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Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2018-02-20T20:05:19Z No. of bitstreams: 2 Dulce_Nakamura2016.pdf: 2181806 bytes, checksum: 29c43a18683eb97ccf37195cb376bdda (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-20T20:05:19Z (GMT). No. of bitstreams: 2 Dulce_Nakamura2016.pdf: 2181806 bytes, checksum: 29c43a18683eb97ccf37195cb376bdda (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-05-19 / This study aims to investigate the use and the process of integration of Information and Communication Technologies (ICTs) in education in public schools - the early years of the city of Toledo / PR. The methodology used was a qualitative approach and gathered a bibliographic study on the subject, as well as carrying out semi-structured interviews and printed questionnaire. The theoretical framework of this study is based on authors who work with the issue of ICTs in education, from Manuel Castells, Pierre Lévy, Jesús Martin-Barbero, Marta Gabriel, Maria Luiza Belloni, Vani Moreira Kenski. Regarding the use of oral sources were used as a means to supplement the documentary information. To obtain the data was a questionnaire with 25 questions to 60 teachers of the municipal network. The questioned were delivered as follows: in a meeting held by the Municipal Department of Education, were given randomly 100 questionnaires the directors of the 36 municipal schools, which passed on to teachers; through them, we got important information from the professional group and individual use, school structure, organizational laboratories or computer rooms, availability and access, within others. These data, along with officials of Amop and municipal Secretariat, allowed us to make an analysis on digital migrants and the use they make of technology as a means of production of teaching. / O presente estudo visa a investigar o uso e o processo de inserção das Tecnologias de Informação e Comunicação (TICs) no ensino das escolas públicas municipais – anos iniciais do município de Toledo/PR. A metodologia utilizada foi uma abordagem qualitativa, e reuniu um estudo bibliográfico sobre o tema, bem como a realização de entrevistas semi-estruturadas e aplicação de questionário impresso. O referencial teórico deste estudo se baseia em autores que trabalham com a questão das TICs na educação, a partir de Manoel Castells, Pierre Lévy, Jesús Martin-Barbero, Marta Gabriel, Maria Luiza Belloni, Vani Moreira Kenski. Quanto ao uso de fontes orais foram utilizadas como meio de complementar as informações documentais. Para obtenção dos dados foi aplicado um questionário com 25 questões a 60 docentes da rede municipal. Os questionários foram entregues da seguinte forma: em encontro realizado pela Secretaria Municipal de Educação, foram entregues de forma aleatória 100 questionários os diretores das 36 escolas municipais, os quais repassaram aos professores; através deles, conseguimos importantes informações do grupo profissional como uso individual, estrutura escolar, formas de organização de laboratórios ou salas de informática, disponibilidade e acesso, dentro outros. Tais dados, ao lado de fontes oficiais da Amop e da Secretaria municipal, nos permitiu fazer uma analise sobre os migrantes digitais e o uso que estes fazem da tecnologia como meio de produção do ensino.

A two-sector OLG model illuminates the intergenerational effects of a tax that protects an environmental stock. A traded asset capitalizes the economic returns to future tax-induced environmental improvements, benefiting the current asset owners, the old generation. Absent a transfer, the tax harms the young generation by decreasing their real wage. Future generations benefit from the tax-induced improvement in environmental stock. The principal intergenerational conflict arising from the tax is between generations alive at the time society imposes the policy, not between generations alive at different times. A Pareto-improving tax can be implemented under various political economy settings. (authors' abstract)

The paper focuses on generational conflicts as depicted in four Swahili novels namely: Vuta N’kuvute, Kufa Kuzikana, Msimu wa Vipepeo and Tumaini. Generational conflicts depicted in the novels are seen as a contest between tradition and modernity when viewed against the cultural changes that have taken place within the East African societies. Authors have dep-loyed narrative voice and focalization narrative techniques to communicate the implied au-thor’s ideological stance on the notions of tradition and modernity in respect to the conflicting issues captured in each novel. Section two highlights some postulations about the concepts of ‘modernity’ and ‘tradition’. The third section discusses the concepts of generation and generational conflicts while the fourth focuses on narrative voice and focalization as the narrative strategies that reveal gene-rational conflicts portrayed in the four novels. The final section is the conclusion relating the ideological stance of the implied author in relation to the concepts of modernity and tradition.

