Recentes avaliações nacionais, como SARESP Sistema de Avaliação de Rendimento Escolar do Estado São Paulo (2012) e Prova Brasil Sistema Nacional de Avaliação da Educação Básica SAEB (2012), apontam um número considerável de alunos brasileiros que não compreendem o que leem e não conseguem escrever um simples bilhete, resultado alarmante que demanda um trabalho mais eficaz voltado para a proficiência em leitura e escrita. Aumentar ou expandir a competência leitora e escritora dos educandos, por meio do contato com a literatura, é um grande desafio para os professores de Língua Portuguesa. Portanto, investir neste objetivo deveria constituir um dos principais escopos da educação e, consequentemente, das instituições escolares que desejam contribuir efetivamente na formação de cidadãos reflexivos, críticos, autônomos e atuantes diante da sociedade. A hipótese que permeia este estudo é que, por meio de um trabalho sistemático com a Literatura Infanto-juvenil no Ensino Fundamental, o aluno se motive para a releitura e a escrita criativa de Contos, desenvolvendo, assim, sua competência leitora e escritora. Esta pesquisa teve como objetivo geral realizar um projeto cujas ações levassem à releitura e à escrita criativa de Contos. O projeto foi denominado `Recriar é preciso! e realizado com alunos do nono ano do Ensino Fundamental de uma escola da Rede Pública Municipal de São José dos Campos. As produções textuais dos alunos culminaram na confecção de uma antologia de contos. Tendo por base a perspectiva sociointeracionista da Linguística Aplicada, utilizou-se como metodologia a pesquisa-ação que visa a intervir na situação, privilegiando objetivos factíveis. Os aportes teóricos utilizados nesta pesquisa baseiam-se em Bakthin (1992 e 2005) e seus conceitos sobre gênero do discurso e dialogia; Vygotsky (2007) e zona de desenvolvimento proximal; Kleiman (1989), acerca dos processos de leitura e escrita, além de Paiva (2008) e Cosson (2006) sobre literatura. A obra literária infanto-juvenil carrega em si um conteúdo existencial muito intenso, porque estabelece um forte vínculo com a vivência dos alunos, cujas identidades são formadas por diversas vozes. As estratégias de leitura e de produção escrita desenvolvidas se mostraram eficientes e os resultados obtidos foram satisfatórios. Ficou demonstrado neste trabalho que os alunos gostaram dos textos selecionados e se motivaram para a escrita criativa e seus discursos evidenciaram mudanças de atitudes perante suas experiências de vida. / Recent national evaluations, like SARESP Sistema de Avaliação de Rendimento Escolar do Estado de São Paulo (system of evaluation in the education performance on the state of São Paulo) (2012) and Prova Brasil Sistema Nacional de Avaliação da Educação Básica (national system of evaluation on the basic education) SAEB (2012), show a significant amount of Brazilian students who do not comprehend what they read and cannot write a simple note, an alarming result that demands a more efficient work regarding reading and writing proficiency. Enhancing or expanding the reading and writing skills of students, through the contact with literature, is a big challenge for Portuguese Language teachers. Therefore, investing in this purpose should constitute one of the main scopes of education and, consequently, of educational institutions that wish to effectively contribute in the training of citizens who are sensible, independent and active in society. The hypothesis that permeates this study is that through a systematic work with youth literature during Elementary School, the student motivates himself to re-reading and creative writing of tales, developing this way his reading and writing skills. This research had as a general goal to carry out a project which actions led to re-reading and creative writing of tales. The project was named `Recriar é preciso! (Recreating is necessary!) and it was done with ninth grade Middle School students from a city public school of São José dos Campos. The textual productions of the students composed an anthology of stories book. As basis they had the social interactionist perspective of Applied Linguistics, using as methodology the action-research which aims to intervene in the situation, giving priority to feasible goals. The theoretical contribution used in this research were based in Bakthin (1992 and 2005) and his concepts about speech genres and dialogism; Vygotsky (2007) and his proximal zone of development; Kleiman (1989), about reading and writing proceedings, besides Paiva (2008) and Cosson (2006) about literature. The youth literary work has a very intense existential content because it establishes a strong link with the students experiences, whose identities are formed by different languages. The reading strategies and writing productions developed were considered effective and the obtained results were reasonable. In this work it was proved that students liked the chosen texts and motivated themselves to creative writing and their speeches showed changes of attitude facing life experiences.

