The master's dissertation work is focused on the psychological diagnostics method - the test of an enchanted family drawing of the young children. The theoretical part of the diploma work generally describes the age of young children, children's family background, the ways of family functioning, development drawing of the young children and the method - the test of an enchanted family drawing. The practical part analyses the collection of 57 children's drawings to describe the most frequent symbols of the enchanted family drawing.

Au cours de la dernière décennie, beaucoup d'environnements commerciaux, de lieux de restauration ou de sites touristiques et de loisirs ont évolué pour se transformer en une variation de mondes à découvrir et dans lesquels vivre des expériences éminemment sensorielles. La démultiplication des lieux thématisés nous a conduits à nous interroger sur ce qu'ils pouvaient procurer de plus que les autres à leurs clients. Au vu des coûts engendrés, une stratégie de thématisation se doit d'avoir un impact sur le comportement des consommateurs. Du point de vue théorique, les recherches sur la thématisation s'inscrivent dans le courant expérientiel qui vise notamment à réenchanter le consommateur. Les travaux en sociologie de la consommation expliquent son désenchantement par la rationalisation des activités de production et de consommation qui a marqué la période moderne. La simulation et l'hyperréalité – piliers de la postmodernité – sont le support des stratégies de thématisation. Au service du réenchantement, le marketing expérientiel vise alors à redonner du sens et de la magie aux expériences de consommation, qu'elles soient extraordinaires ou quotidiennes. Cette recherche se propose d'étudier les effets de la thématisation du lieu sur l'expérience vécue par le consommateur. Elle s'inscrit dans le champ des travaux relatifs à l'influence de l'environnement sur le comportement du consommateur. Un modèle alliant variables cognitives (valeur globale perçue, satisfaction) et expérientielles (émotions, enchantement, valeur de consommation) est proposé pour expliquer les intentions de revenir sur le lieu. Notre travail suit une démarche hypothético-déductive et s'appuie sur une étude quantitative par questionnaire. Le cas des grandes stations de sports d'hiver constitue le terrain de la recherche. Les données ont été collectées dans une station thématisée (Arc 1950) et une station non thématisée (Arc 1800.) Des tests statistiques de différences de moyennes et des analyses par équations structurelles (approche PLS) ont été mobilisés afin d'étudier les effets de la thématisation du lieu et de tester le modèle de recherche proposé. Nous distinguons quatre principaux apports. Le premier, de nature conceptuelle, contribue à une meilleure compréhension de la notion d'enchantement ainsi qu'à une mise en perspective de la thématisation vis à vis de la notion de théâtralisation. Le second apport est relatif à l'influence de la thématisation. Les résultats montrent qu'un environnement thématisé procure des émotions plus intenses et favorise l'enchantement du consommateur. La valeur globale perçue de l'expérience et le niveau de satisfaction sont également supérieurs dans la station thématisée. La troisième contribution réside dans l'étude des liens structurels entre les variables du modèle conceptuel. En premier lieu, nous mettons en évidence une influence très forte de l'enchantement sur la valeur globale et la satisfaction. Nous constatons également que l'intention de revenir sur le lieu est mieux expliquée par la satisfaction que par la valeur globale. Parallèlement, nous montrons que la valeur de consommation attachée à l'expérience n'a que peu d'effet sur les autres variables du modèle. Enfin, la principale contribution méthodologique de ce travail est le développement d'une échelle de mesure de la valeur de consommation attachée aux séjours en stations de sports d'hiver. / During the last decade, many places like restaurants, shopping malls, tourism and leisure environments, have evolved into a plurality of worlds to be discovered and into which one can live sensory experiences. The multiplication of themed places led us to ponder about the supplement of value they could offer to their customers. Given the engendered costs, a strategy based on thematization has to influence behaviors of consumers. From a theoretical point of view, research on thematization draws on the experiential stream of literature, which aims at reenchanting consumers. Research in consumption sociology explains disenchantment through rationalization of production and consumption activities, which has been a landmark of the modern period. Simulation and hyperreality, as pillars of postmodernity, ground strategies of thematization. Experiential marketing then aims at giving sense and magic back to consumption experiences, be they extraordinary or not. This research studies the effects of themed place on the experience lived by consumers. It draws on works that study environmental influence on consumer behavior. A model mixing cognitive (global perceived value, satisfaction) and affective (emotions, enchantment, consumption value) variables, which aims at explaining intention to come back, is proposed. Major ski resorts are the empirical field of application. A quantitative study has been conducted in both a themed (Arc 1950) and a non-themed (Arc 1800) resort. Mean differences t-tests and structural equation modeling (PLS approach) have been used to test the proposed model. Four main contributions emerge. The first one is conceptual as we contribute to a better understanding of the enchantment. Thematization and dramatizing are also confronted. The second is related to the influence of thematization. Results show that a themed environment brings more intense emotions and improves consumer's enchantment. Perceived global value of the experience and satisfaction are also higher in the themed resort. The third contribution lies into the study of structural relations between the variables in the model. First, a strong influence of enchantment on global perceived value and satisfaction is shown. It is also noticed that satisfaction better explains intention to come back than global value. Furthermore, our results indicate that consumption value has little effects on other variables. Last, the development of a measurement scale of ski resort experience consumption value is the main methodological contribution of this research.

