A presente Tese propõe uma nova abordagem da leitura de textos do período conhecido por Barroco e, para isso, fez-se necessário criar novos termos que correspondessem a essa expectativa: a iconofotologia e poemas fotográficos. Para que um leitor contemporâneo possa ler e compreender textos daquele período, teria de ter acesso a uma chave sígnica a que somente os leitores do Barroco tinham acesso: as iconologias. No entanto, esse referencial se perdeu, por isso temos de substituí-lo por um outro, a partir do acervo imagético-fotográfico de que dispomos hoje e que chamamos de iconofotológico. A partir dele, será possível lermos, sob o ponto de vista contemporâneo (não sob o ponto de vista seiscentista), os poemas que denominamos fotográficos. / The present Thesis intends to give a new approach to the reading of texts from the period known as Baroque and, for that, it was necessary to create new terms that corresponded to this expectation: the iconophotology and photographic poems. In order to enable a reader to read and understand texts of that period, he would have to have access to a signical key to which only readers of that moment had access: the iconologies. However, such reference has been lost; therefore, we have to replace it by another one, from the imagetic-photographic collection we have, which is called iconophotological. With this premise, it will be possible to read, under the contemporary point of view (not under the baroque point of view), the so- called photographic poems.

Made available in DSpace on 2016-04-29T13:31:17Z (GMT). No. of bitstreams: 1 Deborah Griebeler.pdf: 826548 bytes, checksum: 0341f38dd1aa04c4d0a9c57678d8efc3 (MD5) Previous issue date: 2015-05-08 / The present dissertation aims to study the term "Emblematic subjects" as a theoric contribution to the Theory of the Identity in construction, sustained in the syntagma identity-metamorphosis-emancipation proposed by Ciampa (1987). According to a survey carried out during the process of this work, the term "Emblematic subjects" have been used and built since 1996 in discussions at NEPIM (Center of Study and Research of Identity-Metamorphosis) of Pontifical Catholic University of São Paulo (PUC-SP). To carry out this study, we began, so, with academic productions of NEPIM that have had completed the term "Emblematic subjects" and, as a methodology, we used the history of life contained in the eight academic works that served as a base for short account that are presented here as contextualization and illustration of what is discussed now. This work designed in the syntagma identity-metamorphosis-emancipation proposed by Ciampa (1987) and the arising from productions of NEPIM, and has as a theoric reference Jürgen Habermas and Ciampa, especially the post-conventional subject of Habermas (1983) and the "come to be" and "be to itself" of Ciampa (1987). As we treat it like a theoric work, this dissertation ends with the final considerations broaching synthetically, what has been discussed throughout the work such as exposing inherent gaps to the academic production as possible spaces of appropriation of the Academy / A presente dissertação visa estudar o termo sujeitos emblemáticos como contribuição teórica à Teoria de Identidade em construção sustentada no sintagma identidade-metamorfose-emancipação proposto por Ciampa (1987). Segundo pesquisa realizada durante a construção desse trabalho, o termo sujeitos emblemáticos tem sido usado e construído desde 1996 em discussões no NEPIM (Núcleo de Estudos e Pesquisa em Identidade-Metamorfose) da Pontifícia Universidade Católica de São Paulo (PUC-SP). Para efetivar esse estudo, parte-se então das produções acadêmicas do NEPIM que tenham contemplado o termo sujeitos emblemáticos e, como metodologia, utilizou-se as histórias de vida contidas nos oito trabalhos acadêmicos que serviram de base para breves relatos que são aqui apresentados como contextualização e ilustração do que ora é discutido. Esse trabalho pauta-se no sintagma identidade-metamorfose-emancipação proposto por Ciampa (1987) e nas produções oriundas do NEPIM, tendo como referenciais teóricos Jürgen Habermas e Ciampa, especialmente o sujeito pós-convencional de Habermas (1983) e o vir-a-ser e o ser-para-si de Ciampa (1987). Por tratar-se de um trabalho teórico, essa dissertação se encerra com as considerações finais abordando sinteticamente o que fora discutido ao longo do trabalho, bem como expondo lacunas inerentes à produção acadêmica como espaços possíveis de apropriação da Academia

