A relação de Georg PhilippTelemann (1681-1767) com o gosto francês remonta ao início das atividades musicais do compositor, com ponto alto em sua viagem a Paris (1737), se estendendo até o final de sua vida. Esta pesquisa investiga as categorias de quartetos setecentistas a partir das definições de Scheibe (1740) e Quantz (1752), traçando o percurso dos gêneros e estilos nos quatuors de Telemann - com ênfase nos Nouveaux Quatuors (Paris, 1738). Este trabalho dá especial atenção ao estilo de conversação, ou diálogo - mencionado por Brossard (1708) e Mattheson (1739) - em contraste com os quartetos sonata em estilo contrapontístico anteriores. No que se refere ao estilo, caráter e função (delectare), o gênero de conversação encontra eco nos textos franceses setecentistas que tratam da arte da conversação galante em voga nos salões franceses no séc. XVIII. Propõe-se estudar mais profundamente os gêneros e estilos nos quartetos de Telemann, abordando desde seus primeiros, não publicados, a suas últimas coleções (publicadas em Hamburgo e em Paris), a fim de investigar como o compositor foi gradativamente desenvolvendo novas maneiras de compor a 4. / The relationship of Georg Philipp Telemann (1681-1767) with French taste goes back to the beginning of the composer\'s musical activities, with highlight on his trip to Paris (1737), to the end of his life. This research investigates the categories of eighteenth-century quartets starting from Scheibe (1740) and Quantz (1752) definitions, tracing the route of genres and styles in Telemann\'s quatuors - with emphasis to Nouveaux Quatuors (Paris, 1738). Special attention is given to the conversational style, or dialogue - mentioned by Brossard (1708) and Mattheson (1739) - in contrast to the previous quartet sonatas in contrapuntal style. With regard to the style, character and function (delectare), the conversation genre is echoed in eighteenth-century French texts dealing with art of gallant conversation in vogue in the French salons in XVIII century. It is proposed to study more deeply the genres and styles in Telemann\'s quatuors, analyzing from his first, unpublished, to the latest collections (published in Hamburg and Paris) in order to investigate how the composer was gradually developing new ways of composing for 4 voices.

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.

L’histoire de la sexualité dont il est question ici commence donc au tournant du siècle. Les écrits sur la sexualité se multiplient et si tous n’ont pas le succès de l’ouvrage du médecin vaudois Auguste Forel (1848 – 1931), en 1905, ils témoignent de l’intérêt du public pour ces questions. Cette période marque donc le début d’une véritable clinique de la sexualité, qui, si elle demeure cantonnée à des consultations privées, n’en pose pas moins les bases de ce qui va devenir une discipline enseignée à l’université à la fin des années 1960.Dans les premières décennies du siècle, les théories analytiques marquent profondément le champ des sciences du psychisme en Suisse. Outre les apports théoriques des doctrines freudiennes, on voit émerger un véritable front d’action en faveur de l’hygiène mentale agrégé au mouvement pour l’hygiène sociale et morale qui ne tarde pas à s’intéresser aux couples hétérosexuels. Mais les écarts à la norme ne sont pas pour autant délaissés et de nombreux travaux consacrés aux paraphilies contribuent dès les années 1940 à l’édification d’un dispositif médico-légal d’encadrement des « déviant.e.s ».À partir de année 1950, la sexologie gagne progressivement les institutions académiques. Cette évolution doit se comprendre à l’aune des dynamiques sociales et politiques qui caractérisent les années 1960. Alors que les luttes en faveur du droit à l’avortement et à la contraception donnent une résonance importante aux questions sexuelles, on observe une relative libération des mœurs. Il s’agit saisir les étapes de cette institutionnalisation en nous intéressant non seulement aux contenus scientifiques proposés mais aussi à leurs portées politiques. Le développement de la sexologie et son intégration au système de santé ne sauraient s’envisager indépendamment de l’agenda politique des autorités en matière de famille, de natalité ou de criminalité, pour ne prendre que quelques exemples. / The history of sexuality presented here starts at the end of the 19th century when the number of medical books on sexuality increases. In French speaking Switzerland, Auguste Forel is already a well-known psychiatrist when he is publishing The sexual question. During this period there are not only books, which are published, but also numerous private clinics are treating ordinary sexual disorders.During the first decade of the 20th century psychoanalysis and others sciences of the psyche have a great influence on the knowledge of sexuality. In the same time many reformers are spreading a program of Social Hygiene among the population but also among the sanitary authorities. This program includes a struggle for the defence of the family, which seems to them threated by many dangers – including divorce. In this context the sexual pleasure becomes central. An important part of the sexologists are focusing on the heterosexual couple. But this must not hide that some people remain in the margin because of their “abnormal sexuality”. Far from ignore them, the medical science take an active part in the politics of regulation and normalisation of sexuality.During this century, the specialists of sexuality participate in many debates on social and political issues related to their field. This process includes a kind of specialisation and at the end of the sixties sexuality becomes an area of studies in the universities of Lausanne and Geneva.

