Cette recherche montre l’usage, la représentation culturelle, l’intérêt sémiologique et pédagogique des images fixes se trouvant dans huit manuels de FLE, édités en France. Ces images peuvent être un moyen efficace pour transmettre à un apprenant étranger la langue et la culture françaises. Les codes, les signes peuvent porter en germe des messages riches pour la communication langagière et la communication culturelle et interculturelle. Notre constat est le suivant : la plupart de ces images ne répondent pas à la directive du CECR : à savoir de renouveler les manuels d’enseignement des langues et des cultures étrangères. Certes, les textes ont évolué, mais les images n’ont pas été renouvelées. Elles restent limitées, à un support pédagogique secondaire d’illustration et d’information. Trop souvent, elles sont opaques ou représentent une France stéréotypée. Mais il y a des exceptions avec des images culturelles montrant la société française contemporaine. - Dans un premier temps, nous présentons l’évolution de l’enseignement et des méthodes de FLE, le rôle des représentations culturelles dans cet enseignement, la sémiologie et ses éléments, l’effet et les messages d’une image. - Puis, dans un second temps, nous analysons les images fixes : l’identification de ces images comme objet pédagogique, la rhétorique pédagogique et culturelle de ces images. Chaque analyse se termine par un tableau statistique. Nous concluons par des suggestions pour développer la rhétorique sémiologique et l’effet pédagogique des images fixes dans les manuels de FLE, car elles sont essentielles pour rendre l’enseignement de la langue et de la culture française plus efficace. / This search will describe how images in the eight FLE [French as a Foreign Language] textbooks published in France are used, are culturally representative, and are of interest from semiological and pedagogical points of views. These images can be an efficient way to teach the French language and culture to foreign learners. Codes and signs can contain rich messages that will help communication on linguistic, cultural, and intercultural levels. The research for this paper has led to the following ascertainment—most of these images do not respond to the CEFR guidelines for updating foreign language-culture textbooks. Though the texts have evolved, the images have remained the same. They still serve only a secondary pedagogical role—to illustrate and provide information. Most of the time, they are superficial or show only clichés of France. There are exceptions, however. Some images portray contemporary French society. The first section of this paper will present the evolution of teaching methods in the field of FLE, the role of cultural representations within that teaching, the science of semiology and its elements, and the effect and messages that images can produce. The second section will concentrate on the analysis of the images—identifying them as pedagogical tools and discussing their cultural and pedagogical content. Each analysis will include a table of statistics.

Orientador: Celia Maria Marinho de Azevedo / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-09-11T20:57:40Z (GMT). No. of bitstreams: 1 Amaral_SharysePiroupodo_M.pdf: 3429138 bytes, checksum: 3c434e7284be6d1389991cc109788bfa (MD5) Previous issue date: 2001 / Resumo: Esta dissertação aborda as representações do escravo e da mulher de elite, construídas na obra de Joaquim Manuel de Macedo, escrita entre 1844 e 1882. Partimos da hipótese de que estas representações fundavam um projeto reformador da sociedade brasileira. Para corrigir o caráter do cidadão brasileiro, de acordo com Macedo influenciado nocivamente por séculos de escravidão, seria necessário não só civilizar o escravo, como também educar moralmente a mulher, de forma que esta tivesse condições de educar seus filhos e estes, por sua vez, se tornassem melhores cidadãos. A preocupação com o direcionamento moral da sociedade brasileira estava inserida no contexto de formação da nacionalidade, quando era patente a necessidade e a vontade da elite brasileira de construir uma civilização cujos modelos eram fornecidos pelas grandes nações européias / Abstract: This dissertation explores Joaquim Manuel de Macedo's representations of slaves and women in works written between 1844 and 1882. Its hypothesis is that these representations laid the foundation for a project that would reform Brazilian society. According to Macedo, who had been negatively influenced by centuries of slavery, it would be necessary not only to civilize slaves, but also to teach morals to women, so that the latter could educate their children to become better citizens. Concerns about morality in Brazilian society were linked to the formation of nationality at a moment when Brazil's elite viewed it as both admirable and necessary to construct a civilization whose models were furnished by European nations / Mestrado / Mestre em História

Orientador: Adolfo Ramos Lamar. / Dissertação (mestrado) - Universidade Regional de Blumenau, Centro de Ciências da Educação, Programa de Pós-Graduação em Educação.

