Title from PDF of title page. / Document formatted into pages; contains 100 pages. / Thesis (M.A.)--University of South Florida, 2003. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT: This study investigates whether the social facilitation effect takes place when a person performs a computerized task that includes an animated intelligent agent (IA). The moderating effects of two individual differences, locus of control (LOC) and microcomputer playfulness (MCP), are tested for. It was proposed that an IA's presence would cause participants to exhibit this effect and that LOC and MCP would moderate a participant's arousal, measured as state anxiety, such that those possessing an internal LOC and those exhibiting high MCP would experience less arousal when performing computerized tasks with an IA present. Data was analyzed using a 2 (task difficulty) x 4 (intelligent agent) repeated measures MANCOVA. Most hypotheses are not supported, however MCP does appear to moderate arousal depending on the behavior of the IA. / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.

This research brings together two concepts that are often depicted as polar opposites. Sutton-Smith (2001) however suggests that the opposite of play is not work, but depression, and moreover echoes other scholars in reclaiming play as an essential human expression, even for adults. This study, therefore, argues that, given the precarious wellness territory our workplaces are in, something about work is not working. It is furthermore proposed that, given all the evidence of the therapeutic potential inherent to play, there is indeed something nutritious at play in play. Despite these well-supported arguments, play remains hidden away in the academic shadows of more serious industrial psychological preoccupations. Surprisingly, the same conspicuous absence is even mirrored in Positive Psychology, a bustling field that claims to celebrate glee, fun, and happiness (Seligman, 2002a). Entitled “An autoethnographic exploration of play at work,” this dissertation leans on the metaphor of “exploration”, or more specifically, exploratory play. This results in two distinct yet interwoven dimensions to the research study. Firstly, the research approaches the phenomenon of play and play-based methods in workshop contexts through the lived experience of the researcher. Secondly, the research project in itself is conceptualised as work, and the methodology of autoethnography is conceptualised as a playful approach to this work of conducting research. Aside from widening the research scope, this also appropriately matches research methodology to the research domain. Aside from being about play at work, this research also is play at work. Autoethnography, as a recent development in qualitative research, remains unconventional and somewhat controversial in the South African social sciences. Autoethnography, as an offspring of ethnography, offers a method to reflexively incorporate the researcher’s own lived experience in the study of culture as a primary source of rich phenomenological data. Instead of minimising the emotive and subjective, this research amplifies and celebrates it. Given a fair degree of unfamiliarity in terms of autoethnography as well the accusation of being overly self-centred, the experience of the researcher is then complemented by the views of a number of co-creators to the culture being studied. This is done through external data-gathering in the forms of a focus group as well as number of semistructured, dyadic interviews. While therefore leaning more toward postmodern themes, this research also incorporates what has been termed analytical autoethnography (Anderson, 2006), wherein the researcher is a full-member of the setting being studied, is portrayed as such and is committed to theoretical analysis. This study can therefore be summarised as an autoethnographic case study that balances evocative and analytical styles (Vryan, 2006) while emanating from the philosophical assumptions of interpretivism and subjectivism. Internal realities and meaning-creation are thus emphasised rather than the received views of positivism. The central research question being explored is how play and play-based methods promote work-related well-being. To answer this