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O processo de verticalização do bairro Jardim Anália Franco apresenta-se como marco de modernidade da cidade, fruto do avanço técnico-científico e da capacidade de mobilização de vários atores sociais. No entanto, através da análise empírica de tal processo, verifica-se que sua materialidade no espaço pode se apresentar como vetor de fragmentação do território. O SIG, com seus modernos recursos de sensoriamento remoto, oferece possibilidade de estudo sistemático de tal fenômeno. Acredita-se que, a partir da cartografia, possa-se analisar configurações espaciais que apoiarão futuros estudos no campo da geografia urbana. / The verticalization process of Jardim Anália Franco neighborhood present itself as a mark of the modenity of the city, product from de technical advance and capacity of mobilization from many social actors. However, through the empirical analysis of that process, it appears that its materiality in space can be presented as vector of the territory. The GIS, with its modern resources of remote sensing, offers possibility of systematic study of this phenomenon. Its believed that, from the mapping, can be examined spatial configurations that will support future studies in the field of urban geography.

Durant la période 1969-2011, les relations franco-libyennes ont été affectées par plusieurs facteurs qui ont conduit à leur instabilité. En effet, le régime du colonel Kadhafi marqué par les ambitions hégémoniques de ce dernier dans le monde arabo-musulman et africain ont été au cœur des confrontations avec l’Occident en général, et la France en particulier. La guerre du Tchad, ancienne colonie française sur laquelle Kadhafi avait des visées non dévoilées, illustre ces confrontations où se heurtaient deux visions antagonistes quant à son règlement. Le choc des intérêts avait fini par aboutir à la confrontation militaire. Il y a aussi l’accident de l’avion de l’UTA qui venait détériorer davantage ces relations. Enfin, la question du devenir de la Méditerranée où la France tient toujours à marquer une présence mal perçue par le colonel. D’autres facteurs ont, paradoxalement, créé un climat favorable à la continuité des relations franco-libyennes. Tel est le cas de la neutralité observée par le France à travers son refus de permettre le survol de son espace aérien à des avions américains qui allaient opérer un raid sur la Libye en 1986. Plus tôt, la France eut une attitude équilibrée lors de la guerre de 1967 entre l’Égypte et Israël, ainsi que la guerre d’octobre 1973. On peut à cela ajouter la conclusion du contrat des Mirages entre la France et la Libye en 1970. Ces positions ont d’autant été appréciées par la Libye qu’il existe entre les deux pays des relations dont les enjeux politiques et économiques sont importants. Mais l’instabilité de sa politique extérieure a décrédibilisé le colonel Kadhafi aux yeux du monde, parce qu’il ne respectait pas ses engagements internationaux. Ce qui a fini par jeter un discrédit sur la Libye. Pour redorer son blason, la Libye frappée par l’embargo, avait besoin du soutien de la France, une des puissances européennes et internationales. Quant à la révolution libyenne de février 2011, elle a été saluée par la France qui souhaitait un changement sur la scène politique du pays. Cela explique sa position à la tête des forces internationales qui ont soutenu la révolution et dont l’issue a été l’éviction mortelle du colonel Kadhafi. Mais les conséquences complexes de cette révolution mettent les élites politiques devant des défis majeurs pour la construction du pays. L’avenir des relations entre la France et la Libye dépendront nécessairement du résultat du processus démocratique en cours / In the period 1969-2011, Franco-Libyan relations were affected by several factors that have led to their instability, and their discontinuity. Indeed, from the nature of Colonel Gaddafi's political regime, and from his attemps to embody leadership in the region, ensued a confrontation with France in political circles. Chad's war strikingly illustrates this observation, as this country was the site of such push and pull factors between Libya and France. These telescoping interests reached their culmination with a military clash. The dust of war had no time to settle before the UTA plane accident came adding to the already deteriorating relations. The confrontation was fed by the discrepancy between the vision each country forms regarding Mediterranean projects. All those are factors that stressed the instability of their relations. On the other hand, some factors contributed to the convergence of these relations, and, ironically, created a climate conductive to their pursuit. Notably, the French policies towards international events was described as well-balanced and independant, starting with the 1967 war between Egypt and Israel, and from the October War in 1973, to the conclusion of the Mirage aircraft contract between France and Libya in 1970, to France refusing to let American aircraft enter French air space in order to strike Libya in 1986. Those positions were appreciated by Libya, which responded positively. In another context, political, economical and cultural questions aren't to be neglected, given their importance in both