The master's dissertation work is focused on one of the psychological diagnostics methods {--} the test of an enchanted family drawing. The theoretical part of the diploma work generally describes child's family background, relationship between members of the family and character of an incomplete family. The attention is also paid to the specificity of child's creative development and drawing psychological diagnostics methods. The practical part analyses the collection of 56 children{\crq}s drawings with a view to express the most common tendencies in enchantment and adumbrate projections of family members characteristics and family aspects into the enchanted family drawing.

Made available in DSpace on 2016-08-17T13:54:06Z (GMT). No. of bitstreams: 1 Josenildo Brussio.pdf: 2379471 bytes, checksum: c8fc731b8d521df9f2799a0a91246335 (MD5) Previous issue date: 2008-02-26 / Approach the relationship between teacher and student in the hall-of-classroom by the Theory of Imaginary, aiming to seize the archetypal images that permeate the relationship between students and teachers in the teaching-learning process. As theoretical reference and methodological tools, we expect isotopic classification of images of Gilbert Durand (1997), the poetic of dreams and poetic of the area of Gaston Bachelard (2006/1998) and the concept of archetypes of Carl Jung (1996). Still use the design freedom and the narrative, in addition to the questionnaire open and the observation of the field for the capture of images. Thus, we reviewed them and found that if organized into three main areas: 1 - images for the school, 2 - images for the teacher and 3 - images for the student. Also noticed that the images suggested a possible enchantment exist in the relationship between teachers and students in the teaching-learning process. / Aborda-se a relação entre professor e aluno na sala-de-aula pela Teoria do Imaginário, objetivando apreender as imagens arquetípicas que permeiam essa relação entre discentes e docentes no processo ensino-aprendizagem. Como referencial teórico e instrumentos metodológicos, contamos com a classificação isotópica das imagens de Gilbert Durand (1997), as poéticas do devaneio e do espaço de Gaston Bachelard (2006/1998) e a noção de arquétipos de Carl Jung (1996). Utilizamos ainda o desenho livre e a narrativa, além do questionário aberto e a observação de campo para a captação de imagens. Dessa forma, pudemos analisá-las e constatamos que se organizavam em três grandes eixos: 1 - imagens referentes à escola, 2 - imagens referentes ao professor e 3 - imagens referentes ao aluno. Percebemos ainda que as imagens sugeriram existir um possível encantamento na relação entre professores e alunos no processo ensino-aprendizagem.