question, firstly, play and play-based methods are explored, both from a theoretical and practical point of view. From within workshop (pedagogical) contexts, the play-based methods considered throughout this study include metaphor and story, creative-arts-based play, physical-body play and also the uncelebrated yet essential methods of icebreakers and games. A preliminary taxonomy is proposed for play-based methods to offer description and to facilitate reflection and learning. Descriptive elements in this taxonomy include interactive vs. solitary, competitive vs. cooperative, motor-sensory vs. cognitive-mind, participative vs. vicarious and rule-bound vs. improvisational. Building on this exploration of play-based methods, the second aspect explored in more detail has to do with the more internal and subjective experiences of participants, or players, if you like. These experiences are then related to prominent concepts encountered in Positive Psychology to, by proxy, understand how they relate to work-related well-being. Significant themes that emerge from this include play as fun, play as mind-body integration, play as authenticity, play as community, and play as stress-relief and resilience. This is then woven into a creative non-fiction, in accord with a trend in qualitative research called creative analytical practices (CAP) (Richardson, 2000). This creative non-fiction, detailed in Chapter 4, forms a key autoethnographic output that animates all these themes in a way that is accessible, evocative and playful. Chapter 5 complements this chapter with an in-depth exploration of the research journey as a confessional tale. While adopting the metaphor of hiking in mountains (exploring nature), this confessional tale clarifies the research process and incorporates an in-depth analysis of the themes, both in terms of research data as well as literature. This is supported by a number of separate appendixes, including interview transcripts, depictions of the interview analysis as well as a number of photos from the field. In terms of its uniqueness and unconventionality, this research joins in the choir of related work to incorporate more contemporary research genres into the social sciences in South Africa. By doing so, it opens up doors to phenomena that simply resist being studied with the ontological and epistemological assumptions of conventional modern science. Furthermore, the effect and impact of this research is that it provides accessible and practical ideas as to how a synthesis of play and work can help us renew and rejuvenate our work and workplaces. That is, how we can come alive in the work contexts that risk becoming sterile, clinical and inhuman in the wake of Taylorist reductionism and efficiency. Given that state of work and workplace, and the productive and therapeutic potential in play, indeed, we are too busy not to play. / Thesis (MCom (Industrial Psychology))--North-West University, Potchefstroom Campus, 2012

77 f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-05-06T16:21:21Z No. of bitstreams: 1 Dissertacao_Rita de Carvalho.pdf: 2033315 bytes, checksum: bfefd297b76c5e8def603e69a0f7e89e (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-06-10T16:52:09Z (GMT) No. of bitstreams: 1 Dissertacao_Rita de Carvalho.pdf: 2033315 bytes, checksum: bfefd297b76c5e8def603e69a0f7e89e (MD5) / Made available in DSpace on 2013-06-10T16:52:09Z (GMT). No. of bitstreams: 1 Dissertacao_Rita de Carvalho.pdf: 2033315 bytes, checksum: bfefd297b76c5e8def603e69a0f7e89e (MD5) Previous issue date: 2008 / A pesquisa investigou como o estado de plenitude promovido pela ludicidade durante a execução de jogos teatrais propicia a expressão de valores habitualmente relacionados à auto-transcendência, ou seja, valores intrínsecos ao ser humano. O trabalho foi realizado com adolescentes, num bairro popular de Salvador-Ba, utilizando a metodologia da pesquisa-ação. Nossa investigação teve como suporte teórico o conceito de ludicidade desenvolvido no Grupo de Estudos e Pesquisa em Ludicidade – GEPEL da Faculdade de Educação da UFBA, o teatro de intervenção de Augusto Boal, a psicologia social de Enrique Pichón-Rivière e a pedagogia popular de Paulo Freire. Verificamos que a metáfora lúdica estabelecida a partir do jogo teatral permite não só o trabalho com as questões emergentes explícitas como, o que era o alvo da nossa pesquisa, o surgimento de questões e valores implícitos que modulam a atuação dos envolvidos no seu cotidiano. Esses valores intrínsecos ao serem desvelados no palco e trabalhados em reuniões grupais propiciam aos integrantes um novo olhar sobre a realidade, gerando uma possibilidade de transformação. / Salvador