countries. Besides economic and commercial interests, Libya needed France in the strategic equation, believing French voice could make itself heard both in the European and in the international debate. However, the lack of consistency in Libyan foreign policy surely contributed to undermine Colonel Gaddafi's credibility, as he didn't meet his international commitments. Ultimately, Libya created dissatisfaction among her pairs. The 2011 Libyan Revolution presented an opportunity for France, which wanted a change in the country's political scene. This explains France's position at the head of international forces that supported the Libyan Revolution bring down Colonel Gaddafi's regime. But the complex impact that came out of this revolution created a completely different reality iu Libya, still changing today. Therefore, the political elites are confronted with major challenges regarding state-building. The relations between both countries must now rely on new data and feed on a new environment. But France will follow very closely the course of events, according to her own interests. At the same time, she needs to find a climate of agreement with the leading and local powers that make a mark on the Libyan scene today

Made available in DSpace on 2014-07-29T16:27:58Z (GMT). No. of bitstreams: 1 Iniciais_Lucia_bertazzo.pdf: 836147 bytes, checksum: 1e6907f2b3f657c55b25e7a44cf4e96e (MD5) Previous issue date: 2009-06-26 / Siron Franco is an artist who has, in a parallel with his pictorial work, always produced pieces that denounced social grievances and pieces of political nature which, placed in public settings, aimed at inducing the media to broadcast protests. The artist has for very long championed the environmental cause, what has led him to produce a series of pieces on the theme: paintings, demonstrations, stickers, installations, video-sculptures. This dissertation sets out to review the historical moment in which these pieces come out and presents them as postmodern art work produced in line with environmental activism. This research intends to analyze the insertion of artistic protests which have the environment as a cause, into the press and in contemporary art production / Siron Franco é um artista que, paralelamente ao seu trabalho pictórico, produz obras que denunciam problemas sociais e obras de cunho político. Colocadas em locais públicos, têm o objetivo de induzir os meios de comunicação a veicular protestos. O artista assumiu desde sempre a causa ambiental, o que o levou a produzir uma série de obras, pinturas, passeatas, adesivos, instalações, vídeoescultura que abordam o tema. O presente trabalho visa rever o momento histórico em que as ações e instalações de Siron Franco (1986-2008) se inserem e as apresenta como produções de arte desenvolvidas junto com o ativismo ambiental. A pesquisa pretende analisar a inserção dos seus protestos artísticos, que têm como tema o meio ambiente, dentro da imprensa e da produção de arte contemporânea

This dissertation regards the medieval French literary tradition’s presence in Northern Italy in the late Middle Ages. This phenomenon produced a corpus of texts copied or composed by Northern Italian scribes and authors in the French language. The Italian authors’ command of French verse was, in some cases, imperfect; in others, they consciously manipulated the French language for creative purposes. Whatever the case, what resulted was a body of work ostensibly written in French but with a distinctly Northern Italian flavour. Every work within this corpus presents unique linguistic features and a distinct blend of French and Northern Italian vernaculars. This cultural phenomenon, which is commonly referred to as “Franco-Italian,” was no doubt born from the linguistic proximity of the Northern Italian vernaculars to the languages of France in the late Middle Ages: absent an autochthonous Italian literary tradition, Northern Italian literati adapted the languages of France, which had already developed vernacular literary traditions, as a means for their own literary expression. Northern Italy constituted, in this sense, a peripheral region of a medieval “Francophonie.” This dissertation first surveys the nature and function of the Franco-Italian “language” and then presents a critical historiography of the scholarship surrounding the most important manuscript collection of French and Franco-Italian works in Italy, that of the Biblioteca Marciana in Venice. This includes a discussion of all known catalogues and inventories of the corpus dating back to 1407 and an analysis of two others, until now largely unstudied, that shed new light on the history of the collection. What follows is an investigation into one little-known manuscript in the collection, Codex XIV, which recounts the adventures of Beuve de Hanstone. Codex XIV is unique in the collection insofar as it was not written in the hybrid Franco-Italian idiom, rather a pure Old French; consequently, it has received little attention from scholars. This dissertation revisits the text and its importance in the study of the influence of French literature in medieval Italy. The dissertation concludes with a series of appendices that display and compare unpublished inventories of the collection that support the arguments advanced herein.