O poeta e cineasta britânico Derek Jarman, morto em 1994, aos 52 anos, vitimado pela AIDS, é uma figura controversa e polêmica no âmbito da História da Arte. Sua poética faz alusão à liberdade sexual, ao ateísmo, à anarquia e à deformação sócio-política vivida na Europa entre as décadas de 1960 e 1990. Filmes como Sebastiane (1976) e Jubilee (1978) são amostras violentas desse ataque às instituições. Por outro lado, uma observação mais atenta a trabalhos como Blue (1993), Glitterbug (1994) e, sobretudo, Caravaggio (1985), apontam para um projeto estético muito mais elaborado e ambicioso. Observamos nessas obras específicas uma tentativa de releitura da História da Arte num corte sincrônico em relação a seu próprio tempo, e além disso uma busca pela identificação do papel do artista no contexto da História em si, de maneira que vida e obra unam-se simbioticamente num projeto de totalização da poética, da estética e da fenomenologia que envolvem ambas. Este trabalho pretende resgatar a memória do artista Derek Jarman, posto que seu trabalho se perdeu no hermetismo a ele atribuído pela crítica ao longo dos anos que se seguiram à sua morte e, a partir desse resgate, examinar elementos históricos e estéticos presentes em Blue, Glitterbug e Caravaggio, que evidenciam uma releitura da História da Arte à luz da contemporaneidade com vistas a discutir o papel e o lugar do artista no contexto da vida enquanto obra aberta e como ator na transcorrência sincrônica da História. Com isto, a presente tese faz uma excursão pelos anos formativos de Jarman, quando cursou Artes Visuais e quando tomou contato com artistas da vanguarda do pós-Segunda-Guerra, em seguida examina a ocorrência dos efeitos de tal contato em suas obras derradeiras Blue e Glitterbug, para, finalmente, dissecar sua obra Caravaggio em busca de comprovações para nossa hipótese de que Jarman ocupou-se de criticar seu tempo e sua cultura fundindo-se ao personagem do pintor italiano, criando uma vida-obra indissociável em que se verifica o estudo histórico e fenomênico da Arte e, por fim, reavalia os papéis do artista Caravaggio e seu próprio papel em relação ao fazer artístico, dentro de uma compreensão metafísica. / British poet and filmmaker Derek Jarman, who died in 1994 at 52, a victim of AIDS, is a controversial figure in the History of Art. His poetics allude to sexual freedom, to atheism, to anarchy and to the socio-political deformation experienced in Europe between the 1960s and 1990s. Films such as Sebatiane (1976) and Jubilee (1978) are violent samples of this attack on institutions. On the other hand, a closer observation to works such as Blue (1993), Glitterbug (1994) and, especially, Caravaggio (1985) points to a much more elaborate and ambitious aesthetic project. We observe in these specific works an attempt to reread the History of Art in a synchronic cut in relation to its own time, and, in addition, a search for the identification of the artist\'s role in the context of History itself, so that life and work unite symbiotically in a project of totaling poetics, aesthetics and phenomenology that involve both. This work intends to rescue the memory of the artist Derek Jarman, since his work was lost in the hermeticism attributed to him by the critics throughout the years that followed his death and, from this rescue, to examine historical and aesthetic elements present in Blue, Glitterbug and Caravaggio, which show a re-reading of the History of Art in the light of contemporaneity with a view to discussing the role and place of the artist in the context of life as a work in progress and as an actor in the synchronous transcurrency of History. With this, the present thesis makes an excursion in the formative years of Jarman, when he studied Visual Arts and when he made contact with artists of the vanguard of the post-Second World War. Next, it examines the occurrence of the effects of such contact in its works Blue and Glitterbug, to finally dissect his work Caravaggio in search of evidence for our hypothesis that Jarman was concerned with criticizing his time and his culture by merging with the character of the Italian painter, creating an inseparable life-work in the historical and phenomenal study of Art and, finally, re-evaluates the roles of the artist Caravaggio and his own role in relation to artistic making, within a metaphysical understanding.