Submitted by Edileide Reis (leyde-landy@hotmail.com) on 2013-05-16T13:52:40Z No. of bitstreams: 1 Sônia Maria de Souza Ancântara.pdf: 1507304 bytes, checksum: 3b28626ae41bf2075680eb9c960f5b63 (MD5) / Approved for entry into archive by Alda Lima da Silva(sivalda@ufba.br) on 2013-06-04T17:27:00Z (GMT) No. of bitstreams: 1 Sônia Maria de Souza Ancântara.pdf: 1507304 bytes, checksum: 3b28626ae41bf2075680eb9c960f5b63 (MD5) / Made available in DSpace on 2013-06-04T17:27:00Z (GMT). No. of bitstreams: 1 Sônia Maria de Souza Ancântara.pdf: 1507304 bytes, checksum: 3b28626ae41bf2075680eb9c960f5b63 (MD5) Previous issue date: 2005 / A presente dissertação teve como principal objetivo analisar se o desenvolvimento e/ou sensibilização da oralidade, através de atividades lúdicas, pode vir a possibilitar uma melhor aprendizagem da Língua Inglesa. Este estudo partiu de algumas teorias que envolvem o ensino de uma língua estrangeira, dentre elas estão: a teoria da aquisição da linguagem; a questão da compreensão oral e a pronúncia; os diferentes métodos, abordagens e estratégias para o ensino da Língua Inglesa; a teoria da aprendizagem a partir do socionteracionismo de Vygotsky e a presença da ludicidade na práxis pedagógica. Desta forma, foi possível, através de aulas práticas de Língua Inglesa, avaliar o impacto causado pelas atividades orais desenvolvidas junto a 32 estudantes da 7ª série do ensino fundamental em uma escola da rede pública da SEC/Salvador. O percurso metodológico está baseado na abordagem qualitativa e quantitativa, tendo como técnica investigativa o estudo de caso. A conclusão a que se chegou foi a de que o desenvolvimento de atividades orais em sala de aula para o ensino da Língua Inglesa, tendo como agente mediador a ludicidade e perspectiva sociointeracionista, propicia um melhor resultado no aprendizado, principalmente no que se refere à motivação dos educandos. / Bahia

Submitted by Camile Viana Vieira (camilev@hotmail.com) on 2016-02-23T21:23:48Z No. of bitstreams: 1 Dissertação definitiva para depósito final Camile Viana Vieira.pdf: 2120246 bytes, checksum: 017f512395da3c3bb8b7cc9433760055 (MD5) / Rejected by Uillis de Assis Santos (uillis.assis@ufba.br), reason: Prezada, As Palavras-chave do resumo estão em discordância com as Palavras-chave da ficha catalográfica, por favor padronizar. on 2016-02-25T13:40:32Z (GMT) / Submitted by Camile Viana Vieira (camilev@hotmail.com) on 2016-02-25T23:39:55Z No. of bitstreams: 1 Dissertação definitiva para depósito final Camile Viana Vieira.pdf: 2120246 bytes, checksum: 017f512395da3c3bb8b7cc9433760055 (MD5) / Rejected by Uillis de Assis Santos (uillis.assis@ufba.br), reason: Prezada, As Palavras-chave do resumo estão em discordância com as Palavras-chave da ficha catalográfica, por favor padronizar. Posteriormente faça um novo depósito do trabalho com as devidas mudanças solicitadas. on 2016-02-26T10:45:54Z (GMT) / Submitted by Camile Viana Vieira (camilev@hotmail.com) on 2016-02-26T22:19:52Z No. of bitstreams: 1 Dissertação repositórioUFBA Camile Viana Vieira.pdf: 3419755 bytes, checksum: d7afbc74d963d65103a2dbcad31757fd (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2016-03-02T14:11:45Z (GMT) No. of bitstreams: 1 Dissertação repositórioUFBA Camile Viana Vieira.pdf: 3419755 bytes, checksum: d7afbc74d963d65103a2dbcad31757fd (MD5) / Made available in DSpace on 2016-03-02T14:11:45Z (GMT). No. of bitstreams: 1 Dissertação repositórioUFBA Camile Viana Vieira.pdf: 3419755 bytes, checksum: d7afbc74d963d65103a2dbcad31757fd (MD5) / As formações docentes são, em sua maioria, predominantemente conceituais, seguindo o modelo escolar iluminista que fragmenta o conhecimento e atribui menor importância à ludicidade, à Arte e às demais instâncias subjetivas do docente em formação. Por outro lado, o sistema de ensino, de uma forma geral, atribui ao professor a responsabilidade de empreender