Esta pesquisa procura analisar a influência da tradição na tradução e interpretação da perícope de Isaías 52.13-53.12. Inicialmente esta pesquisa discute a teoria de Eugene A. Nida, que tem sido a principal teoria nas discussões de tradução da Bíblia. Juntamente com a análise da teoria de Nida analisou-se também as principais discussões sobre tradução de outras vertentes acadêmicas e o uso das mesmas pelas principais tradições religiosas: judaicas, católicas e protestantes. Por meio de estudo de casos específicos de tradução dessas diversas correntes religiosas analisou-se as influências teológicas na tradução de textos tais como Isaías 14.12 na tradição protestante, Isaías 9.5-6 na tradição judaica. A pesquisa abordou o uso da paráfrase como meio utilizado pelas tradições religiosas para defender suas doutrinas em textos sensíveis da Bíblia Hebraica, bem como o poder da tradição interpretativa como interferência na produção de traduções alinhadas às posições teológicas das respectivas tradições. A pesquisa procura delinear de forma breve, a história dos princípios de interpretação da tradição cristã e do judaísmo rabínico. As principais versões produzidas por essas tradições interpretativas: LXX, Vulgata, Targum e Peshitta foram expostas como produtos dessas tradições interpretativas e a perícope de Isaías 52.13-53.12 nessas antigas versões e no Novo Testamento, também como produtos de influência das diferentes tradições interpretativas do cristianismo e do judaísmo rabínico. Por fim, o trabalho busca mostrar como o texto da perícope de Isaías 52.13-53.12 foi tratado nas fontes antigas do judaísmo rabínico e do cristianismo e os efeitos dessas tradições interpretativas em duas versões modernas da Bíblia Hebraica. A de linha judaica, conhecida como Bíblia Hebraica da Editora e Livraria Sêfer e a de linha protestante, denominada Nova Bíblia Viva / This research analyzes the influence of tradition in the translation and interpretation of the pericope of Isaiah 52:13-53:12. Initially, this research discusses the theory of Eugene A. Nida, who has been the leading theory in discussions of Bible translation. Along with the analysis of the theory of Nida analyzed also the main discussions on translation of other academic aspects and their use by major religious traditions: Jewish, Catholic and Protestant. Through case studies of specific translation of these various religious currents analyzed the theological influences in the translation of texts such as Isaiah 14:12 in the Protestant tradition, Isaiah 9:5-6 in Jewish tradition. The study addressed the use of paraphrase as a means used by the religious traditions to defend their doctrines in sensitive texts of the Hebrew Bible, as well as the power of the interpretive tradition as interference in the production of translations aligned theological positions of the respective traditions. The research seeks to outline briefly the history of the principles of interpretation of the Christian tradition and rabbinic Judaism. The main versions produced by these interpretive traditions: LXX, Vulgate, Targum and Peshitta were exposed to products of these interpretive traditions and the pericope of Isaiah 52:13-53:12 those old versions and the New Testament, as well as products of the influence of different interpretive traditions of Christianity and rabbinic Judaism. Finally, the work seeks to show how the text of the pericope of Isaiah 52:13-53:12 was treated in the ancient sources of rabbinic Judaism and Christianity and the effects of these two interpretive traditions in modern versions of the Hebrew Bible. The line Jewish Hebrew Bible known as the Publisher and Bookstore Sefer and Protestant line called New Living Bible

Esta pesquisa qualitativa configurou-se como um estudo de caso dos repertórios interpretativos utilizados na construção de posicionamentos contrários às cotas raciais nas universidades públicas brasileiras, expressos na sessão de comentários à notícia, publicada na internet, da decisão unânime do Supremo Tribunal Federal em favor da legitimidade constitucional do sistema de reserva de vagas baseado em critérios raciais. Partindo da perspectiva epistemológica do construcionismo social e dos instrumentos teóricometodológicos da psicologia social discursiva no estudo da relação entre racismo e discurso, analisei um conjunto de 6 fragmentos de interações, somando 44 registros, retirados de um total de 250 comentários. A organização dos comentários em fragmentos objetivou recortar diálogos espontâneos entre os comentadores, privilegiando aqueles que permitiram o acompanhamento da construção dos posicionamentos contrários ao sistema de cotas raciais. Os