Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-09-17T20:00:09Z No. of bitstreams: 1 ValeriaRondonRossiDissertacao2018.pdf: 2660288 bytes, checksum: 55062147ee3aa85d0e99f1bf281e8a8e (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-09-17T20:00:22Z (GMT) No. of bitstreams: 1 ValeriaRondonRossiDissertacao2018.pdf: 2660288 bytes, checksum: 55062147ee3aa85d0e99f1bf281e8a8e (MD5) / Made available in DSpace on 2018-09-17T20:00:22Z (GMT). No. of bitstreams: 1 ValeriaRondonRossiDissertacao2018.pdf: 2660288 bytes, checksum: 55062147ee3aa85d0e99f1bf281e8a8e (MD5) Previous issue date: 2018-06-29 / The present study has as main objective to understand the meaning of the teaching work for the readapted teacher working outside the classroom, based on their experience in functional readaptation in the State Department of Education of the Federal District, Brazil. For this, we seek the theoretical reference of the Psychodynamics of Work complemented with the theoretical assumptions of Psychoanalysis. The present qualitative exploratory research counted on the participation of five readapted teachers, and as throughout the development of the research one of them presented expressive data with significantly representative information, we opted for the single case study. Data were collected through a semistructured interview conducted following an orientation guide and complemented with sociodemographic data and characterization of the professional trajectory of the teacher. Using the technique of content analysis of the discursive corpus, we favour the modality proposed by Minayo (2014; 2015), according to Laurence Bardin (2011), that shows hidden and evident meanings in the interview. We discuss based in three main categories: work, functional readaptation and organization, with argumentation guided by the teacher’s experience in the readapted work. We found that the interviewed speaks about the work at class as “being a teacher”; speaks about functional readaptation and the work outside class as “not being a teacher anymore”; and relates de Organization and the meaningless work to “becoming nobody”. We show the lack of meaning in the work done by the readapted teacher, which is due to the lack of meaningful content at work. This situation leads to an emptying process and to a lack of narcissistic and object investment, what obliterates the role of the person in the workplace. / O presente estudo tem como objetivo primordial conhecer o sentido do trabalho docente para o professor readaptado com atuação fora da sala de aula, a partir da sua vivência e experiência na readaptação funcional na Secretaria de Estado de Educação do Distrito Federal. Para tanto, buscamos o referencial teórico da Psicodinâmica do Trabalho complementada com os pressupostos teóricos da Psicanálise para nos auxiliar neste percurso nos dando suporte, pois acreditamos que esses referenciais nos oferecem as ferramentas necessárias para aprofundarmos o tema aqui proposto. A presente pesquisa qualitativa de caráter exploratório contou com a participação de cinco professores readaptados, sendo que, como ao longo do desenvolvimento da pesquisa um professor apresentou dados expressivos com informações significativamente representativas, então, optamos pelo estudo de caso único por configurar como um caso representativo ou típico. Foram colhidos dados por meio de uma entrevista semiestruturada realizada seguindo um roteiro orientativo e complementados com dados sociodemográficos e caracterização da trajetória profissional do professor. Ao procedermos à análise dos dados, escolhemos a técnica de análise de conteúdo temático-categorial do corpus discursivo, percorrendo todas as etapas definidas por Minayo (2014; 2015) à luz de Bardin (2011), que revela as categorias que emergem da entrevista na busca de atingir os significados manifestos e latentes. Privilegiamos na análise a divisão em três eixos temático-categorial: Trabalho, Readaptação Funcional e Organização, sendo que o fio norteador de nossas discussões foi o trabalho docente na vivência da readaptação funcional. Constatamos que nosso entrevistado ao falar de trabalho relaciona com o trabalho docente em sala de aula, “ser professor”; ao falar de readaptação funcional relaciona com o trabalho fora de sala de aula, “não ser mais professor”; e ao abordar a Organização identifica o trabalho sem sentido, o qual o torna “ninguém”. Evidenciamos a falta de sentido no trabalho pelo professor readaptado, sendo que isso se deve pela falta de conteúdo significativo no trabalho, que leva ao esvaziamento e à falta de investimento narcísico e objetal, tirando o lugar da pessoa no mundo do trabalho.