A presente Tese propõe uma nova abordagem da leitura de textos do período conhecido por Barroco e, para isso, fez-se necessário criar novos termos que correspondessem a essa expectativa: a iconofotologia e poemas fotográficos. Para que um leitor contemporâneo possa ler e compreender textos daquele período, teria de ter acesso a uma chave sígnica a que somente os leitores do Barroco tinham acesso: as iconologias. No entanto, esse referencial se perdeu, por isso temos de substituí-lo por um outro, a partir do acervo imagético-fotográfico de que dispomos hoje e que chamamos de iconofotológico. A partir dele, será possível lermos, sob o ponto de vista contemporâneo (não sob o ponto de vista seiscentista), os poemas que denominamos fotográficos. / The present Thesis intends to give a new approach to the reading of texts from the period known as Baroque and, for that, it was necessary to create new terms that corresponded to this expectation: the iconophotology and photographic poems. In order to enable a reader to read and understand texts of that period, he would have to have access to a signical key to which only readers of that moment had access: the iconologies. However, such reference has been lost; therefore, we have to replace it by another one, from the imagetic-photographic collection we have, which is called iconophotological. With this premise, it will be possible to read, under the contemporary point of view (not under the baroque point of view), the so- called photographic poems.

Made available in DSpace on 2016-04-28T14:16:20Z (GMT). No. of bitstreams: 1 Fabiana Dias Klautau.pdf: 9928422 bytes, checksum: 4c7e29e60807fb86fc2b38919431d035 (MD5) Previous issue date: 2014-08-08 / The purpose of this dissertation is the analysis of some aspects presented in Conrad Gesner´s Historia animalium (1551-1558), such as some information included in animal´s descriptions, its sources and images, as a vehicle of knowledge transmission. We intend to demonstrate that the content in Gesner´s work, as well as in his contemporary fellows, showed particular features which were consisted not only of anatomical and physiological animal´s descriptions, but they were especially comprised of information which today would be considered additional, as for example, what the ancients would say about each animal, the legends, the fables, its use in medicine, in culinary, in art, etc. All this correlated information was called, by some scholars of this period, the emblematic world view and they determined the scope of animal History in the sixteenth century. In order to demonstrate the interrelated information in Gesner´s writings, we selected not only his writings but also some works of other writers. One of them is Andrea Alciati´s Emblematum Libellus (1531), to which is attributed the dissemination of the emblems - a group of text and image designed to be deciphered, bringing intricate topics such as religion, love, betrayal, politics, moral, among others, which were widely covered in Gesner´s work. We also selected some examples of medieval bestiary to demonstrate how animals were described and illustrated in this kind of work, as well as Ovid´s (43 a.C 17 d.C) Ars Amatoria and the Methamorphoses, aiming at investigating this type of literature and, in later editions, the kind of images involving animals in these poems, in order to accomplish the case study about the mythical beast known as the Minotaur / O objetivo dessa Dissertação é analisar alguns aspectos na obra História animalium (1551-1558) de Conrad Gesner (1516-1565), entre eles, o tipo de informação contida na descrição dos animais, algumas de suas fontes e as imagens como via de transmissão de conhecimentos. Nossa intenção é demonstrar que o conteúdo da obra elaborada por Gesner, assim como por alguns de seus contemporâneos, apresentava características particulares e era composta não apenas por descrições acerca da anatomia e fisiologia das bestas, mas eram especialmente carregadas de informações adicionais, como por exemplo, o que os antigos diziam sobre cada animal, lendas, fábulas, uso na medicina, na culinária, na arte, etc. Todas essas informações interligadas faziam parte de uma rede de conhecimentos chamada por alguns estudiosos desse período de visão emblemática de mundo e de natureza, que caracterizou a História dos animais no século XVI. Para demonstrar algumas informações inter-relacionadas na obra de Gesner, selecionamos, além de seus escritos, trabalhos de outros autores. Um deles foi o Emblematum Libellus (1531) de Andrea Alciati (1492-1550), ao qual é atribuída a difusão dos emblemas - um