uma prática pedagógica inovadora, criativa, que estimule a aprendizagem significativa dos estudantes. Neste sentido, julguei relevante um estudo que refletisse sobre a formação de professores para atuação com a Pedagogia Waldorf, uma pedagogia que anseia desenvolver, através da formação docente continuada, professores capazes de construírem sua prática em consonância com os fundamentos transdisciplinares e enfoque na educação integral (aspectos cognitivos, afetivos e volitivos) do sujeito; para isso, sua proposta de formação docente é composta por aulas teóricas, práticas, lúdicas e artísticas. O objetivo geral dessa pesquisa foi compreender de que maneira a formação continuada de professores em uma perspectiva ludoestética contribui para a prática pedagógica dos docentes do Ensino Fundamental da Escola Rural Dendê da Serra. Buscando identificar as concepções dos professores sobre ludicidade, experiência estética e formação ludoestética; conhecer a percepção dos professores acerca da dimensão ludoestética em seu processo formativo; reconhecer nas práticas pedagógicas dos docentes como se manifestam os princípios de uma prática pedagógica ludoestética, debrucei-me sobre a dinâmica da referida escola, que alicerça seu trabalho na Pedagogia Waldorf. Optei por uma pesquisa de abordagem qualitativa, elegendo o estudo de caso como estratégia investigativa e como técnicas para coleta de dados: questionário, grupo focal e entrevista semiestruturada. A pesquisa assinalou que uma formação docente continuada pautada no desenvolvimento pleno (intelecto, sentimento e ações) do docente, a partir de experiências estéticas, contribui para a realização de uma atuação pedagógica mais criativa que se retroalimenta dos elementos que se interligam para a concretização de uma prática pedagógica ludoestética, aqui compreendida como uma prática que visa à aprendizagem significativa pela sinergia entre o pensar e o agir, desencadeada pelo sentir. / ABSTRACT For the most part, the teacher education is predominantly conceptual, following the educational model of the enlightenment which fragments knowledge and assigns less importance to playfulness, art, and other subjective instances of teachers in training. On the other hand, the educational system, generally, assigns to the teacher the responsibility of developing an innovative and creative pedagogical practice that triggers the significant learning of students. In this regard, I have thought it was relevant to develop a study that concerns the teacher training employing the Waldorf Pedagogy which yearns to develop, through the continued teacher training, teachers able to build their pedagogical practice in consonance with transdisciplinary fundamentals and focused on the integral education (cognitive, emotional, and volitional aspects) of the student. To do so, its proposal of teacher education is composed of theoretical, practical, ludic, and artistic classes. The main goal of this study was to understand how the continued teacher training in a ludo-aesthetics perspective contributes to the pedagogical practices of elementary school teachers from the Dendê da Serra School. Aiming to identify the conceptions of the teachers about playfulness, aesthetic experience, and ludo-aesthetic training; to understand the teachers’ perception of the ludo-aesthetics dimension in its formative process; to recognize how the principles of the ludo-aesthetics arise in the pedagogical practices of the teachers, I have focused on the dynamic of the aforementioned school which underpins its work in the Waldorf Pedagogy. I have opted to a qualitative research approach, electing the case study as the investigative strategy, while selecting questionnaire, focus group, and semi-structured interview as the techniques for the data collection. The research has revealed that a continued teacher training guided by the complete development (intellect, feeling, and actions) of the teacher, through aesthetics experiences, contributes to the accomplishment of a more effective pedagogy which feeds itself of the elements that are intertwined to achieve a ludo-aesthetic pedagogical practice, understood as a practice that aims to attain the significant learning through the synergy between thinking and acting, triggered by the feeling.