Made available in DSpace on 2014-08-20T13:47:50Z (GMT). No. of bitstreams: 1 Lisandro Lucas de Lima Moura_Dissertacao.pdf: 5681749 bytes, checksum: cc19155b1430ffc86ee170a6d7610ed0 (MD5) Previous issue date: 2013-08-23 / This Master s thesis, which was developed in the Post-graduate Program in Education (FAE) at the Universidade Federal de Pelotas, in Pelotas, RS, Brazil, in the line of research named Written Culture: Languages and Learning, deals with the construction of new educative experiences in Sociology teaching based on some aspects of the cultural tradition in Bagé, Rio Grande do Sul (RS), Brazil. Studies carried out by the Research Group on the Imaginary, Education and Memory (GEPIEM) and theoretical references in the field of the imaginary, such as Gaston Bachelard s poetic phenomenology, Gilbert Durand s science of the man and tradition and Michel Maffesoli s Sociology of Everyday Life, have provided the basis for this research. This investigation aims at identifying how Sociology teaching can contribute to the process of (re)enthrallment with the world and Education. Therefore, I have used (self)development practices in immersive experiences - similar to teaching mysticism which take into account imaginative attention (Gaston Bachelard) in the production of visual narratives (photos) collected in Bagé. The study has been carried out in three methodological steps: estrangement, embedment and convergence. In the first stage, I have reflected upon the images of personal experiences that have led me to the theme of this research, i. e., I have shown symbolic and imaginary representations which have encouraged my task as a teacher-researcher and as a dweller in Bagé. In the second part, I have shown the construction of an educational project called Narradores de Bagé aimed at students who go to IFSul Campus Bagé; students have been stimulated to dive into the city s everyday life while they focus on themes and spaces of popular and ancestral culture found in traditional communities. The community that was chosen for the visual narratives which were constructed by me and by the students was the one in the Rincão do Inferno, located in the Quilombo de Palmas (Bagé, RS). Finally, the third methodological stage has represented the confluence of the previous steps towards the synthesis of the study in which the teacher-researcher puts into practice his/her own imaginative attention and the one found in his/her teaching, thus, believing in the fictionalization of Education and research itself towards world reenchantment. With the help of the phenomenological method, influenced by Gaston Bachelard, I have gotten symbolic cores which summarize the most common themes of every methodological step: Return, Rooting, Lasso and Tradition. Results have shown the importance of visual narratives and imaginative attention in the construction of mysticism in Sociology teaching, in agreement with the elements of world enchantment: rooting in time and surrounding space remythicalization, the power of rituals and spells , the intuition of the moment, everyday activities, community bonds, sharing moments, original enthusiasm and romanticism of ideas. Imaginative attention, which was awaken by the use of visual narratives, represented the bonds that students and the teacher-researcher constructed with the spaces in Bagé s tradition, thus, helping them to exercise Sociology of poetic imagination. On one hand, imaginative attention mitigated logical, rationalized and utilitarian elements in Sociology teaching. On the other hand, it enhanced ludic, indirect, oneiric and spontaneous aspects which are also indispensable for knowledge construction. / Esta pesquisa de mestrado, desenvolvida na linha de pesquisa Cultura Escrita: linguagens e aprendizagem, do Programa de Pós-graduação em Educação (FAE/UFPel), trata da construção de novas experiências educativas para o ensino da Sociologia, a partir do contato com alguns aspectos da tradição cultural do município de Bagé (Rio Grande do Sul). Com base nos trabalhos desenvolvidos no interior do Grupo de Estudos e Pesquisas sobre Imaginário, Educação e Memória (GEPIEM), tomo como referencial teórico os estudos do campo do Imaginário, dentre eles a fenomenologia poética de Gaston Bachelard, a ciência do homem e da tradição de Gilbert Durand e a Sociologia do Cotidiano de Michel Maffesoli. A problemática desta investigação é identificar de que modo o ensino da Sociologia pode contribuir para o processo de reencantamento do mundo e da educação. Para isso, utilizo-me de práticas de (auto)formação em experiências imersivas, próximas de uma mística do ensino, que contemplem a atenção imaginante (Gaston Bachelard) na produção de narrativas visuais (fotografias) de Bagé. O trabalho se desenvolve em três etapas metodológicas: do estranhamento, do entranhamento e da convergência. Na primeira etapa, medito sobre as imagens de experiências pessoais que me levaram ao tema desta pesquisa. É o momento em que exponho as representações simbólicas e imaginárias que fomentam minha atividade como professor-pesquisador e como habitante da cidade de Bagé. Na segunda parte, apresento a construção de um projeto de formação voltado para os estudantes do IFSul Campus Bagé, chamado Narradores de Bagé. Nesse momento, os estudantes são estimulados a adentrarem o cotidiano do município a partir de temas e espaços da cultura popular e ancestral das comunidades tradicionais. A comunidade escolhida para apreciação das narrativas visuais, construídas por mim e por estudantes, é a da região do Rincão do Inferno, situada no Quilombo de Palmas (Bagé RS). Por fim, a terceira etapa metodológica representa a confluência das etapas anteriores, em direção à síntese do trabalho. Nesse momento, o professor-pesquisador coloca em prática a atenção imaginante de si e do seu próprio fazer docente, investindo na ficcionalização da educação e da própria pesquisa, em direção ao reencantamento do mundo. Com o auxílio do método fenomenológico, sob influência de Gaston Bachelard, extraí núcleos simbólicos que remetem aos temas mais recorrentes de cada uma das três etapas metodológicas: Retorno, Enraizamento, Laço e Tradição. O resultado aponta para a importância das narrativas visuais e da atenção imaginante para a construção de uma mística do ensino em Sociologia, em consonância com os elementos do reencantamento do mundo: enraizamento ao tempo e ao espaço circundante, remitologização, poder do ritual e do feitiço , intuição do instante, agir cotidiano, laços comunitários, momentos de partilha, entusiasmo primordial, romantismo das ideias. A atenção imaginante, despertada pelo uso das narrativas visuais, representou a adesão dos estudantes e do professor-pesquisador aos espaços da tradição bageense, ajudando a exercitar uma sociologia da imaginação poética. A atenção imaginante, portanto, reduziu os elementos lógicos, racionalizantes e utilitários do ensino da Sociologia e aumentou os aspectos lúdicos, indiretos, oníricos e espontâneos, indispensáveis também para a construção do conhecimento.