resultados encontrados corroboram os achados da pesquisa de Margareth Wetherell e Jonathan Potter (1992) sobre o discurso dos Pakeha Neozelandeses (brancos descendentes de europeus) empregados em posicionamentos sobre o estatuto das relações raciais na Nova Zelândia, particularmente sobre a questão dos programas de ação afirmativa. Tal como nesta pesquisa, o presente estudo de caso encontrou o emprego de argumentos de base liberal na construção de posicionamentos contrários ao sistema de cotas, que no contexto específico das interações analisadas, trabalham em defesa do status quo racista da sociedade brasileira. Nas considerações finais, apontei algumas das vantagens da especificidade do campo empírico recortado para o estudo do racismo, bem como da consideração do racismo como uma prática sócio-cultural de construção de sentidos concretizada a partir do emprego de recursos discursivos disponíveis numa sociedade racista. Sugeri algumas linhas de aprofundamento da análise do material bruto coletado, que ficará disponível para pessoas darem continuidade ao trabalho de analise deste material. Sugeri também a possibilidade de que a abordagem teóricometodológica de trabalho com práticas discursivas e produção de sentido pode ter bons resultados quando aplicada em pesquisas envolvendo grupos de pesquisadores e paridade racial e de gênero. Destaco ainda algumas das possibilidades futuras de pesquisas envolvendo a proposta de pesquisa empírica na sessão de comentários a textos publicados na internet para o estudo dos mais variados temas / This qualitative research was configured as a case study of the interpretative repertoires used in building positions contrary to racial quotas in Brazilian public universities, expressed in the comments to the news published on the Internet, the unanimous decision of the Supreme Court in favor of the constitutional legitimacy of the system of quotas based on racial criteria. Starting from the epistemological perspective of social constructionism and the theoretical and methodological tools of discursive social psychology in the study of the relationship between racism and discourse, I\'ve analyzed a set of 6 pieces of interactions, totaling 44 records taken from a total of 250 comments. The organization aimed to cut fragments comments spontaneous conversations among commentators, privileging those who have allowed the monitoring of the construction of positions contrary to the racial quota system. The results corroborate the findings of research Margaret Wetherell and Jonathan Potter (1992) on the speech of Pakeha New Zealanders (white European descent) employees in positions on the status of race relations in New Zealand, particularly on the issue of affirmative action programs. As this research, this case study found the arguments of neoliberal base to build positions contrary to the quota, which in the specific context of interactions analyzed, work in defense of the racist status quo of the Brazilian society system. In closing remarks, I pointed some of the advantages of specificity clipped to the study of racism empirical field, as well as consideration of racism as a socio-cultural practice of constructing meanings realized from the use of discursive resources available in a racist society. Suggested some lines of further analysis of the crude material collected, which will be available for people to continue the work of analysis of this material. Also suggested the possibility that the theoretical-methodological approach to working with discursive practices and the production of meaning can have good results when applied to research involving groups of researchers and racial and gender parity. Also highlight some of the possibilities for future research involving the proposal of empirical research in the comments to texts published on the Internet for the study of various topics

Dentre os postulados metodológicos da teoria semiótica, os pontos de discussão que se apresentam como fundamentais nesta pesquisa são aqueles ligados às questões de leitura e interpretação de textos. A fim de estudar tais concepções baseadas no construto teóricometodológico da semiótica, temos como ponto de partida um corpus constituído de duas totalidades textuais. A primeira, composta de quatro contos literários do escritor norte-americano O. Henry e a segunda, formada por vinte e cinco textos interpretativos de alunos de uma classe da 3ª. série do ensino médio. Tais produções escolares foram elaboradas a partir do conto O presente dos magos, considerado uma unidade que participa da totalidade literária em questão. Ao colocar em cotejo essas duas totalidades, averiguamos, no movimento de