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As relações entre Éthos e Páthos em redações de vestibulandos / Relations between Éthos and Páthos in compositions of college entrance examRita de Cássia Antonia Nespoli Ramos 29 January 2009 (has links)
Essa dissertação procura efetuar a descrição das vozes que atravessam a redação de vestibular, tais como: a do aluno; a do sujeito que formulou a proposta; a da sociedade. Dessa forma, procura-se depreender a imagem do enunciador de redações de vestibular, como um sujeito dialógico, isto é, um sujeito que constrói, de si e para si, a imagem daquele que enfrenta enunciativamente determinada situação de confronto, específica e pontual de avaliação, respondendo a outro. Para tanto, serão descritos os mecanismos de construção do sentido do enunciado da proposta do vestibular cotejado, para que se entendam valores institucionais que constituem uma cena enunciativa para o vestibulando, ou seja, a cena instituída como desafio pelo enunciador da prova institucional. Concomitante à descrição da voz institucional, será examinado o enunciado da totalidade do aluno recortada para o estudo. A orientação metodológica oferecida pela semiótica adotada levará à descrição do enunciador das redações de vestibular como um éthos, isto é, um ator da enunciação identificado por meio de um modo recorrente de dizer, que remete a um modo próprio de ser: o sujeito que produz enunciados em situação de avaliação para ser admitido pela própria instituição considerada. / This dissertation intends to effectuate a description of the voices which interpose the college entrance exam composition, such as: the students; the subjects, who formulated the proposal; the societys. In this way, it seeks to infer the college entrance exam composition enunciators image as a dialogical subject, this is, a subject that builds, from and for himself, ones image who expositively faces a determine, specific and assessment grading confrontation situation, answering to other. For this, the construction mechanisms of the enunciate meaning of the confronted college entrance exam proposal will be described, in order to understand the institutional values which constitute a enunciative scene for the one who is going to take the exam, in other words, a established scene as challenge by the institutional test. Concomitant the institutional voice description, the enunciate of the students totality will be examined for the study. The methodological orientation offered semiotics will lead to a description of the enunciatiors compostion as an ethos, this is, an enunciation agent identified by a recurrent way of saying that refers to a self way of being: the subject who produces enunciates in an assessment situation to be admitted by the considered institution.
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Historicidade, representação e sexualidade: uma leitura crítica das contradições do teatro contemporâneo em \'Bent\' de Martin Sherman e \'Amor e restos humanos\' de Brad Fraser / Historicity, representation and sexuality: a critical reading of contradictions of contemporary theater in \'Bent\' by Martin Sherman and \'Unidentified Human Remains and The True Nature of Love\' by Brad FraserLajosy Silva 17 August 2007 (has links)
Esse trabalho pretende discutir a questão histórica e da representação da homossexualidade no teatro a partir de duas peças de teatro: Bent do americano Martin Sherman e Amor e Restos Humanos do canadense Brad Fraser. As peças encenadas em 1979 e 1989 permitem uma leitura e interpretação do tempo e do espaço enquanto representação da história e das contradições da sociedade contemporânea. O trabalho também pretende discutir a noção de gênero e suas limitações enquanto representação de minorias, assim como a representação da homossexualidade estaria ligada a questões mais amplas que abarcam aspectos sócioeconômicos, políticos e ideológicos. / This work aims to discuss the historical concerned to the representation of homosexuality in the theater based on the reading of two plays: Bent by American playwright Martin Sherman and Unidentified Human Remains and The True Nature of Love by Canadian playwright Brad Fraser. These two plays were performed in 1979 and 1989 and allow us to develop an interpretation of time and space as historical representation of the contradictions of contemporary society. This work also aims to discuss the notion of genre and its limitations towards the representation of minorities as well as the homosexuality would be connected to wider issues such as social, economic, political and ideological issues.
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Calibration, réalisme et détermination d'étudiants et d'étudiantes universitaires en fonction de l'expérience, de la distance temporelle, du genre et du niveau de réussiteCloutier, Catherine January 2004 (has links)
No description available.