conjunto de texto e imagem criados para serem decifrados, que traziam intrinsicamente mensagens de diversos temas como religião, amor, traição, política, moral entre outros, e que foram amplamente difundidos nas descrições de Gesner. Selecionamos também alguns exemplos de bestiários medievais para demonstrar como os animais eram descritos e representados nesse tipo de trabalho, bem como A arte de amar e as Metamorfoses de Públio Ovídio (43 a.C 17d.C) para averiguar o tipo de literatura, e em edições posteriores, de imagens que envolviam animais contidos nesses poemas, peculiarmente para realizar o estudo de caso sobre a besta mítica conhecida como minotauro. Contudo, foi possível expor ao longo do nosso trabalho o tipo de informação trazida nos textos e nas imagens das diferentes obras selecionadas

Considering that during the Baroque there was arguably nothing more enigmatic than the emblematic tradition, this thesis discusses how emblems played a role in the configuration of subjectivities in New Spain and, more precisely, in their production of symbolic imagery. Through the analysis of the poetic, political, and philosophical functions of the 1680 Neptuno alegórico (Allegorical Neptune), this this study discusses the concepts of "emblem,"ekphrasis"," "syncretism," and "neoplatonic tradition" in one of the most rethorical and multifaceted texts of the humanist writer and Hieronymite nun sor Juana Inés de la Cruz (1648-1695). / Graduate / mplundin@gmail.com

This qual-quan case study investigated the role of code-switching (CS) in education in four senior secondary schools in Botswana. CS is a communicative strategy used in many places, including Botswana, during formal and informal social occasions. CS also occurs in education; however, its occurrence is viewed as a somewhat problematical phenomenon – that it signals the speaker’s lack of proficiency in the Language of Learning and Teaching (LoLT). The study also investigated if CS in the classroom contravenes the country’s Language-in-Education Policy (LiEP), which states that English is the medium of instruction throughout the education system (Botswana Government White Paper No.2 of 1994). The study found that CS occurrence in teaching and learning has positive and negative educational effects. However, its use has adverse implications for the LiEP of Botswana. Consequently, recommendations are made on the effective use of CS and on the revision of the LiEP. The study is divided into nine chapters. Chapter One is the introduction and covers: Botswana’s language situation, including the status of English generally and in education in particular, the statement and analysis of the problem, research questions and the importance of the study. Chapter Two gives a comprehensive review of the literature on CS generally and CS in education in particular. The key words are: code-switching, code-mixing, borrowing, nonce-borrowing and re-borrowing / double-plural. Botswana’s LiEP is also discussed with respect to language planning, education and educational development. Chapter Three discusses the research design and the data-collection methods. These include: the research sites, sample selection and sampling procedures, data-collection instruments and their administration, and the independent and dependent variables used in data-collection. The importance of pre-testing the research instruments, ethical aspects observed and problems encountered during the data-collection stage are also highlighted. The role of the University of Pretoria’s Statistics Department is also explained. Hymes’ mnemonic of SPEAKING used in the analysis of the qualitative data is also described. Chapter Four presents the quantitative analysis of the respondents’ demographic details, and highlighting the differences and similarities identified. Chapters Five and Six present the results from the quantitative analysis of the teachers’ and learners’ data. The former presents the teachers’ evaluation of the learners’ language proficiency in class; the latter presents the learners’ subjective self-evaluation of their own English proficiency and their evaluation of teachers’ proficiency in English. Furthermore, both chapters respectively present the teachers and learners’ views on the role of English, Setswana and other indigenous languages in education as LoLT, and their attitude towards CS in education. The significance or the non-significance of the analyzed results is also presented. Chapter Seven presents the results from the qualitative analysis of the data (through the application of Hymes’ mnemonic of SPEAKING) obtained through lesson observations. Chapter Eight deals with the interpretation and discussion of the results through answering the main research questions. Chapter Nine presents the study’s summary, conclusions and recommendations on CS in the classroom and on Botswana’s LiEP. The study’s limitations and implications for further research are also discussed. / Thesis (DPhil)--University of Pretoria, 2011. / Afrikaans / unrestricted