This dissertation regards the medieval French literary tradition’s presence in Northern Italy in the late Middle Ages. This phenomenon produced a corpus of texts copied or composed by Northern Italian scribes and authors in the French language. The Italian authors’ command of French verse was, in some cases, imperfect; in others, they consciously manipulated the French language for creative purposes. Whatever the case, what resulted was a body of work ostensibly written in French but with a distinctly Northern Italian flavour. Every work within this corpus presents unique linguistic features and a distinct blend of French and Northern Italian vernaculars. This cultural phenomenon, which is commonly referred to as “Franco-Italian,” was no doubt born from the linguistic proximity of the Northern Italian vernaculars to the languages of France in the late Middle Ages: absent an autochthonous Italian literary tradition, Northern Italian literati adapted the languages of France, which had already developed vernacular literary traditions, as a means for their own literary expression. Northern Italy constituted, in this sense, a peripheral region of a medieval “Francophonie.” This dissertation first surveys the nature and function of the Franco-Italian “language” and then presents a critical historiography of the scholarship surrounding the most important manuscript collection of French and Franco-Italian works in Italy, that of the Biblioteca Marciana in Venice. This includes a discussion of all known catalogues and inventories of the corpus dating back to 1407 and an analysis of two others, until now largely unstudied, that shed new light on the history of the collection. What follows is an investigation into one little-known manuscript in the collection, Codex XIV, which recounts the adventures of Beuve de Hanstone. Codex XIV is unique in the collection insofar as it was not written in the hybrid Franco-Italian idiom, rather a pure Old French; consequently, it has received little attention from scholars. This dissertation revisits the text and its importance in the study of the influence of French literature in medieval Italy. The dissertation concludes with a series of appendices that display and compare unpublished inventories of the collection that support the arguments advanced herein.

Thesis (M.A.)--Eastern Illinois University, 2010. / Includes bibliographical references (leaves 207-221).

Orientador: Sergio Eduardo Montes Castanho / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-13T20:27:56Z (GMT). No. of bitstreams: 1 Lodi-Correa_Samantha_M.pdf: 18865329 bytes, checksum: be3b3bbd7ba05cfabdd0e722c9c293b3 (MD5) Previous issue date: 2009 / Resumo: A dissertação Anália Franco e sua ação sócio-educacional na transição do Império para a República (1868-1919) apresenta um estudo histórico-biográfico sobre a educadora brasileira Anália Franco. Anália Franco nasceu em Resende - RJ em 1853 e em 1868 já atuava como professora auxiliar na província de São Paulo. Sua atuação como educadora foi marcada por uma convicta preocupação social, levando-a a posicionamentos políticos em um período em que as mulheres tinham pouco espaço na vida pública. Após 1871, com a Lei do Ventre Livre, começa sua primeira atividade sócio-educacional educando crianças negras abandonadas e posicionando-se como abolicionista. Em 1901 Anália fundou a Associação Feminina Beneficente e Instrutiva de São Paulo que criou escolas maternais, creches, liceus, escolas noturnas, oficinas profissionalizantes e asilos na capital paulista e em outras cidades espalhadas pelo estado. Sua atividade estava voltada para a mulher trabalhadora, pobre ou marginalizada pela sociedade, bem como para suas crianças e órfãos. Anália trabalhou intensamente pela educação dos mais pobres até seu falecimento em 1919, quando foi vítima de gripe espanhola. A pesquisa envolveu o contato direto com fontes primárias produzidas pela própria educadora como alguns manuais educativos, relatórios da Associação Feminina, atas e os periódicos: Álbum das meninas e A voz maternal. Para a compreensão do significado de sua atividade foi necessária uma contextualização do Brasil na transição do Império para a República e a inserção da educadora nesse contexto, que possibilitou a formação de suas idéias de igualdade, liberdade e, posteriormente, sua prática educativa. / Abstract: