Orientador: Alexandre Soares Carneiro / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-15T00:48:31Z (GMT). No. of bitstreams: 1 Cesarino_Michel_M.pdf: 982667 bytes, checksum: 68875905efd598fa317ae80bdac20754 (MD5) Previous issue date: 2009 / Resumo: Este trabalho é um estudo sobre algumas das temáticas de La Religieuse (A Religiosa), de Diderot, baseado numa abordagem pictórica. Conceitos como o de anamorfose e o de naïveté na pintura, presentes na arte do século XVIII são usados nessa abordagem. A trajetória de Suzanne Simonin, protagonista do romance, expõe histeria, homossexualidade, melacolia e loucura através de três conventos, como conseqüências do corpo submetido a bloqueios em suas tendências naturais; parte disto é aqui desenvolvido. Além disso, abordo a questão do pathétique e da ilusão naquele romance, utilizados para cativar e comover o leitor como se ele estivesse num espetáculo teatral. / Abstract: This work is about La Religieuse (The Nun) of Diderot, based on a pictoral approach. Concepts like anamorphose and that of naïveté, both of them presents in the art the 18th century were used in such approach. The course of Suzanne Simonin, protagonist of the novel, exposes hysteria, homosexuality, melancholy and madness through tree convents as consequences of the submited body to obstructions in its natural tendencies; part of this is developed here. Besides that, I make an approach to the subject of pathétique and illusion in that novel, both used to captivate and move the reader as if he was at a theatrical spectacle. / Mestrado / Teoria e Critica Literaria / Mestre em Teoria e História Literária

No description available.

No description available.

Made available in DSpace on 2014-06-11T19:32:07Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-02-26Bitstream added on 2014-06-13T20:23:00Z : No. of bitstreams: 1 ricardo_mf_dr_arafcl.pdf: 389813 bytes, checksum: 017f1aa026ed5d0bd8c748bb03436a2a (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta tese tem por objetivo analisar o papel do narrador como estruturador do romance Jacques Le Fataliste de Denis Diderot (1713-1784). Apesar de ter sido escrito oitenta anos antes da eclosão do Realismo enquanto movimento estético, esse romance apresenta procedimentos literários que foram denominados, no século XIX, como sendo “realistas”. Dentre esses, destaca-se o referente ao narrador, responsável por estratégias ficcionais geradoras de uma ambigüidade entre ficção e história, provocando, no leitor, hesitação entre credibilidade e dúvida. Além disso, esse narrador apresenta uma abordagem subjetiva, que ora apenas narra os fatos, ora interfere no que é narrado, julgando as personagens e suas ações, ora se camufla na tentativa de aparentar distanciamento e neutralidade. Observa-se também de sua parte a realização de uma atividade metaficcional que evidencia um processo de escritura provocador para a sua época. As reflexões e críticas que a obra apresenta sobre a formação do gênero romance e sobre a própria escritura constituem uma experiência narrativa singular por se evidenciarem no interior do próprio romance. Dessa maneira, o narrador é o elemento que estrutura ou desestrutura a obra como um todo, gerando a coesão do texto, diante das várias histórias narradas e aos olhos do leitor. A sua análise determina, enfim, as características de um romance que se destaca dentre os publicados na França no século XVIII, constituindo-se num verdadeiro paradigma formal para os escritores seus sucedâneos, notadamente para os do século XIX, no mundo todo. / This thesis has as objective to analyze the narrator's role as the structurer of the novel Jacques Le Fataliste, by Denis Diderot (1713-1784). In spite of having been written eighty years before the Realism emerging as an aesthetic movement, this novel presents literary procedures that were denominated, in the XIX century, as being realists. Among them, it stands out the narrator, responsible for fictional strategies which generate an ambiguity between fiction and history, provoking, in the reader, hesitation between credibility and doubt. Besides, the narrator presents a subjective approach, that sometimes just narrates the facts, other times it interferes in what it is being narrated, judging the characters and their actions, and sometimes it camouflages in the attempt of looking distant and neutral. It is also observed, concerning the narrator, the accomplishment of a metaficcional activity that totally evidences a provoking writing process for its time. The reflections and critics it presents about the novel gender formation, and the writing itself, constitute a singular narrative experience by making itself evident inside the novel itself. In that way, the narrator is the element that structures or unstructures the work as a whole, generating the text cohesion, before the several narrated histories and to the reader's eyes. Its analysis determines, finally, the characteristics of a novel that stands out among all novels published in France in the XVIII century, establishing a true formal paradigm for its succedaneums writers, notedly for the ones from the XIX century, in the whole world.

