Please read the abstract in the section 04back of this document / Dissertation (MA (Semitic Languages))--University of Pretoria, 2006. / Ancient Languages / unrestricted

Made available in DSpace on 2017-06-01T18:08:35Z (GMT). No. of bitstreams: 1 dissertacao_marilia_rique.pdf: 881018 bytes, checksum: a56ecd777d5de96a6465d85af01d9c9a (MD5) Previous issue date: 2011-10-22 / In this study we will analyze an emerging phenomenon in Brazil and in the world, the couples who do not wish to have children. Our objective was to discuss their discourse about this theme having in mind the social imperative that orders them to have children. The dissertation constitutes itself by two articles: In the first, which is theoretical, we search, through a historical bibliographic pathway, to investigate the meaning of having children from the 16th century until our actual days. We found that within the centuries the speeches that were conducted to the family were transformed creating rules that had to be obeyed with the intention of giving, primarily, financial profit for the state. Nevertheless, it is clear that resistance movements always walked side by side with those rules having as objective to surpass them. The second article was a consequence from an empirical study with couples that did not haven children and also did not pretend to have. The results pointed out that these couples are in a constant struggle against the ruling speech. We concluded that it is possible that the couples who do not wish to have children become a part of the resistance movement, but, at the same time, it may constitute in relation to them, if they are inside and outside, a margin, but this margin is what delimits them and, in the difference and repletion enables the emergence of the new / Neste trabalho nos debruçamos sobre um fenômeno emergente no Brasil e no mundo: os casais que não desejam ter filhos. Nosso objetivo foi discutir seus discursos a respeito deste tema problematizando o imperativo social que lhes ordena que tenham filhos. A dissertação se constitui por dois artigos. No primeiro, teórico, procuramos, através de um percurso histórico bibliográfico, investigar o significado atribuído ao ter filhos do século XVI até os dias atuais. Constatamos que ao longo dos séculos os discursos que se dirigiram à família foram modificados, gerando normas a serem seguidas com o intuito de trazer, prioritariamente, retorno financeiro para o Estado. Apesar disso, fica claro que movimentos de resistência sempre caminharam lado a lado com tais normatizações, partindo dessas normas no sentido de problematizá-las. O segundo artigo foi consequência de um estudo empírico com casais que não tinham filhos e não pretendiam tê-los. Os resultados apontaram casais que travam uma batalha constante com o discurso normatizador. Concluímos que é possível que os casais que não desejam ter filhos façam parte de um movimento de resistência- mas, ao mesmo tempo, se constituam em relação a ele- estando dentro e fora, à margem sim, mas sendo essa margem aquilo que os delimita, possibilitando o surgimento do novo a partir da diferença e da repetição

<p>This dissertation explores the philosophical, cultural, and political implications of the discourse on humanity and human subjectivity in the time of the Anthropocene that engages a wide geographic and temporal range. Specifically, I examine the ways in which three selected literary works of Daniel Defoe from England, Toni Morrison from America, and Arundhati Roy from India interact with the intricately contested notions of what it means to be a human being sharing the earth’s natural habitats with another entity traditionally defined as “other,” categorized around species, gender, race, ethnicity, nationality, sexuality, class, and even religion.</p><p>I argue that Defoe’s <i>Robinson Crusoe</i>, the allegedly first modern novel, inaugurates the reigning understanding of human being as <i>homo sapiens</i> represented by Crusoe’s rationalized humanity, the essential feature of which has come to engender a threatening condition both for the nonhuman and non-European world; that Morrison’s <i>Paradise</i> and Roy’s <i>The God of Small Things</i> each in their own way not only problematize and challenge the overall tenet of Defoe’s metaphysical rationality in Euro-American and Anglophone cultures, but also investigate a more secular and thereby alternative idea of human subjectivity as <i>homo ecologicus</i>, so as to either (re)construct or restore a vibrant and sustainable community based on a notion of human not as hierarchically superior to “other” entities, but more horizontally and inclusively situated within one larger common habitat called the planet Earth.</p><p>Postulating the conviction that one cannot fully understand the aforementioned alternative conceptualization of human being as <i>homo ecologicus</i> within the confines of divisive identity politics based upon racial, ethnic, national, religious, gender, and sexual orientation categories, it is a pivotal concern of my thesis to bridge the ostensibly unquestioned bifurcation between human beings and Nature: that between the West and the East, that between male and female, that between reason and intuition, and that between knowledge and life. In performing these wider ecological inquiries into radical modes of human existence, I place the core value of nonfoundationalist thoughts of Friedrich Nietzsche, Alfred North Whitehead, Martin Heidegger, Michel Foucault, and Edward Said, among many others, in critical dialogue with the study of literature with a view to thematizing the broader question of how a literary narrative as a historical and cultural institution imaginatively reframes our self-consciousness of the precarious condition of the Anthropocene. In conclusion, I argue that the study of literature and other humanities that valorize a vital interconnectedness between humans, objects, and the environment offers the potential for an inexhaustible and enduring habitat in which <i>homo ecologicus</i> continues to, in the words of Nietzsche, “remain faithful to the earth,” embracing <i>homo sapiens</i>.</p>

Theoretical part is focused on the philosophical and historical solutions which led to poststtructural and feministic approach to the gender identity. The art reflexive part seeks the visual parallel to above mentioned approach in art, respectively in the art depicting mother identity. Didactic part of the work provides possible option on how to get the gender identity theme over to the high school students. The work itself is a personal reflection of the maternity corporality topic.

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The purpose of this study has been to investigate how pedagogues talk and act with and to children and how this is related to norms and beliefs about sex and gender. As well ass to relate the pedagogues use of language and actions to the preschool´s assignment to counteract stereotypical gender norm. This study processes how pedagogues talk to children in preschool in relation to the children's biological sex, how pedagogues act towards the children from a gender perspective and in what ways pedagogues maintain, or break down heteronormative discourses and open up for gender diversities? The method used to collect empirical material for the study has been qualitative observations. This to be able to capture the pedagogues interactions whit the children in an authentic environment. The theoretical framework that has been used for the analytical work of this study is Feminist Poststructuralism. This, because that method provides good tools to investigate how language, communication and actions contribute to shaping children and their perception of male and female; and also to review the language the pedagogues used whit the children at the four different teams and preschools where I have conducted the observations. The results of the study show that pedagogues acted in a way that reinforces traditional gender patterns where the girls need to adapt to the boys. Thus, the male is positioned superior to the female.

Hyperpedagogy seeks to actualize social justice pedagogies and poststructuralist theorizing in digitally enhanced and online learning environments. Hyperpedagogy offers ways to incorporate transactional pedagogies into digital curricula so that learners throughout the United States' pluralistic culture can participate in e-learning. Much of the hyperbole promoting e-learning is founded on social-efficiency pedagogies (i.e. preparing tomorrow's workers for the information-based, new global economy) that tend to homogenize culturally pluralistic learners. The premium placed on a strict adherence to rigid learning systems inculcated within standards-based reform movements typically, moreover, discriminate against historically marginalized learners. Hyperpedagogy seeks to elucidate the closeting of privilege in e-learning so that learners of color, female learners, and homosexual learners can be better represented in the literature than is currently practiced. / Ph. D.