This thesis investigates narratives of re-enchantment and disenchantment in three contemporary U.S. novels, Lydia Millet’s Mermaids in Paradise, Karen Tei Yamashita’s Tropic of Orange, and Thomas Pynchon’s Inherent Vice. Drawing on key concepts from ecocritcism and affect theory, I argue that these novels interrogate narratives and affects associated with questions central to the Anthropocene: climate-related dilemmas, questions of environmental justice, and animal ethics. Situating these texts in relation to environmental discourses, I show how affects of wonder and re-enchantment are produced within them through the insertion of anti-mimetic narrative objects into otherwise representationally realistic fictional worlds. These incursions, and the affective shifts they produce, challenge and interrupt in the novels narratives of ecological dread and disenchantment, which I link to the techniques and affects of noir. In each chapter of this study, I show how the dialogical interplay between disenchantment and re-enchantment disrupts preconceptions and assumptions about aspects of ecological crisis, and engenders or reinforces political commitments to environmentally related issues. Chapter One focuses on interspecies politics and animal rights in Mermaids in Paradise, environmental justice is central to the analysis of Tropic of Orange in Chapter Two, and the political dynamics of countercultural environmentalism inform my reading of Inherent Vice in Chapter Three. Throughout, I explore the potential of re-enchantment to suggest an alternative to disenchanted and apocalyptic narratives concerning the environment, and to articulate a productive politics for contemporary ecofiction.

Denna kvalitativa studie syftar till att undersöka hur fenomenet Brand Communities skapas och upprätthålls inom det svenska modefältet. Brand Communities innebär en grupp människor som är sammankopplade på grund av ett gemensamt intresse kring samma varumärke. Studien inkluderar Brand Communities från tre varumärken inom olika segment vars konsumenter undersökts genom semistrukturerade intervjuer. Netnografiska observationer har följaktligen genomförts för att undersöka varumärkena samt deras konsumenter. De teoretiska ramverk som har tillämpats i analysen är Brand Community, Brand Loyalty, Brand Love, Lifestyle Marketing samt förtrollning. Resultatet tyder på att likasinnade människor befinner sig inom samma community. Där har historia och personifiering av varumärket möjligen lett till att medlemmarna i gemenskapen har identifierat sig med den livsstil varumärkena presenterar. Slutligen påvisas det att medlemmarna i ett community aktivt bidrar till att upprätthålla gemenskapen, detta genom att skapa och utveckla relationer med varandra. Då dessa gemenskaper bringar sammanhang och betydelse för människor kan Brand Communities skapa ett magiskt element och därigenom återförtrolla medlemmarnas liv. / This qualitative study aims to investigate how the phenomenon of Brand Communities is created and maintained in the Swedish fashion field. Brand Communities are a group of people who are connected due to a common interest in the same brand. The study includes Brand Communities from three brands in different segments whose consumers are investigated through semi-structured interviews. Netnographic observations have consequently been conducted to study the brands as well as their consumers. The theoretical framework that has been applied in the analysis are Brand Community, Brand Loyalty, Brand Love, Lifestyle Marketing and enchantment. The result indicates that like-minded people exist within the same community. The history and personification of the brand has possibly led to members of the community identifying with the lifestyle that the brands present. Finally, it is demonstrated that the members of a community actively contribute to maintaining the community. This by creating and developing relationships with each other. As these communities bring context and meaning to people, Brand Communities can create a magical element and thereby re-enchant members' lives.

No description available.

