A presente pesquisa investigou as funções da música no ensino fundamental: um olhar sobre cinco escolas estaduais de Porto Alegre/RS. O assunto proposto foi oportunizado a partir das categorias elencadas por Alan Merriam (1964), etnomusicólogo norte americano. Participaram desta pesquisa cinco escolas estaduais de ensino fundamental da cidade de Porto Alegre/RS e dezessete sujeitos que, de forma voluntária, foram o foco de coleta de material referente ao tema. Os dados para a pesquisa foram obtidos a partir de questionários, observações e entrevistas semi-estruturadas, desde que utilizassem a música em suas atividades. Estas atividades perpassaram o segundo semestre de 2005 e o segundo trimestre de 2006. Verificou-se que as professoras pesquisadas utilizam muito a música em suas atividades, mas principalmente com a função emocional, tendo como objetivo principal acalmar e tranqüilizar os alunos, para o bom desempenho da aula e das atividades escolares. A música é valorizada por seu caráter utilitarista, principalmente como fio condutor que perpassa todas as tarefas escolares.Assim, cada escola revela uma maneira diferente de articular e combinar a música em suas atividades, priorizando o atendimento ao aluno e a imagem da escola ante a comunidade. Com isto, notei como a influência da teoria das inteligências múltiplas, de Gardner tem grande penetração no meio educacional, pois a música auxilia na compreensão de outras disciplinas. Finalizando, destacam-se questões levantadas pela pesquisa e que poderão servir de sugestões para futuras investigações. / The present research has investigated the functions of music in elementary school: a view of five State schools in Porto Alegre/RS. The proposed subject was made possible through categories arranged by Alan Merriam (1964), American ethnomusicologist. Five schools were researched and the research focused on seventeen volunteers as a way of gathering material regarding the theme. The collected data was obtained through questionnaires, observations and semi-structured interviews submitted to teachers who make use of music in their activities. These activities happened throughout the second semester of the year 2005 and the second trimester of the year 2006. It was observed that the participating teachers make large use of music in their activities, but mainly with an emotional function, having as their main goal to calm down the students so they can have a better performance in class and in school activities. Music is valued as a useful tool particularly used to assist on all sort of school tasks.Each school finds different ways to articulate and combine music and their activities, having the student and the image of the school in the community as a priority. I could also notice how Gardner´s theory of multiple intelligences influences education, as music assists on the understanding of other subjects. In the conclusion, questions which were brought up by the research and can be used as suggestions for future investigations are highlighted.

A presente pesquisa investigou as funções da música no ensino fundamental: um olhar sobre cinco escolas estaduais de Porto Alegre/RS. O assunto proposto foi oportunizado a partir das categorias elencadas por Alan Merriam (1964), etnomusicólogo norte americano. Participaram desta pesquisa cinco escolas estaduais de ensino fundamental da cidade de Porto Alegre/RS e dezessete sujeitos que, de forma voluntária, foram o foco de coleta de material referente ao tema. Os dados para a pesquisa foram obtidos a partir de questionários, observações e entrevistas semi-estruturadas, desde que utilizassem a música em suas atividades. Estas atividades perpassaram o segundo semestre de 2005 e o segundo trimestre de 2006. Verificou-se que as professoras pesquisadas utilizam muito a música em suas atividades, mas principalmente com a função emocional, tendo como objetivo principal acalmar e tranqüilizar os alunos, para o bom desempenho da aula e das atividades escolares. A música é valorizada por seu caráter utilitarista, principalmente como fio condutor que perpassa todas as tarefas escolares.Assim, cada escola revela uma maneira diferente de articular e combinar a música em suas atividades, priorizando o atendimento ao aluno e a imagem da escola ante a comunidade. Com isto, notei como a influência da teoria das inteligências múltiplas, de Gardner tem grande penetração no meio educacional, pois a música auxilia na compreensão de outras disciplinas. Finalizando, destacam-se questões levantadas pela pesquisa e que poderão servir de sugestões para futuras investigações. / The present research has investigated the functions of music in elementary school: a view of five State schools in Porto Alegre/RS. The proposed subject was made possible through categories arranged by Alan Merriam (1964), American ethnomusicologist. Five schools were researched and the research focused on seventeen volunteers as a way of gathering material regarding the theme. The collected data was obtained through questionnaires, observations and semi-structured interviews submitted to teachers who make use of music in their activities. These activities happened throughout the second semester of the year 2005 and the second trimester of the year 2006. It was observed that the participating teachers make large use of music in their activities, but mainly with an emotional function, having as their main goal to calm down the students so they can have a better performance in class and in school activities. Music is valued as a useful tool particularly used to assist on all sort of school tasks.Each school finds different ways to articulate and combine music and their activities, having the student and the image of the school in the community as a priority. I could also notice how Gardner´s theory of multiple intelligences influences education, as music assists on the understanding of other subjects. In the conclusion, questions which were brought up by the research and can be used as suggestions for future investigations are highlighted.