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Les femmes dans les manades en Camargue : "faire comme un homme " et "garder sa féminité" / Female herders in the Camargue : “working like a man” while “remaining feminine”Vignon, Sophie 30 June 2017 (has links)
Cette recherche s’intéresse à la présence de femmes manadières et gardianes dans un monde masculin. Il s’agit de comprendre comment ces femmes deviennent gardianes ou manadières, dans quelles conditions relatives aux normes sexuées elles investissent ce monde inhabituel pour des femmes. L’enquête s’appuie sur des séquences d'observation participante et sur des entretiens auprès de manadier-es et de gardian-es : 35 femmes et 10 hommes. Arrivées dans les années 80, les femmes intègrent les manades par 2 voies d’accès. Elles sont héritières par leur père ou converties suite à la rencontre d’un conjoint et à la pratique d’un sport masculin ou similaire. Le rapport père fille est un rapport privilégié, celle-ci jouant souvent le rôle du garçon manquant. Ces femmes ont connu des socialisations atypiques durant leur enfance s’adonnant majoritairement à des activités (jeux, sports) masculines. Elles préfèrent la compagnie des garçons en dévalorisant une certaine féminité mais certaines fréquentent aussi des filles. Ces différents canaux de socialisations leur procurent des dispositions plurielles. La plupart d’entre elles n’occupent pas les postes les plus physiques ou perçus comme masculins. Afin de se maintenir dans les manades, elles vont devoir prendre les codes des hommes et montrer qu’elles ont du caractère. Elles vont se masculiniser en infériorisant une catégorie de femmes dites fragiles et dangereuses. Pour autant, les femmes des manades ne veulent pas perdre leur féminité et s’attachent à la montrer. Le féminin comme le masculin sont des catégories instables. Pour les femmes comme pour les hommes, le contenu de ce qui est considéré comme masculin ne fait pas consensus. / This research focuses on the presence of manadières and gardianes – female herders of semi-feral horses and cattle – in the male world of the Camargue delta, where the Rhone River drains into the Mediterranean Sea. The idea is to understand how these women become herders; in what conditions, in terms of gender norms, they join an essentially man’s world. The study is based on participant-observer periods and interviews with 35 female and 10 male herders. Female herders first appeared on the scene in the 80’s. They tend to enter the profession in one of two ways: ether inheriting the mantle from their fathers, or being converted to it by a significant other or through involvement in a male sport or activity. The father-daughter relationship is a privileged one; the girls are often tomboys; the sons their fathers never had. As children, these women are socialized atypically, participating almost exclusively in “male” activities (games and sports). They prefer the company of boys and look down on a certain kind of femininity, although some of them do have female friends. The different channels of socialization lead to different situations. Few female herders are found in what are seen as the most strenuous, or masculine, roles. To hold their own in the manades, the women have to adapt male codes and prove that they have character. They become more masculine, and view a category of women described as fragile and dangerous as inferior. Yet the manade women don’t want to lose their femininity; they care about flaunting it. Feminine and masculine are unstable categories. There is no consensus as to what defines being masculine for either women or men.