This thesis presents an investigation into the experience of ESL Higher Education young writers when composing three online genres: academic text, diary texts, and blog texts. Central to this investigation is the authenticity of audience and directing texts to ‘real’ readers. Hence, technological tools are utilised in order to approximate such experience of writing for real readers. A qualitative case study was employed over three months of an academic semester at an Omani Higher Education College. Two cases participated in the study of overall 17 students across both cases: 5 males and 12 females and 10 students in case 1 and 7 students in case 2. To attain an in-depth understanding of the cases; different tools of data collection were deployed, including: interviews, classroom observation, reflective diary for recording student perceptions and experiences, and three forms of written texts were collected from the participating students: academic essay, diary, and blog. Thus the reflective diary was both a genre of writing and a data collection method. The study findings highlight that having only a teacher as an ‘audience’ restricted students’ attempts to focus on content, and most of this focus was given to shaping texts in accordance with student perceptions of teacher approved organisation and representation of text. Whereas blogging provided an opportunity to think of a wider range of readers and therefore a greater tendency to author personally selected texts. Also, diary was mostly associated with teacher-audience; though some writers enjoyed writing diary for personal use, the fact that these diary texts vary in accordance with these different understandings of audience offers further credence to claims about the role of real and assumed readers in shaping texts. The significance of the current study is that it offers practical and pedagogical thinking for teaching writing in ESL exploiting the affordances of technology in teaching process writing. It suggests that varying both audience and genres in relation to classroom writing tasks can have benefits for student writers in terms of their understanding of audience, their shaping of text for an audience and increased investment in the content of what they write. It offers insights into problems and issues felt by young writers that are usually unknown to the teachers. Based on those insights, differing issues such as collaboration, process writing and grading are re-evaluated.

Cette thèse explore la microphysique du pouvoir à l’oeuvre dans le champ scolaire pour en repérer les mécanismes. Elle s’inscrit dans le domaine de la sociologie des inégalités à l’école ainsi que dans le champ des études féministes, à partir du constat d’une faible production d’études qui permettent d’envisager la dynamique et l’imbrication des rapports sociaux dans l’éducation. La recherche ethnographique, conduite dans quatre établissements scolaires en France et au Québec, permet d’identifier les « mécanismes menus » par lesquels se co-construisent les rapports sociaux de sexe, de classe et de race en mobilisant les outils de l’interactionnisme. Le rapport pédagogique adossé au rapport d’âge, est susceptible à la fois d’amplifier ou transformer la dynamique de ces rapports selon des situations qu’il est toujours nécessaire de contextualiser pour en saisir les variations. La perspective comparative entre les pays, mais aussi entre les établissements scolaires offre cette opportunité. L’apprentissage du conflit dialogique comme condition de la démocratie, couplée à la prise en compte de l’affectivité et des émotions dans la relation éducative participent aux modalités d’une pédagogie émancipatrice dont la conceptualisation est réalisée sur la base de savoirs empiriques acquis en formation des enseignant.e.s. / Schools, spaces of multiple conflictualities, are fundamental locations of citizenship where domination relationships are created and recreated. This thesis explores the microphysics of power in the school sector in order to recognize its mechanisms. It is affiliated to the field of sociology concerning inequalities in school, but also to the field of feminist studies, given the few studies that enable considering the dynamics and the interweaving of social relations in education. This ethnographic research, led in four educational institutions in France and in Quebec, enables the identification of “Menu mechanisms” through which social relationships to sex, class and race build each other by mobilizing the tools of interactionism. The pedagogical relationship, leaned on the age relationship, is likely to simultaneously amplify or transform the dynamics of these relationships according to situations that always need to be contextualized in order to grasp their variations. The comparative perspective between both countries, but also betweenthe schools offers this opportunity.The learning process of dialogical conflicts as a condition of democracy, interlinked with the awareness of affectivity and emotions in the educational relation contribute to the modalities of an emancipatory pedagogy, whose conceptualization is achieved on the basis of empirical knowledge acquired through teacher's training.