Contrairement aux idées reçues, Jean-Jacques Rousseau a aimé le rire et la gaieté : différents écrits, souvent allègres, depuis les œuvres autobiographiques jusqu’à ses comédies, nous le prouvent. La Correspondance Complète le confirme : goût du comique, badinage, rire sentimental, bonhomie et même humour caractérisent le Citoyen de Genève que l’on oppose traditionnellement à Voltaire pour son manque de légèreté. Bien plus, les notions de gaieté et le rire s’intègrent à son système philosophique, et contribuent à enrichir sa conception de la société, de l’éducation, de l’enfance et même des femmes – bien au-delà de la seule Lettre à d’Alembert. Inversement, l’écrivain s’est méfié de manière innée du rire de dérision, et surtout du persiflage, dont il s’est vu la victime dans les salons de Paris. De plus, à partir de 1750 et surtout de la réforme de 1756, le Citoyen, devenu le ‘’pourfendeur des rires’’ sur le plan intellectuel et moral, devient lui-même, progressivement, la risée de Paris, de Genève et de Londres (de la part de personnalités aussi différentes que Palissot, Voltaire, Walpole, Grimm ou Diderot) – au point d’imaginer l’existence du « complot » en 1766 à Wootton, et d’y perdre un peu de sa « raison » - mais jamais vraiment de sa gaieté originelle. / Contrary to generally accepted ideas, Jean-Jacques Rousseau liked the laughter and the cheerfulness: various writings (his novel Julie ou La Nouvelle Héloïse, his four comedies, his autobiographical works, and even pamphlets), often joyful, prove it. The Complete Correspondence confirms this idea: taste of comic, pleasantry, sentimental laughter, and even humor characterize the Citizen of Geneva who is traditionally opposed to Voltaire for his lack of lightness or wit. Moreover, the notions of cheerfulness and laughter fit his philosophical system, and enrich his conception of society, education, childhood and even women – well beyond the Lettre à d’Alembert sur les spectacles published in 1758. Conversely, and in a more conventional way, the writer used to distrust in an innate way, derision, and the ‘’persiflage’’ he was the victim in the salons of Paris. Especially from 1750 and more specifically after the personal reformation in 1756, Rousseau was the slayer of laughter at an intellectual and moral level, and he became gradually the victim of the laughing stock of Paris, Geneva and London (from personalities as diverse as Palissot, Voltaire, Walpole, Diderot and Grimm) –so much as to imagine the existence of the “complot” at Wootton in 1766.

Nesta dissertação, foram investigadas as estratégias pragmáticas que crianças empregam para recuperar a atenção da mãe numa cena de interação denominada EAC (Espaço de Atenção Conjunta). Por meio de vídeos doados por mães em momentos de interação lúdica com seus filhos em ambiente doméstico, identificamos e categorizamos algumas estratégias evidenciadas por conhecimentos pragmáticos e culturais na linguagem infantil de crianças de 2 a 6 anos. Concluímos que, além da atuação de aspectos físicos (por exemplo, do aparelho fonador), de aspectos processuais (por exemplo, os contextos interativos) e aspectos psíquicos (por exemplo, a vontade), são fatores socioculturais que, em paralelo, atuam para que a criança alcance a atenção da mãe, condição precípua para que restabeleça o EAC. Identificamos que as estratégias pragmáticas variariam em grau de complexidade a depender da maturidade das crianças. As crianças de mais tenra idade e de menor maturidade tendem a mobilizar mais o corpo como ferramenta manipulatória, e as mais maduras tendem a evidenciar seu background cultural, além das estratégias remanescentes da protolíngua (conceito inspirado em Damásio para remeter aos estágios mais incipientes de interação durante o processo de aquisição de linguagem). Constatamos, durante as análises, que as ideias de gradação e de complexidade legitimam-se como traços definidores de atitudes pragmáticas, adotadas por crianças, hoje concebidas como parte de um grande grupo heterogêneo chamado primeira infância, mas que podem ser realocadas em dois grupos etários: de 2 a 4 anos; e de 5 a 6 anos. Esse rearranjo reflete a descoberta de que as estratégias para retomada de EAC distinguem-se nesses dois grupos, fazendo cair por terra a referência generalizante primeira infância. / In this dissertation, we investigated the pragmatic strategies that children use to recover their mother\'s attention, in an interaction scene called JAE (Joint Attention Environment) EAC, in Portuguese. Using videos donated by mothers, in moments of playful interaction with their children, in a domestic environment, we identify and categorize some strategies evidenced by pragmatic and cultural knowledge in the language of children from 2 to 6 years. We conclude that, in addition to the physical