leitura e interpretação, como a interioridade - as estruturas dos textos interpretativos - foi concebida em função de uma outra interioridade - as estruturas do conto literário, já que a produção interpretativa é sustentada no texto que lhe deu origem. Do discurso literário, portanto, depreendemos dos contos de O. Henry as recorrências de um modo de dizer, a partir do que é dito. Essa análise nos permitiu verificar a imagem de um enunciatário cooperativo, com a competência para saber ler implícitos, um enunciatário (páthos) cético que incorpora o éthos cético do enunciador dos contos. Da totalidade escolar, por sua vez, reconstruímos, por meio de um exame da recorrência do fazer interpretativo dos alunos, uma imagem (éthos) de leitor e intérprete escolar erigida dos próprios textos dos sujeitos leitores. Revela-se, pelo movimento analítico empreendido nas duas totalidades textuais, em última instância, um éthos escolar responsivo, que dialoga com a imagem do leitor (páthos) inscrito no texto literário. Nessa esteira, encaminhamo-nos em busca das relações que o éthos do leitor escolar entretêm com o páthos inscrito no texto-base para leitura. / Among the methodological concepts from semiotics, the discussion points considered as fundamental in this research are those related to the reading and interpretation process. To study these concepts based on the theoretical and methodological paradigm of semiotics, we have as a starting-point a corpus formed by two textual totalities: one, composed by four literary short stories by O. Henry and the other, formed by twenty-five interpretative texts written by students of the 3rd high school grade of a public school. The students\' texts were created from The Gift of the Magi short story, considered as a unit that participates of the literary totality. Relating and comparing these two totalities, we could verify as the interiority of the school texts were founded because of the structures of the literary short story, since the interpretative production is supported by the text that gave origin to it. From the literary discourse, we could deduce from O. Henry\'s short stories the recurrences of a way of saying from what is said. This analysis permitted us to verify the image of a cooperative enunciatee with the competence to know how to read implicits, a skeptical enunciatee (pathos) that incorporates the enunciator\'s skeptical ethos instituted in the short stories. From the school totality, we reconstructed a school reader\'s image (ethos) erected from the students\' texts by the exam of the interpretative doing recurrences. It was revealed, at last, by the analytical movement executed in the two totalities, a responsive school ethos that dialogues with the reader\'s image (pathos) established by the literary text. Thus, we are conducted to observe the relations that the school reader\'s ethos maintain with the pathos instituted in the short story by O. Henry.

O tema desta pesquisa são as disputas travadas por veículos midiáticos na cobertura a ações de movimentos sociais. Busca-se, empiricamente, identificar os enquadramentos interpretativos construídos por três jornais (Zero Hora, Diário Gaúcho e Sul21) sobre o ciclo de protestos de 2013, em Porto Alegre/RS, em especial no que se refere às interações entre manifestantes e aparato policial. Metodologicamente, foi construído um banco de dados com todas as publicações de cada jornal, na cobertura ao ciclo de manifestações, bem como foram entrevistados(as) jornalistas responsáveis pela produção do conteúdo dessas publicações. Após a organização e a quantificação do corpus de dados, com a identificação de tendências de cobertura, foram selecionados eventos específicos de protesto (ocorridos em 27 de março, 04 de abril, 13 de junho e 20 de junho), bem como as “retrospectivas” de final de ano, para análise de conteúdo. A convergência entre o material empírico e os referenciais teóricos resultou em três dimensões centrais: a identidade dos(as) manifestantes; a caracterização da(s) reivindicação(ões) do protesto; as interações entre manifestantes e policiais. A partir de tais dimensões construiu-se um modelo analítico para operacionalização do estudo. Os resultados da pesquisa indicam que a construção de enquadramentos interpretativos por Zero Hora, Diário Gaúcho e Sul21 foi caracterizada pela multiplicidade de esquemas interpretativos. Essa multiplicidade diz respeito a diferenças (a) entre os conteúdos de cada jornal e a (b) transformações de enquadramento no curso das mobilizações. Zero Hora e Diário Gaúcho produziram enquadramentos similares. Inicialmente, as coberturas de ambos os jornais centraram-se na identificação