O poeta e cineasta britânico Derek Jarman, morto em 1994, aos 52 anos, vitimado pela AIDS, é uma figura controversa e polêmica no âmbito da História da Arte. Sua poética faz alusão à liberdade sexual, ao ateísmo, à anarquia e à deformação sócio-política vivida na Europa entre as décadas de 1960 e 1990. Filmes como Sebastiane (1976) e Jubilee (1978) são amostras violentas desse ataque às instituições. Por outro lado, uma observação mais atenta a trabalhos como Blue (1993), Glitterbug (1994) e, sobretudo, Caravaggio (1985), apontam para um projeto estético muito mais elaborado e ambicioso. Observamos nessas obras específicas uma tentativa de releitura da História da Arte num corte sincrônico em relação a seu próprio tempo, e além disso uma busca pela identificação do papel do artista no contexto da História em si, de maneira que vida e obra unam-se simbioticamente num projeto de totalização da poética, da estética e da fenomenologia que envolvem ambas. Este trabalho pretende resgatar a memória do artista Derek Jarman, posto que seu trabalho se perdeu no hermetismo a ele atribuído pela crítica ao longo dos anos que se seguiram à sua morte e, a partir desse resgate, examinar elementos históricos e estéticos presentes em Blue, Glitterbug e Caravaggio, que evidenciam uma releitura da História da Arte à luz da contemporaneidade com vistas a discutir o papel e o lugar do artista no contexto da vida enquanto obra aberta e como ator na transcorrência sincrônica da História. Com isto, a presente tese faz uma excursão pelos anos formativos de Jarman, quando cursou Artes Visuais e quando tomou contato com artistas da vanguarda do pós-Segunda-Guerra, em seguida examina a ocorrência dos efeitos de tal contato em suas obras derradeiras Blue e Glitterbug, para, finalmente, dissecar sua obra Caravaggio em busca de comprovações para nossa hipótese de que Jarman ocupou-se de criticar seu tempo e sua cultura fundindo-se ao personagem do pintor italiano, criando uma vida-obra indissociável em que se verifica o estudo histórico e fenomênico da Arte e, por fim, reavalia os papéis do artista Caravaggio e seu próprio papel em relação ao fazer artístico, dentro de uma compreensão metafísica. / British poet and filmmaker Derek Jarman, who died in 1994 at 52, a victim of AIDS, is a controversial figure in the History of Art. His poetics allude to sexual freedom, to atheism, to anarchy and to the socio-political deformation experienced in Europe between the 1960s and 1990s. Films such as Sebatiane (1976) and Jubilee (1978) are violent samples of this attack on institutions. On the other hand, a closer observation to works such as Blue (1993), Glitterbug (1994) and, especially, Caravaggio (1985) points to a much more elaborate and ambitious aesthetic project. We observe in these specific works an attempt to reread the History of Art in a synchronic cut in relation to its own time, and, in addition, a search for the identification of the artist\'s role in the context of History itself, so that life and work unite symbiotically in a project of totaling poetics, aesthetics and phenomenology that involve both. This work intends to rescue the memory of the artist Derek Jarman, since his work was lost in the hermeticism attributed to him by the critics throughout the years that followed his death and, from this rescue, to examine historical and aesthetic elements present in Blue, Glitterbug and Caravaggio, which show a re-reading of the History of Art in the light of contemporaneity with a view to discussing the role and place of the artist in the context of life as a work in progress and as an actor in the synchronous transcurrency of History. With this, the present thesis makes an excursion in the formative years of Jarman, when he studied Visual Arts and when he made contact with artists of the vanguard of the post-Second World War. Next, it examines the occurrence of the effects of such contact in its works Blue and Glitterbug, to finally dissect his work Caravaggio in search of evidence for our hypothesis that Jarman was concerned with criticizing his time and his culture by merging with the character of the Italian painter, creating an inseparable life-work in the historical and phenomenal study of Art and, finally, re-evaluates the roles of the artist Caravaggio and his own role in relation to artistic making, within a metaphysical understanding.