Submitted by Fabiano Vassallo (fabianovassallo2127@gmail.com) on 2017-04-26T17:33:52Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese (texto final) 2016.pdf: 2545308 bytes, checksum: 3437b7e4b7320b1ec910a0d22da4e8fc (MD5) / Approved for entry into archive by Josimara Dias Brumatti (bcgdigital@ndc.uff.br) on 2017-05-08T15:10:07Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese (texto final) 2016.pdf: 2545308 bytes, checksum: 3437b7e4b7320b1ec910a0d22da4e8fc (MD5) / Made available in DSpace on 2017-05-08T15:10:07Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese (texto final) 2016.pdf: 2545308 bytes, checksum: 3437b7e4b7320b1ec910a0d22da4e8fc (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Universidade Federal do Rio de Janeiro, Faculdade de Educação, Rio de Janeiro, RJ / Intitulado Entre o convés e a escrivaninha: viagens, leituras e escritas de Bougainville e Diderot, este trabalho pretende analisar de que forma se constitui a literatura de viagem a partir de suas relações com o real, o fictício e o imaginário, verificando as relações entre Voyage autour du monde, de Louis Antoine de Bougainville, e os relatos de outros viajantes, analisando também de que forma esses mesmos relatos e outras referências influenciaram o imaginário individual e coletivo do viajante-escritor Bougainville na confecção de sua obra, reescrita no texto literário, classificado como conto filosófico, Supplément au voyage de Bougainville, de Denis Diderot. Partiremos de um estudo sobre o século XVIII – Século das Luzes – e os seus antecessores, a fim de compreendermos o projeto de viagem empreendido por Bougainville e o posicionamento filosófico de Diderot. A tese apresenta reflexões que se fazem necessárias, como: o papel da memória na produção do relato de viagem; as relações entre o viajante-escritor (quem lembra) e o leitor (quem imagina); as intertextualidades presentes nas duas obras analisadas, para que possamos diferenciar a viagem física e a viagem imaginária, bem como apresentar o jogo de leituras entre as duas obras; a apropriação da obra de Bougainville por parte do leitor Diderot / This research titled Entre o convés e a escrivaninha: viagens, leituras e escritas de Bougainville e Diderot aims to analyze how the literature travel begin the relationship with the real, fictitious and imaginary, checking the relations between Voyage autour du monde, Louis Antoine de Bougainville, and the other travelers' tale, also studying how these same reports and other references influenced the individual and collective imaginary about traveler-writer Bougainville in the production of his work, using reflection based on the literary text, Supplément au voyage de Bougainville by Denis Diderot, classified as a philosophical tale. We will start studying the eighteenth century, the Enlightenment, and its predecessors; aims to understand the travel project undertaken by Bougainville and the philosophical opinion of Diderot. This thesis presents reflections that are necessary, such as : the function of memory in the production of a travelogue; the relationship between the traveler-writer (who remembers) and the reader (who thinks); the intertextuality present in two works analyzed to possibility us to recognize the physical journey and the imaginary journey and present the game of readings between the two works; the appropriation of Bougainville work by the reader Diderot