Le thème des relations familiales est récurrent dans les œuvres de Natalia Ginzburg et de Marguerite Duras car il leur offre un cadre leur permettant d’interroger deux éléments de la construction narrative : la structure de l’œuvre et la syntaxe narrative.Cependant la singularité de leurs œuvres littéraires réside moins dans la reconstitution de vies familiales, que dans « l’image parlante » qu’elles en donnent. En effet, les deux romancières interrogent la réalité familiale comme lieu de remise en cause du langage. À travers les incompréhensions et les maux de la vie familiale, elles dénoncent en fait un phénomène qui dépasse le cadre restreint de la famille : l’inauthenticité du langage quotidien. Premièrement, il s’agit, dans cette étude, d’observer en quoi Natalia Ginzburg et Marguerite Duras refusent l’ordre narratif traditionnel lorsqu’il leur faut représenter le chaos de la vie familiale. Deuxièmement, nous montrons comment elles opérèrent une reconstitution du monde passant, d’un côté, par la création de liens de causes à effets entre les événements, et de l’autre, par l’entrée en crise du langage. Troisièmement, nous observons pour finir comment la recherche de l’unité familiale conduit les deux auteures à subvertir les normes du langage littéraire pour retrouver, dépasser et même abolir, le temps passé perdu. En somme, ce travail de recherche, effectué dans la cadre d’une cotutelle de thèse entre l’Université Lumière Lyon2 et l’Università degli studi di Torino a pour ambition salutaire de faire connaître un peu plus qu’elles ne le sont déjà, les œuvres de Natalia Ginzburg en France et celles de Marguerite Duras en Italie. / The theme of family relationships is recurrent in the works of Natalia Ginzburg and Marguerite Duras because it offers them a framework to question at least two elements of narrative construction: the structure of the work and the narrative syntax.However, the peculiarity of their literary works lies less in the description of family lives than in "the talking image" that they provide of these lives. Indeed, the two novelists look at the family as a means to question language. Through the misunderstandings and pains of family life, they emphasize in fact a phenomenon that goes beyond the narrow limits of the family: the falsity of everyday language.Firstly, in this study, we observe how Natalia Ginzburg and Marguerite Duras refuse the traditional narrative order when they need to represent the chaos of family life. Secondly, we show how they perform a reconstruction of the world proceeding through the creation of cause-effect links between the events, and through the breakdown of language. Thirdly, we see how the search for family unity led both authors to subvert the norms of literary language to rediscover, go beyond and even destroy the lost past.This research work was carried out in the framework of a joint PhD program of the University Lumière Lyon 2 and the Università degli studi di Torino ; in addition to the academic interest that it might generate, this thesis aims at making Natalia Ginzburg's works a little better known in France and those of Marguerite Duras a little better known in Italy.

The paper focuses on generational conflicts as depicted in four Swahili novels namely: Vuta N’kuvute, Kufa Kuzikana, Msimu wa Vipepeo and Tumaini. Generational conflicts depicted in the novels are seen as a contest between tradition and modernity when viewed against the cultural changes that have taken place within the East African societies. Authors have dep-loyed narrative voice and focalization narrative techniques to communicate the implied au-thor’s ideological stance on the notions of tradition and modernity in respect to the conflicting issues captured in each novel. Section two highlights some postulations about the concepts of ‘modernity’ and ‘tradition’. The third section discusses the concepts of generation and generational conflicts while the fourth focuses on narrative voice and focalization as the narrative strategies that reveal gene-rational conflicts portrayed in the four novels. The final section is the conclusion relating the ideological stance of the implied author in relation to the concepts of modernity and tradition.