de repertórios de dano a patrimônios por manifestantes, tomando-se a manifestação (denominada “baderna”) como ilegítima. Ao longo do ano, Zero Hora e Diário Gaúcho delimitaram uma distinção entre “manifestantes pacíficos” e um grupo específico - qualificado pelo termo “vândalos” -, o qual foi considerado responsabilizável pela realização de repertórios de dano a patrimônios. A referida transformação de enquadramento denotou uma autonomização deste repertório específico (tomado como ilegítimo) em relação à manifestação (considerada legítima). O Sul21 caracterizou-se, diversamente, pela ênfase, desde o início do ano, no questionamento à ação policial de repressão às mobilizações. Os protestos, por outro turno, foram invariavelmente considerados legítimos pelo Sul21. Por fim, as “retrospectivas” de final de ano indicaram similaridades no enquadramento de todos os jornais, com a construção de uma síntese interpretativa hegemônica a respeito do ciclo de protestos. A partir da análise de dados, formulou-se a seguinte tipologia dos enquadramentos interpretativos adotados em diferentes momentos do ano: “Manifestação como afronta à ordem”; “Polícia como instituição violenta”; “Maioria de manifestantes pacíficos em oposição à minoria de manifestantes violentos”; “Maioria de manifestantes pacíficos em oposição à minoria de manifestantes violentos e a uma polícia violenta”. A análise cronológica denotou disputas entre esses diferentes modelos de cobertura, com a constituição de um “campo de batalha” interpretativo. / The subject of this research is the disputes promoted by media vehicles at the coverage of social movements actions. We seek to, empirically, identify the interpretative frameworks built by three newspapers (Zero Hora, Diário Gaúcho and Sul21) about the 2013 protests cycle, in Porto Alegre/RS, in particular in what it refers to the interactions between protesters and police apparatus. Methodologically, we constructed a database with all the publications of each newspaper, at the coverage of the mobilization cycle and we interviewed journalists responsible for producing the content of these publications. After organizing and quantifying the database, identifying coverage trends, we selected specific protest events (occurred on March 27, April 04, June 13 and June 20) and the end-of-the-year "retrospectives" for content analysis. The convergence between empirical data and theoretical references resulted in three central dimensions: the identity of protesters; the characterization of protest claims; the interactions between protesters, and police. From these dimensions we constructed an analytical model for the implementation of the study. The survey results indicate that the construction of interpretative frameworks by Zero Hora, Diário Gaúcho, and Sul21 was characterized by the multiplicity of interpretative schemes. This multiplicity concerns about the differences (a) between the contents of each newspaper and about the (b) framework changes in the course of mobilizations. Zero Hora and Diário Gaúcho produced similar frameworks. Initially, the coverage of both newspapers focused on the identification of repertoires of patrimonial damage by protesters, taking the manifestation (called "hooliganism") as illegitimate. Throughout the year, Zero Hora and Diário Gaúcho delimited a distinction between "peaceful protesters" and a specific group - qualified as "vandals" -, which was considered responsible for conducting repertoires of patrimonial damage. This framework transformation denoted an increasing autonomy of this particular repertoire (taken as illegitimate) in relation with the mobilization itself (considered legitimate). Sul21 was characterized, diversely, by the emphasis, since the beginning of the year, on questioning the police action of repression to the manifestations. The protests, on the other hand, were invariably considered legitimate by Sul21. Finally, the end-of-the-year "retrospectives" indicated similarities between the frameworks of all the newspapers, with the construction of a hegemonic interpretative synthesis about the protest cycle. From the data analysis, we formulated the following typology of interpretative frameworks adopted in different moments of the year: "manifestation as an affront to order"; "Police as a violent institution"; "The majority of peaceful protesters opposed to the minority of violent protesters"; "The majority of peaceful protesters opposed to the minority of violent protesters and opposed to a violent police." The chronological analysis denoted disputes between these different types of coverage, with the establishment of a "battlefield" interpretation.