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Rock Big and Sing Loud: Short Stories from Southern AppalachiaBaxter, Tamara 15 October 2006 (has links)
The past decade has been an exciting time for American fiction in general and Southern Appalachian fiction in particular. Rock Big and Sing Loud by Tamara Baxter is a significant addition to this surge of new writing. Writing truly about the world of eastern Tennessee Baxter also writes about the world at large, about humanity. Her narratives can make you laugh or break your heart, and sometimes they do both at once. She has given us the stories of some of the most afflicted and addicted, the most failed and failing, individuals on the planet, and also some of the strongest and most enduring people we are ever likely to meet. These stories take us to places we did not expect to go, and just when we think we have seen what is strangest, most absurd, most alien and outrageous, we recognize something of ourselves. - Robert Morgan, author of Gap Creek and Brave Enemies / https://dc.etsu.edu/alumni_books/1021/thumbnail.jpg
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New Genres in the Art Classroom: Shifting Ideas and IdentitiesRidge, Alyssa Grant 01 December 2015 (has links)
Secondary art education programs primarily offer courses in traditional mediums like drawing, painting, sculpture, and ceramics. In addition to valuing these traditional art forms, art education research supports integrating new technologies and media in the classroom. However, the possibilities of creating an exclusively contemporary, new genres curriculum have yet to be explored. This study examines the affordances and limitations of a high school-level new genre curriculum and describes how students reacted to these new genres and how their perceptions of art, student-peer relationships, and artist identities changed over time. By introducing students to new genres, the author found students expanded their definitions of art, became excited about art, and created personally relevant and meaningful artwork. The results of this case study may be valuable to art educators desiring to integrate more contemporary art into their curriculum.
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Writing in Other People's Worlds: Two Students Repurposing Extracurricular Fan Fiction Writing to Fulfill Curricular AssignmentsBlackburn, Alison Carol 01 June 2017 (has links)
Through interviews and writing sample analysis of two secondary students who are fan fiction writers, this article examines the tensions between curricular writing and extracurricular fan fiction writing. This study finds students have rich extracurricular writing lives, and they repurpose familiar practices from fan fiction writing for the classroom. This study further discusses the role of genre in effective repurposing. This study argues students who develop genre awareness repurpose their extracurricular writing more effectively to fulfill curricular assignments.
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New Genres in the Art Classroom: Shifting Ideas and IdentitiesRidge, Alyssa Grant 01 December 2015 (has links)
Secondary art education programs primarily offer courses in traditional mediums like drawing, painting, sculpture, and ceramics. In addition to valuing these traditional art forms, art education research supports integrating new technologies and media in the classroom. However, the possibilities of creating an exclusively contemporary, new genres curriculum have yet to be explored. This study examines the affordances and limitations of a high school-level new genre curriculum and describes how students reacted to these new genres and how their perceptions of art, student-peer relationships, and artist identities changed over time. By introducing students to new genres, the author found students expanded their definitions of art, became excited about art, and created personally relevant and meaningful artwork. The results of this case study may be valuable to art educators desiring to integrate more contemporary art into their curriculum.
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Classifying Conversations / La classification des conversationsWong, Kwong Cheong 12 November 2018 (has links)
Le fait que toute activité linguistique et toute interactivité soient relatives à un jeu de langage / un genre / un type de conversation a été reconnu depuis longtemps par divers spécialistes. Néanmoins, jusqu'à présent, aucune théorie systématique n'a pas été construite qui peut fournir en une manière formelle la composition et la gamme des types de conversation actuels et possibles. Dans cette thèse, nous adoptons une approche topologique pour classifier les conversations et développons une théorie formelle des types conversationnels dans le cadre de Type Theory with Records. Énoncés non phrastiques (ENP) - des énoncés fragmentaires qui sont des phrases sans prédicat mais qui expriment néanmoins un sens complet dans un contexte donné - sont un phénomène caractéristique de la conversation. Dans cette thèse, nous étudions les ENP dans un corpus chinois et examinons la distribution des ENP dans les genres parlés du Corpus National britannique (BNC). Cette thèse aborde le sujet de l'élaboration d'une théorie des types conversationnels qui peut expliquer la résolution des énoncés non phrastiques à travers des différents types conversationnels. En revanche, nous testerons l’hypothèse que la variation entre des distributions des énoncés non phrastiques peut servir à structurer l’espace des types conversationnels. / That all linguistic activity and interactivity is relative to a domain/language-game /genre/conversational type has long been acknowledged by various scholars. Nonetheless, hitherto there has been no systematic theory that tries to propose a formal account regarding the make-up and range of actual and possible conversational types. In this thesis, we take a topological approach to classifying conversations and develop a formal theory of conversational types in the framework of Type Theory with Records (TTR). Non-sentential utterances (NSUs)—fragmentary utterances which are incomplete sentences but nevertheless convey a complete sentential meaning in the given context—are a characteristic phenomenon of conversation. In this thesis, we study NSUs in a Chinese corpus and investigate the distribution of NSUs across the spoken genres of the British National Corpus (BNC).This thesis tackles the topic of developing a theory of conversational types that can be used to explicate the resolution of NSUs across different conversational types. Conversely, we investigate whether the variation in the distribution of NSUs can serve as a means of structuring the space of conversational types.