The Jewish theme and its various aspects are slightly processed in the Slovak literature. The aim of this thesis is to point out the importance of the topic. The main guideline of each interpretation is the term of identity, which is also a relevant aspect when presenting a broader range of contexts. Identity, in this case, is a phenomenon that can be best seized in the opposition of "we" versus "them", when its meaning and content (who and what am I, who and what are you?) are reflected in the most accurate way. The Slovak-Jewish relations are a representative example of such a binary opposition. The hypothesis of the work is that the representation practice of Slovak literature regarding the Jewish topic may be related to the non-literary context. The focus of the research is the examination of the constructions of Jewish identities that appeared in various interpretative and compositional layers of works of Slovakian high literature. The works of non-Jewish authors are considered to be hetero-interpretations, while the works of Jewish authors are self-interpretations of the same phenomenon, Jewish identity. Using the notion of tradition, the diachronic aspect of the phenomenon is taken into account. In the thesis two relevant definitions are confronted: Gadamer's rather positive steady and a...

Why has the resurrection once again become the centre point of a new storm brewing in both popular and academic culture? Because of the combination of a realisation of death, and of human beings’ need to interpret its (death’s) mysteries; a question innate to the human experience. In a fear-filled world where war, terrorism, and economic collapse bring the question of death (and the afterlife) to the fore, people are asking – perhaps more than ever – what happens after we die. This popular fascination with the end, with death, and with what (if anything) lies beyond it, has also influenced the theme and the direction of academic work in the theological field. For this reason an informed analysis of the resurrection debate has become necessary – a process of analysing the different strata of understanding as it relates to current resurrection research. Any consideration given to gender or power, birth or burial, money or food is made in an effort to situate the debates being studied. Could a reason for these still varied conclusions on the subject be that those writing on it are not equipped for the task of analysing and interpreting history and historical method? In order to be able to begin answering this question, one of this study's main objectives is to learn and apply the approach of historians – outside of the community of Biblical scholars – to the question of whether Jesus of Nazareth rose from the dead; thus providing interaction with philosophers of history related to hermeneutical and methodological considerations. The method proposed here is a combination of historiography and an ethics of understanding, with the use of Correspondence theory (in which history is described as knowable, and some hypotheses as truer than others in a correspondence sense). This study wants to address both the different questions and analyses of the debate by asking: What if we see things differently? What if we were to ask a different set of questions? In order for this to be possible, we need to develop an ethics of interpretation – instead of asking the expected questions, this study aims to ask: What interests and frameworks inform the questions we ask and the way in which we interpret our sources? How does scholarship echo (and even participate in) contemporary public discourses about Christian identity? These questions will be attended to through three intersecting practices – critical reflexivity, complemented by the use of the two related practices of textual re-reading and public debate. However, these are not methodical steps in a linear progression, they are mutually interacting practices that draw on each other; raising new possibilities for the way in which we historically reconstruct the Jesus movement, allowing us to enter into the public debate about Jesus and eschatology in a way that takes the ethical possibilities and consequences of our reconstructions of Christian origins and identity seriously. For, though fragmentary and broken human words may be, they nevertheless possess a capacity to function as the medium through which God is able to disclose himself. Copyright / Dissertation (MTh)--University of Pretoria, 2010. / New Testament Studies / unrestricted