This study explores the subjective experiences of CBT therapists who have undergone personal therapy and seeks to gain insight into the significance of personal therapy in CBT clinical practice. Seven CBT therapists who have undergone personal therapy were interviewed. Interpretative Phenomenological Analysis (IPA) was chosen to generate rich interview data. Participants were asked about their experience of personal therapy in clinical practice. Participants' narratives were analysed using IPA to identify common themes. The analysis resulted in twelve interrelated themes from which three master themes emerged. The first theme, 'Personal therapy creates conflict', explores a paradox that arises between personal therapy and CBT clinical practice; participants suggest that personal therapy equips them with therapeutic tools that paradoxically hinder their capacity to practice a standardised protocol-led CBT. The second master theme, 'Personal therapy ties me to humanity', suggests that the gap between personal therapy and CBT practice narrows by participants' 'use of self': calling upon their own vulnerabilities to forge fundamental connections with their clients based on the shared experience of being human. This study finds that all participants value 'being human' with their clients, however, struggle to find the space 'to just be' within an action-focused, goal-orientated CBT model. This is further explored in the final theme, 'Personal therapy: Being and doing'. Potential implications of the themes that emerged were considered. This study contributes to the literature on CBT and counselling psychology, and to the understanding of a divide in the psychotherapy profession between evidence-based priorities and expectations of reflective practice.

Current government statistics show that the fastest growing ages for exclusion in English schools is in children between five and seven years old (DfE, 2013). This trend of young children being excluded for behaviour difficulties can have long term consequences for the children and their families, and has costs to society (Castle & Parsons, 1997). It has also been found that children with challenging behaviour can attract less sympathy than other areas of difficulty (Ofsted, 2010). There is limited research regarding parents' experiences of engaging with school staff when issues are raised about their child's behaviour, particularly when the children are being referred to external agencies. In the present study, three mothers of young children, whose child had been referred to the Educational Psychology Service for challenging behaviour, were interviewed. The method used to examine the interview data is Interpretative Phenomenological Analysis (IPA) as it aims to explore the experiences of the mothers from their interpretation of the situation. Although the mothers had diverse experiences of working with school staff and external professionals with regard to their child's challenging behaviour they provided evidence for five key superordinate themes, which are: development of shared understanding; the child as an individual; the role of being a parent; finding solutions; and social perceptions of behaviour. Implications for theory are discussed in order to further develop a model of working with parents which challenges some the inherent disempowerment and difficulties of managing within the compulsory education system. Implications for practice are explored to consider how school staff and professionals need to develop their communication strategies to enable parents to have access to information, to actively listen to the views of parents, and for parents to be actively involved and work collaboratively in the child's best interests. Further research to identify the relative influence of themes in the present findings would enable targeting of resources to improve the outcomes for young children with challenging behaviour in school.

A sense of school belonging has a powerful effect on students' emotional, motivational and academic functioning. This phenomenological research synthesized qualitative literature presenting pupil voice on school belonging, investigated how secondary school-aged students who have undergone a 'managed move' experience belonging, and sought their views on the role stakeholders might play in promoting school belonging for managed move students. The author discusses policy and practice implications and outlines a dissemination strategy. The first paper is an interpretative meta-synthesis involving a process of reciprocal translation and synthesis of seven qualitative studies was used to examine secondary school students' experiences of school belonging. The second paper is an empirical study investigating how secondary school students who have undergone a managed move experience school belonging, and what they feel would promote a sense of school belonging for other managed move students. This research employed purposive sampling, an interpretative case study design and semi-structured phenomenological interviews. Interpretative Phenomenological Analysis (IPA) was used to analyse data. The meta-synthesis (Paper 1) generated four main concepts: school belonging and intersubjectivity; school belonging and knowledge, understanding and acceptance of individual identity; school belonging and experiences of in-group membership and school belonging and safety/security, and the 'higher-order concept' of school belonging as 'feeling safe to be yourself in and through relationships with others in the school setting'. Superordinate themes identified in the empirical study (Paper 2) were 'making friends and feeling safe'; 'feeling known, understood and accepted as a person in receiver school'; 'identification of and support for SEN/D' and 'supportive/unsupportive school practices/protocols'. Findings indicated that a sense of school belonging for these students resulted from positive social relationships with peers and an attendant sense of safety, security and acceptance. Managed move participants expressed the desirability but also the perceived difficulty of forging relationships in a new school and acknowledged the value of sensitive and subtle support.