Submitted by Kenia Bernini (kenia.bernini@ufpel.edu.br) on 2018-10-22T21:39:28Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Marco_Antonio_Correa_Collares_Dissertação.pdf: 1647591 bytes, checksum: daa0315bf61bbfc088495db2a7af3719 (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2018-11-06T18:49:28Z (GMT) No. of bitstreams: 2 Marco_Antonio_Correa_Collares_Dissertação.pdf: 1647591 bytes, checksum: daa0315bf61bbfc088495db2a7af3719 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2018-11-06T18:49:37Z (GMT) No. of bitstreams: 2 Marco_Antonio_Correa_Collares_Dissertação.pdf: 1647591 bytes, checksum: daa0315bf61bbfc088495db2a7af3719 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-11-06T18:49:47Z (GMT). No. of bitstreams: 2 Marco_Antonio_Correa_Collares_Dissertação.pdf: 1647591 bytes, checksum: daa0315bf61bbfc088495db2a7af3719 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-08-18 / Sem bolsa / A presente dissertação versa sobre as representações de civilização e barbárie nas narrativas dos Ciclos de Conan, de Robert Ervin Howard. As aventuras do personagem Conan, o Bárbaro foram produzidas entre os anos de 1932 e 1936, constituindo-se em vinte e um textos de cunho literário e ficcional que fazem parte de um gênero específico denominado de “Espada e Feitiçaria”. Tal gênero literário aborda mundos fabulosos caracterizados pela presença do sobrenatural e onde personagens igualmente fantásticos se aventuram em tramas de ação e fantasia. As aventuras de Conan foram publicadas nas chamadas pulp magazines (ou pulp fictions), revistas de baixa qualidade gráfica, normalmente processadas a partir da polpa do papel e que eram muito populares nos EUA entre os anos 1920-1950. Apesar de Howard situar seu mais famoso personagem no gênero da “Espada e Feitiçaria”, ele igualmente traçou aspectos de cunho filosófico em suas tramas, na medida em que o tema central destas narrativas vincula-se a oposição entre civilização e barbárie. Normalmente Conan representa uma conduta humana violenta, sanguinária e rústica, porém honesta e honrada frente às ações corruptas e gananciosas dos homens civilizados, sendo, portanto uma expressão da barbárie, um tanto necessária na visão de seu criador, principalmente diante de uma determinada crise civilizacional. Além disso, Conan e outros personagens de suas tramas possuem traços dos chamados homens da fronteira do oeste dos EUA, homens que representariam os desbravadores americanos, tão cultuados pelo criador do personagem, muito em razão de suas rusticidades serem consideradas basilares para a formação do país. Natural do Texas, Howard estava muito preocupado com seu contexto histórico de crise econômica e social, aquele da primeira metade do século XX e mais especificamente, da Grande Depressão dos anos 1930. Conan expressa, portanto alguns aspectos de uma conduta mais rústica e verdadeira, mais próxima das condutas idealizadas dos homens que fizeram o oeste e os EUA, significando que as narrativas dos Ciclos de Conan fazem parte da chamada literatura da fronteira, não sendo aqui um estudo somente sobre civilização e barbárie, mas também sobre a própria concepção de fronteira nos EUA no contexto histórico de Robert Howard. / This dissertation discusses the representations of civilization and barbarism considering the narratives of Conan Cycles by Robert Ervin Howard. The adventures of the character Conan the Barbarian were produced between 1932 and 1936. There are twenty-one literary and fictional texts that are part of a specific genre called "Sword and Witchcraft." Such literary genre approaches fabulous worlds characterized by the presence of the supernatural, where fantastic characters venture into action and fantasy plots. Conan's adventures were published in the so-called pulp magazines (or pulp fictions), low-quality graphic magazines - usually processed from paper pulp - that were very popular in the US between the 1920s and 1950s. Despite Howard placed his great famous character in the "Sword and Witchcraft" genre, he drew philosophical aspects in his plots, insofar as the central theme of these narratives is linked to the opposition between civilization and barbarism. Conan usually represents a violent, bloodthirsty, and crude human conduct, but honest and honorable in the face of the corrupt and greedy actions of civilized men, so an expression of barbarism would be somewhat necessary in his creator eyes, especially in the face of a Civilizational crisis. In addition, Conan and other characters have traces of the so-called western frontier men: the men who would represent the American trailblazers, so much worshiped by the creator of the character, largely because their rusticities were considered to be the basis for the formation of the country. Howard, a Texan native, was very concerned about the historical context of the economic and social crisis of the twentieth century, and more specifically, the Great Depression of the 1930s. Conan, therefore, expresses some aspects of a more rustic and truthful conduct, closer to the idealized manners of the men who made the West and the US, meaning that the narratives of the Conan Cycles are part of so-called frontier literature. This is not just a study of civilization and barbarism, but it is also about the conception of the US border in Robert Howard's own historical context.