Syftet med föreliggande studie var att göra jämförelser mellan små barn med typisk språklig utveckling och små barn med språkstörning avseende impressivt och expressivt ordförråd samt användning av gester. Fyra barn med typisk språkutveckling rekryterades till studien. Dessa barn var köns- och åldersmatchade med redan insamlat material från fyra barn med språkstörning. Åldrarna på barnen (en flicka, tre pojkar) var 33–51 månader. Impressivt och expressivt ordförråd testades med Picture Naming Game (PiNG) och testsituationen videofilmades för att möjliggöra undersökning av barnens användning av deiktiska, ikoniska och emblematiska gester. Resultaten visar att barnen med typisk språklig utveckling på gruppnivå erhöll ett högre resultat på PiNG jämfört med de matchade barnen med språkstörning. Barnen med typisk utveckling utförde ett lägre antal totalt använda gester, ett lägre antal deiktiska och ikoniska gester samt hade färre gester synkroniserade med tal jämfört med barnen med språkstörning. Barnen med typisk språklig utveckling utförde fler emblematiska gester samt hade en högre andel gester synkroniserade med tal än barnen med språkstörning. Endast en av de uppmätta skillnaderna uppnådde statistisk signifikans vilket identifierades i användandet av emblem under expressiva testuppgifter där TD-gruppen använde signifikant fler emblem än barnen i DLD-gruppen. Då inga signifikanta skillnader förelåg mellan gruppernas totala PiNG-resultat och användning av gester gjordes en gemensam korrelationsanalys där en stark och signifikant negativ korrelation (p=0,01832) mellan barnens ålder och användning av ikoniska gester identifierades. Resultatet i föreliggande studie indikerar att gestanvändningen kan vara värdefull att inkludera vid bedömning av barn och utredning av eventuell språkstörning. Det finns dock behov av fler studier inom detta område och analys av en större mängd data behövs. / The purpose of the present study was to make comparisons between young children with typical language development and young children with developmental language disorder regarding impressive and expressive vocabulary and use of gestures. Four children with typical language development were recruited to the study. These children were sex- and age-matched with already collected data from four children with language impairment. The ages of the children (one girl, three boys) were 33- 51 months. Receptive and expressive vocabulary was tested with the Picture Naming Game (PiNG) and the test situation was video recorded to enable examination of the children's use of deictic, iconic and emblematic gestures. The results show that the children with typical language development at the group level obtained a higher result on the PiNG compared to the age- and gender matched children with a developmental language disorder. The children with typical development performed a lower number of total gestures, a lower number of deictic and iconic gestures as well as fewer gestures synchronized with speech in comparison to the children with developmental language disorder. The children with typical language development performed more emblematic gestures and had a higher percentage of gestures synchronized with speech than the children with language disorder. Only one significant difference was identified between the groups. Statistical significance was identified in the use of emblematic gestures during expressive tasks of PiNG where the children in the TD-group used significantly more emblematic gestures than the children in the DLD-group. As there were no significant differences between the groups regarding the total result of PiNG and the use of gestures, a joint correlation analysis was performed where a strong and significant negative correlation (p=0.01832) between the children's age and the use of iconic gestures was identified. The results of the present study indicate that the use of gestures can be valuable to include when assessing children and investigating possible language disorders. However, there is a need for more studies in this area and analysis of a larger amount of data is needed.