Education represents one of Isabelle de Charriere's favourite topics. In her novels, the author has expressed her concerns on the matter, but her comments refer particularly to women's education. The present study will therefore be dedicated to the gathering of these observations, in order to show the author's position regarding the education of women. Afterwards, it should be possible to see whether Madame de Charriere's ideas may be compared to those of her time. In the case of women, moral education is preponderant, but knowledge is also important. In addition to her pedagogical advice, the writer provides some thoughts on the status of women in general.

Thesis (M.A.)--University of Toronto, 2005. / Includes bibliographical references (p. 120-127).

Thesis (M.Ed. (Hons.)) -- University of Western Sydney, 2002. / "Masters in Education (Honours), 2002, University of Western Sydney" Bibliography : leaves 180-187.

Thesis (Ph. D.)--University of Sydney, 2001. / Title from title screen (viewed Apr. 23, 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Dept. of English, Faculty of Arts. Includes bibliography. Also available in print form.

Thesis (Ph. D.)--University of Illinois, 1962. / Also issued in print.

Thesis (M.A.)--Kent State University, 2009. / Title from PDF t.p. (viewed April 21, 2010). Advisor: Maryann De Julio. Keywords: Tropismes; Childhood; Enfance; betrayal; education; non-dit. Includes bibliographical references (p. 66-67).

Thesis (Ph. D.)--University of Illinois, 1962.

Thesis (Ph. D.)--Ohio State University, 2005. / Available online via OhioLINK's ETD Center; full text release delayed at author's request until 2008 May 25

This case study investigates how readers read comics. The work, based upon Roland Barthes' concept of relay discussed in Image, Music, Text (1977), considers that a reader tmderstands the comic at the higher level of the diegesis by switching between signifying systems. The research fmdings suggest that the reading of comics requires visual and verbal intermediate literacy skills and that textual coherence occurs for readers when they reach the critical point in their own reading. The coherence of the text and critical point for the reader are achieved as a result of the cOlmections between the signifying systems of description and depiction, at the level of the individual sign and the textual structure. The analysis of such data as the features of the comic and readers' responses to texts, proposes a model based upon the concept of a core and periphery spiral. It suggests that knowledge frameworks, visual and verbal literacy and the metalinguistic skill of 'relay' are required to read the comic text; but in order to reach a critical point for understanding these need to be synthesised with affective responses. The comic form is also placed into a cultural and literacy context and implications of the fmdings for using this form in education are discussed.

Este trabalho é composto por três ensaios que buscam investigar, por meio de textos literários, elementos sobre a transmissão de um saber-fazer-com o impossível, na interface entre educação e psicanálise. Os ensaios decantam das experiências com o Armazém de Histórias Ambulantes e o Setor de Cuidados Paliativos do Hospital Nossa Senhora da Conceição em Porto Alegre (RS). O primeiro ensaio aborda os livros que compõem o projeto O Bairro, de Gonçalo M. Tavares, e traz a noção de errância para estabelecer uma proposição metodológica. O segundo ensaio retoma a obra de Herman Melville, Bartleby, o escrevente: uma história de Wall Street, articulando a ideia de paragem como um espaço que suspende um tempo e uma urgência no fazer, interrompendo a consequência antecipada e deixando surgir o que é contingente. Já o terceiro ensaio atualiza elementos da obra A desumanização, do escritor português Valter Hugo Mãe, e tem a alteridade como chave de leitura, alteridade que imanta um campo onde emerge a possibilidade de inventar um saber-fazer-com. Esses ensaios operam como um laboratório de experiências em que a ficção, o ato e a criação seguem na direção de pensar a literatura como um modo de transmissão de um saber- -fazer-com diante do impossível. / This work consists of three essays that seek to investigate, through literary texts, elements that can transmit a know-how-with the impossible, at the interface between education and psychoanalysis. The essays enhance from experiences with the Itinerant Stories Warehouse and the palliative care sector of Hospital Nossa Senhora da Conceição in Porto Alegre – RS. The first essay explores the books that compose the project The Neighborhood, by Gonçalo M Tavares, and explores the notion of wandering to establish a methodological proposition. The second incorporates the work of Herman Melville, Bartleby, the scribe: a story of Wall Street, to articulate the idea of stopping time as a space-time that suspends the time and the urgency in doing, interrupting the early consequence and letting arise what is contingent. The third explores elements in Valter Hugo´s The dehumanization, and suggests the otherness as a key reading; otherness that connects to the field where emerges the possibility of inventing a know-how-with. These essays operate as a laboratory of experiments in which the fiction, the act and creation, follow in the direction of thinking about the literature as a way of transmitting a know-how-with towards the impossible.