The dissertation Anália Franco and its social educational action in the transition from the Impire to Republic (1868-1919) shows a study biographical history about the brazilian educator Anália Franco. Anália Franco was bon in Resende-RJ in 1853 and in 1868 already played a role as a support teacher in the province of São Paulo. Her role as an educator was market by a convict social preoccupation taking her to political positions in a time where women were still neglected in a public life. After 1871, with the Law of Free Birth, she starts her first social educational activity teaching abandoned black children and placing herself as na abolitionist. In 1901, Anália founded the Beneficent Feminine Association and Instructive of São Paulo which created maternal schools, day care centers, lyceum, night schools, professionallizations schools and shelters for old people in the paulista capital among others cities spread through the state. Her task was related to women who worked hard, poor or marginalized by society, such as to her children and orphans. Anália worked hard for the education of the poorest people till the time of her death in 1919, when was the victim of the Spanish flu. The survey involved the straight contact with elementary sources done by the educator like some educative manuals, reports about Feminine Association, atas and periodics: Album das meninas (Girls'album) and A voz maternal (The maternal voice). For her activity meaning comprehension it was necessary a contextualization of Brazil during the Empire's transition for the Republic and the insertion as an educator in this context, making possible the formation on her ideas of equality, freedom and, consequently, her educative practice. / Mestrado / Filosofia e História da Educação / Mestre em Educação

O processo de verticalização do bairro Jardim Anália Franco apresenta-se como marco de modernidade da cidade, fruto do avanço técnico-científico e da capacidade de mobilização de vários atores sociais. No entanto, através da análise empírica de tal processo, verifica-se que sua materialidade no espaço pode se apresentar como vetor de fragmentação do território. O SIG, com seus modernos recursos de sensoriamento remoto, oferece possibilidade de estudo sistemático de tal fenômeno. Acredita-se que, a partir da cartografia, possa-se analisar configurações espaciais que apoiarão futuros estudos no campo da geografia urbana. / The verticalization process of Jardim Anália Franco neighborhood present itself as a mark of the modenity of the city, product from de technical advance and capacity of mobilization from many social actors. However, through the empirical analysis of that process, it appears that its materiality in space can be presented as vector of the territory. The GIS, with its modern resources of remote sensing, offers possibility of systematic study of this phenomenon. Its believed that, from the mapping, can be examined spatial configurations that will support future studies in the field of urban geography.

Submitted by Fabiano Vassallo (fabianovassallo2127@gmail.com) on 2017-04-13T19:10:54Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese Kelly Day versão final.pdf: 10585848 bytes, checksum: 6469a163c0d36d2ccd65d990862f0c11 (MD5) / Approved for entry into archive by Josimara Dias Brumatti (bcgdigital@ndc.uff.br) on 2017-04-20T15:06:55Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese Kelly Day versão final.pdf: 10585848 bytes, checksum: 6469a163c0d36d2ccd65d990862f0c11 (MD5) / Made available in DSpace on 2017-04-20T15:06:56Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese Kelly Day versão final.pdf: 10585848 bytes, checksum: 6469a163c0d36d2ccd65d990862f0c11 (MD5) / Governo do Estado do Amapá, Secretaria de Estado da Educação, Macapá, AP / Inscrevemos este trabalho no quadro teórico da política linguística (Haugen, 1964; Calvet, 1996, 2002, 2007; Maurais, 1987; Rousseau, 2005; Petitjean, 2006; Kloss, 1969; Beacco & Byram, 2003) da ecolinguística (Haugen, 1970, 1972; Calvet, 1999, 2007; Couto, 2009, 2012) e, portanto, da sociolinguística. Esta tese configura-se em uma reflexão avaliativa da política linguística brasileira para o ensino de línguas estrangeiras tendo como ponto de partida a implementação, desde 2005, da Lei 11.161/2005 que situa a língua espanhola como "língua de oferta obrigatória" em todas as