aspects (e.g.: speech articulators), processual aspects (e.g.: interactive contexts) and psychic aspects (e.g.: willingness), there are sociocultural factors that, in parallel, act for a child to reach the attention of the mother, an essential condition for restoring the JAE. We also identified that the pragmatic strategies vary in degree of complexity, depending on the maturity of the children. Children from an early age and less mature tend to mobilize more the body, as a manipulative tool, and the ones more mature tend to evidence their cultural background, in addition to the remaining strategies of the protolanguage (a concept inspired by Damásios works to refer to the most incipient stages of interaction throughout the language acquisition process). During analysis, we noticed that the ideas of gradation and complexity are legitimized as defining traits of pragmatic attitudes adopted by children, which have been conceived as part of a larger heterogeneous group called \"early childhood\". We understand that those defining traits can be reallocated in two age groups: from 2 to 4 years; and from 5 to 6 years. These rearrangements reflect the findings that approaches for retaking JAE differ in these two groups, bringing down this \"early childhood\" generalizing reference.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2015-10-16T14:32:10Z No. of bitstreams: 2 Dissertação - OsmarRodriguesAraujo - 2015.pdf: 7405460 bytes, checksum: ea95512c567631973f91d277bb7bf915 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-10-16T14:36:30Z (GMT) No. of bitstreams: 2 Dissertação - OsmarRodriguesAraujo - 2015.pdf: 7405460 bytes, checksum: ea95512c567631973f91d277bb7bf915 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-10-16T14:36:30Z (GMT). No. of bitstreams: 2 Dissertação - OsmarRodriguesAraujo - 2015.pdf: 7405460 bytes, checksum: ea95512c567631973f91d277bb7bf915 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-07-28 / This work aims mainly to study the pedagogical implications of the use of origami to the process of teaching and learning the notable points of a triangle. For this reason, a qualitative approach was used based on bibliographic research and didactic experiment. A guiding question oriented this work: what are the educational contributions of teaching geometry through origami to understand geometric concepts such as notable points of a triangle? The main bibliographic references are Aschenbach, Fazenda and Elias (1997), Cedro and Moura (2010), D'Ambrósio (1996), as well as documents from Ministry of Education related to the issues highlighted here. The didactic experiment was applied to 35 students of an 8th grade class of a public school in Aparecida de Goiânia, Goiás, Brazil, in February and March, 2015. The analyses of the participants output, the footages and the researcher observations showed that origami is a pedagogical resource that enhances the process of learning the notable points of a triangle. It became noticeable, however, during the execution of the research, how complex is to work with playful in the development of a subject and to plan activities with clear objectives and a methodology appropriate to the level of the students, besides conducting activities that are challenging for them. / Este trabalho tem como objetivo central estudar as implicações pedagógicas do uso do origami no processo de ensino e aprendizagem de pontos notáveis de um triângulo. Utilizamos uma abordagem qualitativa, a partir de pesquisa bibliográ ca e experimento didático. Durante o estudo relatado, a questão norteadora foi Quais as contribui- ções pedagógicas do ensino da geometria por meio do origami para a compreensão de conceitos geométricos tais como pontos notáveis de um triângulo? . Como principais referências bibliográ cas estão Aschenbach, Fazenda e Elias (1997), Cedro e Moura (2010), D'Ambrósio (1996) assim como alguns documentos do Ministério da Educa- ção que tratam de assuntos destacados nesse trabalho. O experimento didático foi realizado com uma turma de 8o ano de uma escola estadual de Goiás, localizada na cidade de Aparecida de Goiânia. A turma era composta por 35 alunos e a pesquisa foi realizada nos meses de fevereiro e março de 2015. A partir das análises das produções dos participantes da pesquisa, das lmagens e das observações feitas pelo pesquisador, é possível perceber que o uso do origami se apresenta como um recurso pedagógico que possibilita o favorecimento do processo de aprendizagem de pontos notáveis de um triângulo. No entanto, durante a execução da pesquisa tornou-se perceptível o quanto é complexo trabalhar o lúdico no desenvolvimento de um conteúdo, planejar as atividades com objetivos claros e metodologia adequada para o nível da turma além de conduzir atividades que são desa adoras para os alunos.