O presente trabalho aborda as relações entre novas práticas funerárias que começam a surgir no Brasil Imperial e a preocupação memorialística da escrita. A escrita historiográfica e necrológica de Manuel de Araújo Porto-Alegre, presente nos texto publicados na Revista do Instituto Histórico Geográfico Brasileiro entre 1839 e 1857, procuravam responder as inquietudes causadas pela finitude humana, numa tentativa de oferecer tranquilização perante a morte dos outros. Homenageando cidadãos ilustres, beneméritos da Nação e patronos da independência, o autor estudado buscava construir um panteão brasileiro, erigindo seus monumentos na palavra, afirmando o conhecimento histórico e letrado como forma mais legítima e verdadeira de salvaguardar a memória, bem como a vida daqueles considerados como grandes homens. Não bastava encomendar a alma aos céus: com o surgimento das necrópoles cemiteriais e a crescente monumentalidade dos túmulos, resguardar a memória de ilustres falecidos tornava-se uma necessidade evidente e incontornável, fazendo parte da agenda mortuária e cívica. / This work discusses the relationship between new funerary practices that are beginning to emerge in Imperial Brazil and the memorialistic concerns of writing. The historiographical and obituary writing of Manuel de Araújo Porto-Alegre, present in the texts published in the journal of the Instituto Histórico e Geográfico Brasileiro between 1839 and 1857, tried to answer the concerns caused by human finitude in an attempt to offer reassurance before the death of others. Honoring distinguished citizens, benefactors of the Nation and patrons of independence, the author studied sought to build a Brazilian pantheon, erecting their monuments in the word, affirming the historical and literary knowledge as more legitimate and true way to safeguard memory and the lives of those considered as great men. It was not enough to order the soul to the heavens, with the emergence of cemeterial necropolis and the increasing of the monumentality of the tombs, safeguard the memory of deceased illustrious became an obvious and unavoidable necessity, part of the mortuary and civic agenda.

No description available.

Diss.--Philosophische Fakultät--Universität zu Köln, 1995. / Bibliogr. p. 351-366.

Texte remanié de: Thèse de doctorat--Hist.--Universidad autónoma de Barcelona. / Bibliogr. p. 113-123.

The intention of this study is to demonstrate how special modal and tonal constructions and their interactions in Cuatro Piezas Españoles (1906-1909) are basic in the integration of Manuel de Falla's musical language. His modal techniques represent a significant contribution to the rebirth of Spanish nationalism. His use of modal variants, which are derived from his native folk-music sources, is the basis for expanding his musical language into a large-scale system. In this work, Falla employs various means of transforming the modes into a modernistic idiom. Falla' Cuatro Piezas Españoles is considered his first major piano work, in which he arrived at a technical command and maturity in both compositional and pianistic practices. He had begun composing Cuatro Piezas Españoles in 1906 in Madrid and completed them in Paris. The four pieces, "Aragonesa," "Cubana," "Montañesa," and "Andaluza," were published by Durand in 1909. Although Falla wrote few piano works in general, Cuatro Piezas Españoles is exemplary of his development from Romantic tonality to the modalities of Spanish folk music. Thus, the study of Cuatro Piezas Españoles seems to be an ideal compositional source for evaluating Falla's compositional process during the period of integration of his musical language. This treatise demonstrates how special modal and tonal constructions and their synthesis basic in the formulation and interoperation of the composer's means of expression. In the introductory chapter, I explored Falla's musical language, focusing on the historical background, modal constrictions in Spanish folk music, and the influence of Debussy. Chapters two to five contain the analyses of each piece of Cuatro Piezas Españoles, respectively. The result of the study is summarized in the conclusion. / text

This project examines nativism as an important historical process in the development of American cultural identity, following an interdisciplinary approach that focuses on the emergence of anti-immigrant discourse on the Internet. My aim is to analyze how anti-immigrant groups, despite access to new technologies, continue to reify stereotypes and representations of Latin American immigrants within a longstanding tradition of nativism. In particular, I explore the impact of strategies employed on the websites of the anti-immigrant groups Border Guardians, Mothers against Illegal Aliens, American Border Patrol, Justice for Shawna Forde, Minuteman Civil Defense Corps, and Minuteman Project to circulate anti-immigrant rhetoric on the World Wide Web. Following the work of cultural scholars Jean Baudrillard and Michel Foucault, as well as new media scholars Andrew Shapiro, Manuel Castells, and Sherry Turkle among others, I argue that nativist groups utilize multiple hyperlinking techniques to "disintermediate" their rhetoric, resulting in a closed ideological environment I call a "hyperverse." The nativist hyperverse effectively isolates itself from competing perspectives on immigration that could challenge its discourse, largely by framing itself as what Castells refers to as a "counter power" movement against hegemonic forces. Furthermore, I build upon the work of Arjun Appadurai to position the hyperverse within a larger anti-immigrant "mediascape" that permeates established media, such as print and television, and which in turn inflects public and political discourse. I maintain that the processes that create the hyperverse also render it immune to rupture from competing perspectives circulating in new or traditional media. Nevertheless, I cite popular movements, as described by Sasha Costanza-Chock, formed through communications technologies that connect and mobilize youth in opposition to hegemonic anti-immigrant ideologies. I conclude by proposing that new media technologies be viewed not merely as a vehicle that automatically privileges truth, but as tools for creating narratives that must be regarded with a critical approach. I conclude with a call to twenty-first century educators to develop new pedagogical methods to teach students to seek and analyze sources of online texts in order to become empowered consumers and producers of information.

No description available.