A partir d’un réseau d’établissements et par une approche qualitative et quantitative : un lycée, un collège, une école primaire et deux collèges supplémentaires, l’étude s’intéresse aux transgressions scolaires au filtre du genre des élèves et des personnels éducatifs. De précédents travaux affirment que les transgressions sont différentes, ainsi que l’application du système punitif en fonction du sexe des élèves. Ce travail cherche à mettre en évidence les différents facteurs qui participent au mécanisme genré de la transgression scolaire. Il s’articule avec les constructions des identités de la transgression, les manifestations dans l’espace scolaire, les justifications que donnent les individus par rapport à une transgression et les répercussions de cette dernière. Tout permet d’alimenter ce cercle vicieux qui consacre les filles comme étant des élèves modèles, adaptées aux normes du système éducatif et les garçons, comme des individus naturellement transgressifs. Construits et consolidés au moyen des résultats et de la revue de littérature, ces facteurs laissent pressentir un modèle pouvant expliquer et justifier un mécanisme immuable, incessant, perpétuel mais surtout discriminant les élèves filles et garçons qui enfreignent lois, règles et normes dans les établissements scolaires. / Using a network of institutions and both a qualitative and quantitative approach: a high school, asecondary school, a primary school and two additional secondary schools, the study focuses on school transgression through the filter of the pupils and educational staffs’ gender. Previous works assert that these transgressions are different, and thus that the enforcement of the punishment system according to the pupils’ gender is too.Our work attempts to highlight the various factors participating in the gender-based mechanism of school transgression. It is built on the identity construction of the transgression, its manifestations in school, the justifications given by individuals regarding a transgression and the repercussions of the latter. This allows the perpetuation of a vicious circle that sees girls as model pupils, adapted to the standards of the education system, while boys are seen as being naturally transgressive individuals. Built and strengthened by results and literary reviews, these factors allow us to anticipate a model explaining and justifying an unchanging, ceaseless, and perpetual mechanism, but also a model that discriminates between girl and boy pupils who break laws, rules and standards within schools.

This thesis intends to demonstrate that the idea of the end is a crucial motive of Geoffrey Hill’s poetry. It analyses the verbal and formal means by which Hill attempts to have his poems arrive at ends. The ends are, chiefly, the reconciliation of antagonists in word or thought; and the perfect articulation of the poem. The acknowledgement of failure to achieve such ends provides its own impetus to Hill’s work. The thesis examines in detail Hill’s puns, word-games, rhymes, syntaxes, and genres — their local reconciliations and entrenched contrarieties — and claims for them a significant place in the study of Hill’s poetry, particularly with regard to its sustained concern with ends and endings. Little has been written to date about Hill’s entire poetic corpus as represented in Broken Hierarchies (2013), due to the recentness of the work. This thesis draws from the earliest to the latest of Hill’s poetic writings; and makes extensive use of archival material. It steps beyond the ‘historical drama’ of language depicted in Matthew Sperling’s Visionary Philology (2014) and Alex Pestell’s Geoffrey Hill: The Drama of Reason (2016) and asserts that the drama in Hill’s poetry, seeking to transcend history, is constantly related to its end: not only its termination in time but its consummating purpose.

Fundação Carlos Chagas Filho de Amparo a Pesquisa do Estado do Rio de Janeiro / A presente pesquisa tem como objetivo geral defender o ato de jogar como processo de leitura, concebida como construção de sentido(s), da qual o jogador participa como coautor. Para realização dessa tarefa, sugerimos uma descrição do game como gênero discursivo hipermodal. Teorias da área do estudo de games foram articuladas a teorias da área de Letras, a fim de respaldar com coerência teórica os objetivos aqui pretendidos. O corpus a ser estudado compõe-se de uma transcrição de uma jogada completa do game Heavy Rain e de gravações de cenas fílmicas e controláveis do mesmo jogo. Nesta pesquisa, defendemos a atividade lúdica como um processo de leitura bastante enriquecedor, que exige do jogador uma postura ativa, na qual ele precisa concretizar habilidades diversas para dar conta de construir sentidos a partir da multiplicidade semiótica do game / This research aims to defend the general act of play as the reading process, conceived as the construction of meaning(s) from which the player participates as co-author. To perform this task, we suggest a description of the game as a speech genre hipermodal. Theories of the study area games have been articulated to the area of Humanities in order to endorse theoretical coherence with the objectives pursued here. The corpus to be studied consists of a transcript of a play full game Heavy Rain and records of film scenes and controllable same game. In this research, we advocate a ludic activity as a reading process very enlightening, which requires an active player, in which he must fulfill different skills to realize construct meaning from the multitude of semiotic game

Esta dissertação de mestrado versa sobre dois discursos do ateniense Isócrates: Contra os Sofistas e Elogio de Helena, compostos por volta de 390 a. C. O estudo do primeiro trata da filosofia de Isócrates; o do segundo, da maneira como o gênero epidítico é utilizado pelo autor. Há ainda um último comentário sobre o uso de moldes discursivos presente na estruturação de seus discursos. Segue-se, ao final, a tradução em português acompanhada de notas de ambos os discursos. / This dissertation deals with two speeches of the Athenian Isocrates: Against the Sophists and Helen, composed around 390 a. C. The analysis of the first speech deals with the \"philosophy\" of Isocrates; the second, the way the epideictic genre is used by the author. There is also a comment on the use of certain discursive molds that belong to the structure of his speeches. Finally, is presented a translation into Portuguese with notes of both speeches.

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.