The thesis is organized as two sections of two chapters each: the first section establishes a theoretical framework of a broad and reinvigorated Christian sacramentality within which to situate the second—an investigation of the theories and practice of the mythopoeic art of C. S. Lewis and J. R. R. Tolkien in this sacramental light. The first chapter acknowledges the thoroughgoing disenchantment of modernity, an effect traced to the vanishing of a sacramental understanding of the world, and then explores the history of the sacramental concept that would seek to be reclaimed and reconceived as a possible means of the re-enchantment of Western culture such as in the recent work of David Brown. An appreciative critique of Brown's work is offered in chapter two before proposing an alternative understanding of a distinctly Christian and reinvigorated sacramentality anchored in the Incarnation and operating by Transposition. A notion of sacramental vision is developed from the perceptual basis in its classic definitions, and a sacramental understanding of story is considered from a theological perspective on the infinite generativity of meaning in texts, along with recent theories of affect and affordance. The second half of the thesis expounds the views of mythopoeia held by Lewis and Tolkien in order to show how they are not only compatible with but lead to a sacramental understanding of story as developed in part one, with mythopoeia affording the recovery of a potentially transformative vision of reality, awakening it into focus in distinctly Christian ways (chapter three). The final chapter demonstrates how their mythopoeic theories are exemplified in their art, examining specific ways Till We Have Faces and The Lord of the Rings afford the recovery of a potentially transformative vision of various themes central to them. In closing it is suggested that such a sacramental understanding of story may contribute to the re-enchantment of Western culture, not to mention the re-mythologization and re-envisaging of Christianity, whose significance in these regards has been hitherto mostly unrecognized.

Made available in DSpace on 2016-04-27T14:32:37Z (GMT). No. of bitstreams: 1 Isabel Aparecida Prandina Baptista.pdf: 6192511 bytes, checksum: 70b87b9f07718cd3248657fa65c63593 (MD5) Previous issue date: 2009-10-08 / This dissertation was written under the Pontifícia Universidade Católica de São Paulo Post-Graduation Programme in Education (Curriculum) and belongs to the research topic Formation of Educators. It seeks to discuss the pedagogical coordination work related to teachers in school environment. It presents reasons for a teaching disenchantment and actions to be developed by pedagogical coordinators in order to reverse this situation. Its reflections rely on the epistemology of the practice and are concomitant to Paulo Freire s epistemological curiosity and pedagogy of hope ideas. The methodology was based in a qualitative nature approach, assisted by quantitative insights, and generates a descriptive, analytical and interpretative study. The research field was Dep. Cyro Albuquerque primary public municipal school, located in Capão Redondo neighbourhood, Campo Limpo region, suburb of São Paulo city. Individuals investigated were a pedagogical coordinator with 30 years of teaching experience (12 in the post of pedagogical coordinator) and 8 teachers from primary teaching (Ensino Fundamental I and Ensino Fundamental II). The research occurred during 2008. Data analysis and interpretation shows the existence of some disenchantment of teachers regarding the public school, resulted by an overload of tasks and roles attributed to the school and to the teachers, which results in loss of pedagogical focus. Pedagogical coordination action has shown its capacity to motivate teachers, especially during collective study time / A presente dissertação insere-se na Linha de Pesquisa Formação de Educadores, do Programa de Pós-Graduação em Educação: Currículo, da Pontifícia Universidade Católica de São Paulo. A pesquisa busca discutir o trabalho da coordenação pedagógica junto aos professores dentro do espaço escolar, apresentando motivos e razões para um desencantamento docente e ações que podem ser desenvolvidas pelo coordenador pedagógico, buscando subsídios na epistemologia da prática, concomitante às reflexões sobre a epistemologia da curiosidade e a pedagogia da esperança de Paulo Freire, como possíveis pressupostos de um reencantamento docente. A metodologia apoiou-se numa abordagem qualitativa com subsídios da pesquisa quantitativa constituindo-se um estudo descritivo, analítico e interpretativo dos dados. O cenário da pesquisa foi a Escola Municipal de Ensino Fundamental Dep. Cyro Albuquerque, localizada no bairro do Capão Redondo, região do Campo Limpo, periferia da zona sul da capital paulista. Os sujeitos pesquisados foram: um coordenador pedagógico com 30 anos de magistério municipal, sendo 12 anos na função de coordenação pedagógica e 8 professores do Ensino Fundamental I e Ensino Fundamental II, acompanhados pela pesquisadora durante o ano de 2008. Embasados pela análise e interpretação dos dados obtidos na pesquisa de campo foi possível concluir que existe um desencantamento do professor pela escola pública motivado pela sobrecarga de missões atribuídas a ela e ao professor e o foco pedagógico é colocado em segundo plano. A atuação da coordenação pedagógica mostrou-se motivadora da prática do professor, principalmente nos horários coletivos de estudo