Orientador: Antonio Miguel / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-03T15:31:45Z (GMT). No. of bitstreams: 1 Gomes_MariaLauraMagalhaes_D.pdf: 12578971 bytes, checksum: 42b253232c2d1e16537b7afbe47ac88f (MD5) Previous issue date: 2003 / Resumo: Este trabalho focaliza as visões sobre a educação matemática dos quatro autores do Iluminismo francês cujo nome figura em seu título. Os quatro capítulos centrais são constituídos por estudos sobre as idéias de Diderot, d' Alembert, Condillac e Condorcet nos quais se procura ressaltar, para cada pensador, o aspecto mais notável em relação à educação matemática. Em Diderot, esse aspecto se encontra no sentido político da educação matemática; d' Alembert se distingue por sua consideração da epistemologia da Matemática como a base da educação matemática. Em Condillac, destaca-se a valorização da educação matemática no plano cognitivo geral; em Condorcet, as concepções e propostas para a educação matemática na instrução pública. Os capítulos inicial e final apresentam, respectivamente, o quadro da educação matemática na França do século XVllI, antes da Revolução, e o contexto da mesma educação no período pós-iluminista, da morte de Condorcet à Restauração / Abstract: This thesis is focused on elucidating visions on Mathematical Education of four Eighteenth Century French Enlightenrnent authors, namely, Diderot, d' Alembert, Condillac and Condorcet. These philosophers main views on Mathematical Education, as perceived, are here organised in four exc1usively dedicated chapters, each of them selecting and approaching the core themes and arguments of each author. Accordingly, Diderot's main ideas on the topic are aimed at the political meaning of Mathematical Education, whereas to d' Alembert, the central aspect to be underlined is the Mathematical Epistemology. As for Condillac, the priority is given to the evolving cognitive frameworks. Finally, it is believed that Condorcet' s ultimate emphasis is on public education. The thesis initial and final chapters characterise the Mathematical Education contexts in France, respectively, in the Eighteenth Century before the French Revolution and in the Post-Enlightenrnent phase, from Condorcet's death to the French Restoration / Doutorado / Doutor em Educação

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

Titre de l'écran-titre (visionné le 8 février 2024) / Derrière l'école se cache la question des finalités éducatives. Et ces finalités, à travers les époques, témoignent immanquablement d'idéaux axiologiques propres à une aire géopolitique et culturelle donnée. L'histoire de l'éducation occidentale a été caractérisée par plusieurs éléments de continuité, mais aussi, à d'autres moments par quelques moments de rupture. Ce fut notamment le cas dans l'Europe du XVIIIᵉ siècle, où la pensée philosophique des Lumières, marquée, entre autres, par des idéaux d'égalité, d'émancipation et de raison, et par la volonté claire d'abolir l'Ancien régime, influencera grandement la pensée éducative contemporaine. Afin de mieux comprendre comment la conception éducative des penseurs des Lumières est teintée par des considérations sociopolitiques sous-jacentes, nous avons tenté de répondre à la question suivante : Quel type d'individu l'éducation doit-elle tendre à former ? Pour y répondre, nous avons analysé la pensée éducative de Diderot, de Kant et de Rousseau, telle qu'elle peut respectivement être circonscrite dans l'*Encyclopédie, Réflexions sur l'éducation* et l'*Émile*. Si leur conception éducative est teintée d'idéaux qui leur sont propres et que, par voie de conséquence, chacun envisage l'éducation selon des finalités spécifiques, ils s'entendent tous sur le fait que l'éducation devrait préparer le terrain pour la mise en place d'un nouveau contrat social, dans lequel chaque citoyen contribue à l'établissement d'une meilleure société. / Behind the school lies the question of the purposes of education. And, through the ages, these purposes automatically attest to axiological ideals of a given geopolitical and cultural area. The history of Western education has been characterized by several elements of continuity, but also by moments of disruption. This was particularly the case in 18th-century Europe, where the philosophical thought of the Enlightenment--known for its ideals of equality, emancipation and reason, as well as the clear desire to abolish the Old Regime--would greatly influence contemporary educational thought. In order to better understand how the educational design of the Enlightenment thinkers was coloured by the underlying sociopolitical considerations, we have attempted to answer the following question: What type of individual benefits from education? In response, we have analyzed the educational concepts of Diderot, Kant and Rousseau as described in l'Encyclopédie, *Lectures on pedagogy* and *Emile*, respectively. Even if their views differ due to ideals which are specific to each, they nevertheless agree on the fact that education should lead to the establishment of a new social contract, where every citizen contributes to a better society.

This thesis contains four chapters. The first chapter gives an overview of the current situation concerning same-sex parent families in France. This involves discussions of the PACS (Pacte civil de solidarité), adoption, and marriage, as well as the societal influences that caused the massive negative response to the Taubira law. The second chapter goes into more detail concerning portrayals of homosexuality in French media throughout the years. There is a focus, however, on one of the earliest portrayals of lesbianism in French literature: The Nun by Diderot. Lastly, the third chapter involves further explanation of the history of homosexuality and same-sex parent families. This chapter explores these ideas specifically in the context of French history, as well as how conditions for same-sex parent families have changed in recent years. The fourth and final chapter presents conclusions of the research.