1 Abstract This MA thesis discusses contemporary US literature in Czechoslovakia between 1948 and 1956 in order to see how the US was represented through the chosen American writers and their works. The first two chapters look at how the parallel canon was established, both from historical and theoretical perspective. The third chapter discusses Langston Hughes as the representative of American poetry. It shows how Hughes was used to draw attention to racial inequality in the US. Howard Fast as the superstar of the "Czechoslovak America" is the focus of the fourth chapter. The cases of both Fast and Hughes show that contemporary US authors published in Czechoslovakia at that time were chosen for the way they depicted the US racial and social inequality and the repression of political opposition, and identified themselves as members of the so called progressive America. Reading Hughes and Fast from the Eastern side of the Iron Curtain contributes to Czech scholarship on the 1950s and adds new perspectives to the contemporary reconsiderations of American leftist writers.

"This study has two-fold purpose: (1) to determine how the senior high school girls of Big Spring, Texas spend their leisure time and the relation, if any, of certain home and community facilities and instruction as factors which govern the amount and type of leisure activities, (2) to determine whether the public schools are preparing the students for the wise use of leisure time. "-- leaf 3.

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This study documents the problematic translator-publisher relationship in the case of the English translation of Simone de Beauvoir’s Le deuxième sexe. The socio-historical investigation of the case study demonstrates that the 1953 translation was complicated by several factors: the translator’s lack of philosophical knowledge, the editor’s demands to cut and simplify the text, the publisher’s intention to emphasize the book’s scientific cachet, and Beauvoir’s lack of cooperation. The investigation focuses on two aspects: the translator’s subservience and the involvement of multiple actors. Primarily concerned with the interaction between the translator and other actors, this study seeks answers that require investigation into historical documents and the work of other scholars critical of The Second Sex. In this enquiry, more than one hundred letters between the translator, H. M. Parshley, and the publisher, Knopf, are thoroughly analyzed. The study combines Bruno Latour’s and Pierre Bourdieu’s sociological concepts in order to provide a more detailed and encompassing examination within the context of Translation Studies. The letter correspondence is the primary evidence on which the study’s conclusions are based. / Social Sciences and Humanities Research Council of Canada

Syftet med denna uppsats är att undersöka vad sex lärare menar att pedagogiskt dramatillför i deras undervisning samt undersöka vad dramapedagogiken kan bidra med ielevernas kunskapsinhämtning. Vi har undersökt detta med hjälp av fyrafrågeställningar: Vilka dramapedagogiska verktyg använder informanterna i sinundervisning? I vilket syfte använder informanterna pedagogiskt drama? Vad harutbildningen i pedagogiskt drama tillfört deras lärarroll? Hur upplever informanternaatt eleverna påverkas av pedagogiskt drama? Undersökningen är kvalitativ och bygger på sex frågeformulär. Urvalsgruppen består avsex informanter som är lärare och har utbildat sig i pedagogiskt drama vid MalmöHögskola som en del i lärarprogrammet eller som fristående kurs. Materialetbearbetades efter fyra kategorier kopplade till våra frågeställningar och respondenternassvar. Dessa är: Dramapedagogiska verktyg, Syfte med pedagogiskt drama iundervisningen, Lärarrollen i pedagogiskt drama, Påverkan på och respons fråneleverna.Resultatet analyserades med hjälp av den amerikanske filosofen, psykologen ochpedagogen John Deweys teorier. Han menar att kunskap bör läras ut genom praktiskhandling och han skapade begreppet ”learning by doing”, en metod som innebär att elevernalär genom teori, praktik, reflektion och handling. Vi funnit att informanternas dramapedagogiska förhållningssätt kan gynna eleversinhämtade av kunskap på så sätt att undervisningen utgår från praktiska handlingar ochfysiska aktiviteter. Dessutom bidrar deras undervisning till att utveckla socialt samspeloch skapa trygga grupper, vilket är ytterligare förutsättning för ett bra inlärningsklimat.Vi har även funnit att utbildningens påverkan på respondenternas lärarroll, är att de harblivit tryggare i sin ledarroll. Det lustfyllda lärandet genomsyrar också informanternasundervisning, och undervisning som utgår från lek och glädje har positiv inverkan påinlärningen. Vi kan därmed säga att vi har funnit fyra övergripande kategorier sominformanterna menar att pedagogiskt drama tillför i deras undervisning, som i sin turkan bidra till elevernas kunskapsinhämtning. Dessa är: Varierad undervisning medkroppen som metod, Tryggare grupper, Stärkt självbild – viktig grund för lärarrollen ochEtt lustfyllt lärande

Some fields come and go, but there will always be a need for older generations to teach the younger generations. For this reason, teachers will always be needed. The material that they choose to teach can sometimes determine the outcome of a nation. Take a look into German and Roman histories; they are littered with teachers convincing students that their way is right. I think that it is imperative that we research the full potential of what we are teaching our students. For that reason, my thesis will consist of analyzing and synthesizing the research of Feldman, Sternberg, Gardner and Eisner, gathering information on their works and applying them to art education. I will apply my findings to the modern day secondary art classroom; whether it is classroom design or visual handouts, I will use the knowledge gathered to better equip the room to the advancement of multiple intelligences in hopes of inspiring my future students to be creative and lifetime learners.