they were turning if properly academic of the subjects of Didacticism? How that knowledge was materializing through the teachers' pedagogic practices and in the several guiding documents of those practices? Our temporary cutting is due to the fact that, in 1963 in the course of Pedagogy from the University of Philosophy, Sciences and Letters–FAFI of Marília, and It was the mark of the end of this theme considering that already developed research on such thematic in 2006 moment, in that the course in focus started to work no longer ,more meantime qualifications, however centered in the teachers' formation to exercise, teaching functions in the Infantile Education and in the first years from the Fundamental Teaching, in Brazilian law /CP'S molds n. 1, of May 15, 2006 (BRAZIL, 2006). Still, they are objectives of our investigation: to identify aspects of the several structures that the Course of Pedagogy in subject assumed during the temporary cutting of the research; to identify and to analyze the importance of the disciplines of Didacticism, front to the others disciplines of the mentioned course; to analyze aspects of the history of the disciplines of Didacticism, to the light of the subjects that they produced them and they lived together with changes historical of the Didacticism, as much as discipline, as field of you know; To contribute for the development of researches correlates. The theoretical-methodological picture of the research it is constituted with the theoretical formulations of Chervel (1990), for who the constitution and the operation of the teaching disciplines, in the case of our research, of the academic disciplines, centrally the one of Didacticism, they are presided by their “real purposes” and “objective purposes”. Also, such a picture is constituted with the Goodson”s theorizing (1995), for who the school disciplines possess it narrows relationship with the social construction of the curriculum and of the knowledge and, in that sense is interested to understand as the statute, the resources and the structuring of the school disciplines push the knowledge into specific directions. We looked for, to develop our analyses in search of answering to the questions that motivated the proposition of our research and, then to reach the objectives, in search of to understand the width of the several processes that constituted the disciplines of Didacticism in the course and period in focus. In that sense, in this monography text, we presented results of the analyses developed by documental corpus and bibliographical sources about aspects of the disciplines of Didacticism, objects of our investigation.

Este trabalho tem o objetivo de apresentar a construção, a aplicação e a avaliação de uma unidade de ensino potencialmente significativa na disciplina de ciências, em uma turma de 9º ano do ensino fundamental, visando à ocorrência de uma aprendizagem significativa. Assim sendo, a escolha dos conteúdos “energia e ligações químicas”, nessa unidade de ensino, foi em função da reformulação da proposta pedagógica realizada na rede municipal de ensino, na cidade de Gramado/RS. Nesta ocasião, em que os professores de ciências abordaram as contribuições da física e da química para o desenvolvimento tecnológico, considerando o seguinte eixo temático: Desenvolvimento científico e tecnológico. A pesquisa realizou-se por meio de uma abordagem qualitativa; de natureza aplicada; descritiva, quanto aos objetivos; documental, participante e pesquisa-ação, quanto aos procedimentos. A unidade de ensino foi organizada em seis momentos com atividades distintas. A análise dos resultados da aprendizagem contou com avaliação diagnóstica, avaliação somativa individual, fichas de acompanhamento ao longo de sua implementação e análise textual discursiva. A unidade de ensino potencialmente significativa desta dissertação apresentou resultados expressivos no que se refere à aprendizagem significativa, pois os sujeitos participantes dos seis momentos mostraram não só uma predisposição para assimilar os conceitos trabalhados, como também a capacidade de transferi-los e de aplicá-los em outros contextos de aprendizagem. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2015-08-19T16:24:52Z No. of bitstreams: 1 Dissertacao Daniel de Almeida Raber.pdf: 7723982 bytes, checksum: 4d3996174aa9f05b6513fc18bd16d070 (MD5) / Made available in DSpace on 2015-08-19T16:24:52Z (GMT). No. of bitstreams: 1 Dissertacao Daniel de Almeida Raber.pdf: 7723982 bytes, checksum: 4d3996174aa9f05b6513fc18bd16d070 (MD5) / The intention of this study is to present the construction, the use and assessment of a potential meaningful teaching unit in a ninth grade class of science in an elementary school. It aims to approach a meaningful learning. The choice of energy and chemical bonds content in this teaching unit was due to the restructuring of the educational proposal that took place in the municipal school system in the city of Gramado, Rio Grande do Sul, Brazil. The science teachers approached the contributions of physics and chemistry for technological development in a Main Topic entitled Scientific and Technological Development. The research was a qualitative approach, descriptive nature, as to the objectives is descriptive and documentary, participant and research-action on procedures. The teaching unit was organized in six moments with different activities and the analysis of the learning results was developed throughout diagnostic assessment and individual summative evaluation. Reports throughout its implementation and discursive textual analysis were monitored. The potential meaningful teaching unit of this work showed significant results concerning the meaningful learning, as six moments participant students showed not only a predisposition to assimilate the concepts, but the ability to transfer them and apply them in other learning contexts as well.

Este trabalho tem o objetivo de apresentar a construção, a aplicação e a avaliação de uma unidade de ensino potencialmente significativa na disciplina de ciências, em uma turma de 9º ano do ensino fundamental, visando à ocorrência de uma aprendizagem significativa. Assim sendo, a escolha dos conteúdos “energia e ligações químicas”, nessa unidade de ensino, foi em função da reformulação da proposta pedagógica realizada na rede municipal de ensino, na cidade de Gramado/RS. Nesta ocasião, em que os professores de ciências abordaram as contribuições da física e da química para o desenvolvimento tecnológico, considerando o seguinte eixo temático: Desenvolvimento científico e tecnológico. A pesquisa realizou-se por meio de uma abordagem qualitativa; de natureza aplicada; descritiva, quanto aos objetivos; documental, participante e pesquisa-ação, quanto aos procedimentos. A unidade de ensino foi organizada em seis momentos com atividades distintas. A análise dos resultados da aprendizagem contou com avaliação diagnóstica, avaliação somativa individual, fichas de acompanhamento ao longo de sua implementação e análise textual discursiva. A unidade de ensino potencialmente significativa desta dissertação apresentou resultados expressivos no que se refere à aprendizagem significativa, pois os sujeitos participantes dos seis momentos mostraram não só uma predisposição para assimilar os conceitos trabalhados, como também a capacidade de transferi-los e de aplicá-los em outros contextos de aprendizagem. / The intention of this study is to present the construction, the use and assessment of a potential meaningful teaching unit in a ninth grade class of science in an elementary school. It aims to approach a meaningful learning. The choice of energy and chemical bonds content in this teaching unit was due to the restructuring of the educational proposal that took place in the municipal school system in the city of Gramado, Rio Grande do Sul, Brazil. The science teachers approached the contributions of physics and chemistry for technological development in a Main Topic entitled Scientific and Technological Development. The research was a qualitative approach, descriptive nature, as to the objectives is descriptive and documentary, participant and research-action on procedures. The teaching unit was organized in six moments with different activities and the analysis of the learning results was developed throughout diagnostic assessment and individual summative evaluation. Reports throughout its implementation and discursive textual analysis were monitored. The potential meaningful teaching unit of this work showed significant results concerning the meaningful learning, as six moments participant students showed not only a predisposition to assimilate the concepts, but the ability to transfer them and apply them in other learning contexts as well.