Mémoire en recherche-création / L’essai Études des procédés d’appropriation esthétique de l’astronautique dans Nous trois de Jean Echenoz explore les stratégies développées par l’écrivain Jean Echenoz pour engager un dialogue inédit avec le thème de l’astronautique, qu’il met en récit dans son sixième roman. Caractérisé par une adhésion ludique et distanciée au genre romanesque, Nous trois multiplie les jeux stylistiques, référentiels et langagiers, inscrivant son univers thématique au sein d’une esthétique de la précarité, qui n’épargne aucune dimension de l’œuvre. La structure du récit induit une part troublante d’équivoque autour de l’identité des personnages et des instances narratives. Sur le plan diégétique, le romancier met en place un univers instable et inquiétant dans lequel le milieu de l’astronautique est exposé sans complaisance. Tirant profit de la précarité inhérente au langage, Echenoz s’approprie un lexique rattaché au thème de l’astronautique qu’il exploite à des fins stylistiques. Le roman Hellen-Freischmann raconte le parcours d’un personnage écrivain singulier qui cherche à faire publier un manuscrit ayant pour protagonistes des corps célestes. Cette trame narrative a pour contrepoint un récit mettant en scène l’éditrice d’une maison d’édition prestigieuse, qui doit composer avec cette soumission atypique. Ces personnages évoluent au sein d’un univers sombre où l’étrangeté côtoie le familier, où le vraisemblable menace de basculer dans le fantastique, où la fiction contamine la réalité. Le roman est porté par une voix narrative inusitée, instable, caractérisée par des jeux complexes de focalisation, des registres contrastés et une certaine indécidabilité quant au rapport de la narration à l’histoire racontée. Ce narrateur assimile une nomenclature propre à l’astronomie, qui sert tant le développement de l’intrigue que les jeux stylistiques du roman. / The essay entitled Études des procédés d’appropriation esthétique de l’astronautique dans Nous trois de Jean Echenoz explores the strategies employed by the author Jean Echenoz to engage in a new dialogue with the theme of astronautics, which he brings into play in his sixth novel. Characterized by a playful and distanced adherence to literary fiction, Nous trois plays with styles, references and language, inscribing his universe into an esthetic of precariousness, sparing no dimension of his work. His narrative structure induces a troubling ambiguity around the characters’ identities and narrative instances. On a diegesis level, the author sets an unstable and unsettling universe in which the subject of astronautics is exposed without any complacency. Taking advantage of the language’s inherent precariousness, Echenoz takes ownership of the astronautics’ lexicon which he employs to further his style. The novel Hellen-Freischmann narrates the journey of a peculiar author whose goal is to publish his manuscript starring celestial bodies as protagonists. This narrative is intertwined with the tale of a publisher from a prestigious publishing house who must come to terms with this atypical submission. These characters evolve within a dark universe where strangeness stands alongside familiarity, where likelihood threatens to fall into fantasy, and fiction contaminates reality. The novel is carried by an unusual and unstable voice, characterized by complex plays on focus, contrasted language use, and a certain indecision towards the role of narration in the story told. This playful narrator incorporates a nomenclature proper to astronomy, which serves both the intrigue and the style of the novel.

The thesis deals with the phenomenon of play and games as a basic principle of human culture. Play has been present in all the fields of human culture and has been a crucial element for creating its dynamism ever since. The theoretical part stems from the works which are concerned with the theories of play. The most significant are Homo Ludens by Johan Huizinga, Oase des Glücks (The Oasis of Happiness), Spiel als Weltsymbol (Play as a Symbol of World) by Eugen Fink and Les jeux et les hommes (Man, Play and Games) by Roger Calloise who brings new viewpoint to this topic. The key element of this work is the manifestation of the topic in the fine arts. The thesis specifies its focus on the Czech fine Arts scene of the 20th and 21st century. The didactic part is focused on the possibility of the use of play and games in the lessons of Arts. It poses open-ended questions how to use play and games not only as a means of motivation but also as a tool of creation.