The recent changes in legislation and codes of practice expand the role of the educational psychologist to a wider age range: 0-25. Moreover, surveys suggest an increasing number of children and young people experience difficulties with mental health, including depression. A systematic literature review of what narratives young people use to communicate depression was undertaken in the first paper. Despite an abundance of literature about depression in clinical settings, only eight studies met the inclusion criteria and were incorporated in the synthesis. A number of issues were identified including ways and methods of communicating depression and the impact of normative pressures and gendered experiences. Findings have implications for practitioners working with young people and have been used to develop a tentative framework for effective practice. The second paper reports on qualitative research, adapting a phenomenological approach. The self-selected participant sample (three university students, aged 19-21) had experiences of living with depression. Each participant was interviewed three times, using focused semi-structured interviews. The data were subsequently transcribed and analysed using a framework of Interpretative Phenomenological Analysis (Smith, Flowers & Larkin, 2009). The themes were grouped into superordinate themes and interpreted in the light of researcher's own experiences and knowledge. Two reported themes 'the weariness of the world was upon me' and 'it all fell down to chance' discuss embodied experiences of living with depression and barriers and facilitators to accessing help, which was mostly coincidental. Finally, the third paper discusses evidence-based practice, ways of achieving impact in research, and dissemination of research at individual, organisational and academic level. Overall, the present research suggests that educational psychologists can play an important role in raising awareness of children and young people living with depression, as well as promoting mental health, wellbeing and resilience in a variety of educational settings and amongst practitioners working with children and young people.

Submitted by Erika Demachki (erikademachki@gmail.com) on 2014-09-29T21:36:38Z No. of bitstreams: 2 Faria,CINDY FOLLY - dissertação - 2012.pdf: 451798 bytes, checksum: c0c6b451be0b3a78f83d441bb8ec1c6e (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2014-09-29T21:40:55Z (GMT) No. of bitstreams: 2 Faria,CINDY FOLLY - dissertação - 2012.pdf: 451798 bytes, checksum: c0c6b451be0b3a78f83d441bb8ec1c6e (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-09-29T21:40:55Z (GMT). No. of bitstreams: 2 Faria,CINDY FOLLY - dissertação - 2012.pdf: 451798 bytes, checksum: c0c6b451be0b3a78f83d441bb8ec1c6e (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2012-04-16 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / The present work intends to investigate the contributions that the universe of vocal performance, especially in its interpretive and expressive aspects, can offer to the activity of the stringed instrument player, more specifically to the violist, therefore approximating again two practices that were closely related in other historical periods. Up to certain part of the romantic period, we can notice a strong relation between instrumental interpretation and lyrical singing, and between the former and other practical elements related to music and to singing, such as rhetoric and oratory. Through centuries, music was treated as a discourse, and expressiveness, or the way in which notes were “pronounced”, was sought after and explored in a significant manner. Therefore, through a bibliographical research, the first part of this paper presents the close relation through history between performance on instruments and voice, and between viola and singing. Thus, it is noticed that the voice which is manipulated in singing and oratory has many expressive elements to be considered and even imitated. Then, one considers the specific context of the viola and its path since its beginnings until today, also in regard to the influence of the singing. The second part is formed by the analysis of some musical interpretation principles that highlight the expressiveness from vocal model, which are extracted from treatises used today as guide to singing performance. To these instructions are added some approaches to singing made by some string methods’ and treatise’s authors through history, all conformable and pertinent to the viola interpretation. And in order to demonstrate the use of these principles, interpretative suggestions are made for excerpts from the viola repertoire from different styles and periods. / Este trabalho se propõe a investigar as contribuições que o universo da performance vocal, notadamente seus aspectos interpretativos e expressivos, podem oferecer à atuação do instrumentista de cordas, especificamente ao violista, reaproximando assim duas práticas que estiveram bastante próximas em outros períodos da história. Até parte do período romântico, percebe-se uma relação muito intensa entre interpretação instrumental e canto lírico, e entre aquela e outros elementos práticos ligados à música e ao canto, como retórica e oratória. Durante séculos, a música era tratada como um discurso e a expressividade, ou a maneira como eram “pronunciadas” as notas, era buscada e explorada de maneira significativa. Dessa forma, através de pesquisa bibliográfica, a primeira parte deste trabalho apresenta a proximidade interpretativa que houve pela história entre instrumentos e canto, e viola e canto. Assim, é percebido que a voz manipulada no canto e na oratória possui muitos elementos de expressividade a serem observados e até mesmo imitados. Considera-se, em seguida, o contexto específico da viola e o caminho desenvolvido por ela desde seus primórdios até hoje, também de acordo com a influência do canto. A segunda parte é composta da análise de alguns princípios musicais interpretativos que evidenciam a expressividade a partir do modelo vocal, extraídos dos tratados utilizados atualmente como guia para a performance do canto. A essas instruções também são agregadas aproximações com o canto que alguns autores de métodos e tratados de cordas já fizeram ao longo das épocas, todas compatíveis e pertinentes à interpretação na viola. E para que a aplicação destes princípios possa ser demonstrada, são apresentadas sugestões interpretativas para trechos do repertório da viola de diferentes estilos e períodos.