escolas de ensino médio no Brasil. Esta Lei, na prática - e são, efetivamente, os efeitos práticos que discutimos - se contrapõe ao que determina a Lei de Diretrizes e Bases da Educação Nacional - LDB 9394/96, à medida em que esta última permite à toda comunidade escolar escolher suas línguas estrangeiras a partir de suas características geopolíticas e sóciohistóricas. Aparentemente "conciliáveis" em todo o território nacional, essas duas legislações entram em choque na fronteira franco-brasileira devido à situação geopolítica e à condução da implementação do aparato regulatório no Amapá. Para melhor situar a questão do ensino de línguas no Estado, em uma perspectiva ao mesmo tempo central e periférica, propusemos inicialmente uma análise contextualizada da LDB 9394/96, do aparecimento da Lei 11.161/2005 e uma abordagem ecolinguística da fronteira Amapá- Guiana Francesa. O objetivo deste trabalho é, portanto, elaborar um quadro avaliativo da política de ensino de línguas estrangeiras na zona fronteiriça, que considere as repercussões da aplicação conjunta das supracitadas leis sobre a política linguística educativa regional, além de lançar luz sobre as interpretações que lhes são atribuídas pelos dirigentes públicos e gestores escolares, analisando a existência ou não de "conflito legislativo" entre os instrumentos jurídicos da política linguística educativa brasileira e a influência coercitiva direta e indireta do Estado brasileiro sobre as escolhas das línguas nas escolas. Para isso propusemos uma pesquisa analítico-descritiva, tendo como fundamento uma perspectiva tanto quantitativa quanto qualitativa de análise dos dados. As respostas encontradas apontam para uma política linguística impositiva, homogeneizadora, diretamente conduzida pelos interesses político-econômicos do Estado que desvirtuam os princípios norteadores da LDB / On inscrit ce travail dans le cadre théorique de la politique linguistique (Haugen, 1964; Calvet, 1996, 2002, 2007; Maurais, 1987; Rousseau, 2005; Petitjean, 2006; Kloss, 1969; Beacco & Byram, 2003) de l’écolinguistique (Haugen, 1970, 1972; Calvet, 1999, 2007; Couto, 2009, 2012) et donc de la sociolinguistique. Notre sujet de thèse se veut une réflexion, voire évaluation, de la politique linguístique brésilienne pour l’enseignement de langues étrangères ayant comme point de départ la mise en place, depuis 2005, de la Loi Nationale 11.161/2005 qui place la langue espagnole comme "la langue d’offre obligatoire" aux écoles sécondaire au Brésil. Cette loi en effet – et c’est effectivement ce qu’on discutera - vient faire face à ce qui propose la Loi Nationale de l’éducation - LDB 9394/96, au fur et à mesure que celle-ci permet à toute communauté scolaire de choisir ses langues étrangères à partir de ses caractéristiques géopolitiques et socio-historiques. Apparemment "conciliables" dans tout le pays, ces deux législations s’affrontent à la frontière franco-brésilienne à cause de la situation géopolitique et de la conduite et mise en place de la législation en Amapá. Pour mieux cerner la question de l’enseignement des langues en Amapá, dans un cadre à la fois central et périphérique, on propose, d’abord, une analyse contextuelle de la Loi de « Diretrizes e Bases » de l’Éducation au Brésil, de l’apparition de la Loi 11.161/2005 et une approche socio/écolinguistique de la frontière Amapá-Guyane Française. L’objectif de ce travail est donc, d’élaborer un portrait évaluatif de l’enseignement de langues étrangères à la zone frontalière, tenant compte les répercussions de ces deux lois nationales sur la politique linguistique éducative régionale, en exposant aussi les interprétations que leurs sont accordées dans les collèges et Lycées par leurs directeurs; analyser l’existence ou non de "conflit législatif" entre les instruments juridiques de la politique linguistique éducative brésilienne d’autant que l’influence contraignante directe ou indirect de l’État brésilien sur le choix des langues aux collèges et lycées. Pour cela on propose une recherche analytique et descriptive, ayant comme fondement une perspective autant quantitative que qualitative d’analyse des données. Les données, à leurs tours, indiquent une politique linguistique contraignante, homogénéizante, directement liée aux intérêts politiques et économiques de l’État brésilien endommageant les principes fondateurs de la LDB