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La violence scolaire féminine : un regard d'adolescentes / La violencia escolar femenina : una mirada desde los adolecentesTorres Castro, Carmen Beatriz 31 January 2012 (has links)
Cet article a pour but de présenter la violence scolaire féminine en tant que phénomène social d’actualité dans les établissements d'enseignement. L'analyse se fait grâce à l’interprétation du rôle des relations, des stéréotypes et des rôles de genre, qui se trouvent à la base des comportement agressif et de la violence chez les élèves adolescentes, qui ne trouvent une autre façon que de résoudre les conflits avec les pairs de manière réactive, parce qu'elles ne connaissent pas d'autre moyen de le faire ou bien parce que de cette façon, elles gagnent la reconnaissance de leurs pairs avec qui elles partagent l'espace scolaire. Les raisons d'un tel comportement doivent être analysées dans les espaces de relation tels que la famille, l’école et le quartier ; structures sociales qui jouent un rôle dans la dynamique culturelle. Ce phénomène place les acteurs éducatifs dans la perspective d'une recherche de mesures d'intervention et de prévention contre les manifestations de cette difficulté dans les écoles. Il est important, également, d'établir le rôle des enseignants et leur influence sur le climat scolaire. Cette influence négative empêche le progrès dans l'utilisation de stratégies pour la résolution pacifique des conflits, évitant ainsi les comportements violents des adolescents, qui est considérée dans cette recherche comme facilitateur de ce qu'on appelle la violence scolaire féminine. L'analyse du phénomène nécessite une approche épistémologique et phénoménologique, et puis, la mise en tension des comportements observés avec les théories existantes sur le genre, la violence domestique, l'école et la culture scolaire. Ce processus a permit l’établissement des catégories d'analyse appropriées à la recherche, grâce auxquelles s’établit la discussion et les étapes à suivre dans la recherche de mesures d'intervention et de prévention. La conception méthodologique utilisée prend en compte la recherche qualitative de type participative, ancrée dans les « Núcleos de Educación Social y la Prevención de las Violencias Difusas en Contextos Educativos, (NES) ». Nous avons interrogé soixante et onze adolescentes âgées de 11 à 19 ans, de la sixième à la Terminale de cinq écoles publiques dans les quartiers de Santa Fe, Usme, Fontibón, Suba et Usaquen (Bogota – Colombie). Grâce à une stratégie de groupes de discussion (focus groups), les participantes ont exprimé les manifestations de la violence féminine dans différents contextes (sujet/famille, école, quartier) et étapes (rencontres/exploration, promenades, déplacements/transformations), tout en proposant des mesures de prévention et d'intervention pour le traitement du phénomène. L’analyse des résultats et la discussion rendent compte de la dynamique du phénomène, sa caractérisation et son impact sur l'environnement scolaire, afin de générer une réflexion en profondeur au sein des communautés scolaires, universitaires et scientifiques. Parmi les résultats obtenus sont présentés a) la possibilité que les participantes soient des vecteurs de coexistence au sein de leurs établissements scolaires en collaborant avec pour un renforcement du climat de l'établissement positif. b) Produire un historique sur la violence scolaire féminine afin d'identifier les différents étapes du phénomène, les facteurs générateurs de cette violence et les conséquences, de sorte que dans les écoles, la violence scolaire féminine soit reconnue comme un fait de société qui touche la vie quotidienne à l’école, de même que dans la vie des participantes et de leurs familles. / No abstract
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