Esta pesquisa procura analisar a influência da tradição na tradução e interpretação da perícope de Isaías 52.13-53.12. Inicialmente esta pesquisa discute a teoria de Eugene A. Nida, que tem sido a principal teoria nas discussões de tradução da Bíblia. Juntamente com a análise da teoria de Nida analisou-se também as principais discussões sobre tradução de outras vertentes acadêmicas e o uso das mesmas pelas principais tradições religiosas: judaicas, católicas e protestantes. Por meio de estudo de casos específicos de tradução dessas diversas correntes religiosas analisou-se as influências teológicas na tradução de textos tais como Isaías 14.12 na tradição protestante, Isaías 9.5-6 na tradição judaica. A pesquisa abordou o uso da paráfrase como meio utilizado pelas tradições religiosas para defender suas doutrinas em textos sensíveis da Bíblia Hebraica, bem como o poder da tradição interpretativa como interferência na produção de traduções alinhadas às posições teológicas das respectivas tradições. A pesquisa procura delinear de forma breve, a história dos princípios de interpretação da tradição cristã e do judaísmo rabínico. As principais versões produzidas por essas tradições interpretativas: LXX, Vulgata, Targum e Peshitta foram expostas como produtos dessas tradições interpretativas e a perícope de Isaías 52.13-53.12 nessas antigas versões e no Novo Testamento, também como produtos de influência das diferentes tradições interpretativas do cristianismo e do judaísmo rabínico. Por fim, o trabalho busca mostrar como o texto da perícope de Isaías 52.13-53.12 foi tratado nas fontes antigas do judaísmo rabínico e do cristianismo e os efeitos dessas tradições interpretativas em duas versões modernas da Bíblia Hebraica. A de linha judaica, conhecida como Bíblia Hebraica da Editora e Livraria Sêfer e a de linha protestante, denominada Nova Bíblia Viva / This research analyzes the influence of tradition in the translation and interpretation of the pericope of Isaiah 52:13-53:12. Initially, this research discusses the theory of Eugene A. Nida, who has been the leading theory in discussions of Bible translation. Along with the analysis of the theory of Nida analyzed also the main discussions on translation of other academic aspects and their use by major religious traditions: Jewish, Catholic and Protestant. Through case studies of specific translation of these various religious currents analyzed the theological influences in the translation of texts such as Isaiah 14:12 in the Protestant tradition, Isaiah 9:5-6 in Jewish tradition. The study addressed the use of paraphrase as a means used by the religious traditions to defend their doctrines in sensitive texts of the Hebrew Bible, as well as the power of the interpretive tradition as interference in the production of translations aligned theological positions of the respective traditions. The research seeks to outline briefly the history of the principles of interpretation of the Christian tradition and rabbinic Judaism. The main versions produced by these interpretive traditions: LXX, Vulgate, Targum and Peshitta were exposed to products of these interpretive traditions and the pericope of Isaiah 52:13-53:12 those old versions and the New Testament, as well as products of the influence of different interpretive traditions of Christianity and rabbinic Judaism. Finally, the work seeks to show how the text of the pericope of Isaiah 52:13-53:12 was treated in the ancient sources of rabbinic Judaism and Christianity and the effects of these two interpretive traditions in modern versions of the Hebrew Bible. The line Jewish Hebrew Bible known as the Publisher and Bookstore Sefer and Protestant line called New Living Bible