In this thesis, I will be looking at the different adaptations of the myth of Electra, throughout time, by studying the following plays: Les Choéphores by Aeschylus, Electre by Euripides, Electre by Giraudoux and Les Mouches by Sartre. The purpose of this thesis is to examine why the character of Electra has sparked so many different versions and adaptations. The thesis discusses the evolution of her character over time and also, the main ideas authors have introduced through their renditions. I have shown that with Aeschylus, his primary goal was to write in honour of the god Dionysis, and his entire play centers around praising the gods and following their destiny for humans blindly, without questioning it and without fearing another god’s wrath. Euripides’s play was written to mock that of his predecessor and to portray Electra as the symbol of blind vengeance. I then look at the Electra of Giraudoux where the author suggests that Electra is the symbol of absolute justice and that political rulers should sacrifice their own well-being for that of the nation of which they are in charge. Finally, I study Les Mouches by Sartre, who used his play as a work of resistance against the Occupation in France in the 1940s. His play conveys his existentialist thought strongly and is meant to show the French that despite their defeat, that their liberty would stay intact. Throughout this study, it is evident that Electra is a timeless character which each author has used and molded to convey his own thoughts and ideas, whether they be religious, political or philosophical. Electra stands as a symbol for many things, but the regard in which she is held is up to the author to portray, according to his intent. / Thesis / Master of Arts (MA)

Real estate conversions are a rising topic in the real estate industry due to many different reasons. The increased flexibility in remote working accelerated by Covid-19 had a substantial effect on commercial real estate. To remain relevant in a new world environment, actors in the real estate market must adapt. Furthermore, a large housing shortage is a reality in many large cities such as Stockholm, Sweden. These conditions, combined with the increasing concern regarding environmental sustainability, further emphasise a need for change in how actors within the built environment try to stay relevant in an ever-changing industry. This study therefore aims to assist in the clarification of when real estate conversion will be a beneficial choice for different actors by studying four different real estate conversion cases through interviews, governmental documents, organisational publications and analysing quantitative data. The theoretical framework used in this study is the 4Q-model and the circular economy. This study finds that a conversion in real estate use will be a good choice when there are legal drivers present, such as cultural labels. Furthermore, if there is good structural capability, such as the potential for additional storeys to be added, the benefit of readaptation is further emphasised. The study also finds that a monetary net profit is a vital condition for a potential project to take place. From the results in this study, it is concluded that a conversion from commercial real estate to housing can be a viable option to adapt for actors in the post Covid-19 real estate market. / Fastighetskonverteringar är ett alltmer aktuellt ämne inom fastighetsbranschen på grund av flertalet anledningar. Den ökade flexibiliteten i distansarbete som pådrivits av Covid-19 medförde påtagliga effekter på kommersiella fastighetsmarknaden. För att förbli relevanta sett till de nya förutsättningarna i världen behöver aktörer i fastighetsbranschen anpassa sig. Vidare finns det en stor rådande bostadsbrist i många stora städer så som i Stockholm, Sverige. Dessa förhållanden tillsammans med ökad miljömedvetenhet framhäver vidare behovet för hur aktörer ska agera för att förbli relevanta i en konstant föränderlig bransch. Syftet med denna studie är att klargöra när en fastighetskonvertering är ett aktuellt alternativ för olika aktörer genom att studera fyra olika fall av fastighetskonverteringar genom intervjuer, statliga dokument, organisationspublikationer och genom att analysera kvantitativa data. Det teoretiska ramverket i studien som används är 4Q-modellen och cirkulär ekonomi. Denna studie finner att en konvertering av en fastighets användningsområde är ett bra alternativ när det finns legala drivkrafter så som kulturklassningar. Dessutom, om det finns en strukturell kapacitet, så som möjligheten att addera våningar, framhävs ytterligare fördelarna med omvandling. Studien konstaterar också att ekonomisk lönsamhet är en avgörande faktor för att initiera ett potentiellt projekt. Från resultaten i denna studie kan slutsatsen dras att en konvertering från kommersiell fastighet till bostad kan vara ett möjligt alternativ för aktörer att anpassa sig till den nya fastighetsmarknaden efter Covid-19.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-06-21T12:35:27Z No. of bitstreams: 1 Rosemeyre Moraes de Oliveira.pdf: 2071365 bytes, checksum: fc5cb67615c6366daa246639f4e1b3f6 (MD5) / Made available in DSpace on 2018-06-21T12:35:27Z (GMT). No. of bitstreams: 1 Rosemeyre Moraes de Oliveira.pdf: 2071365 bytes, checksum: fc5cb67615c6366daa246639f4e1b3f6 (MD5) Previous issue date: 2018-03-16 / This PhD thesis, situated in the field of Applied Linguistics, aims to contribute to research in an educational context through the ILCAE Group - Linguistic Inclusion in Scenarios of Educational Activities (PUC-SP), to contribute qualitatively with the impressions provided by the participating school managers, faculty teachers and teachers undergoing readaptation for future actions focused on public policies and local actions in schools regarding the reallocation and recovery of these professionals and, as specific objectives, to critically understand the senses-andmeanings of the teacher's work as described by the referred participants. This study is a qualitative research with a critical interpretation base (Triviños, 2008) based on a social-historical-cultural theoretical framework and on studies on affectivity carried out by Vygotsky (1934/1984, 1989 and 2001) and the social exclusion-inclusion dialectic addressed by Sawaia (2012), through the ergological studies of Schwartz (1996, 1998, 2000, 2002, 2003, 2004, 2006). Like other studies that investigate teacher work and the discourses derived from teaching activities within this work, this research brings a certain novelty in presenting speeches related to the functional readaptation of a teacher gathered and analyzed by a readapted researcher teacher, the readapted of the afternoon referred to in the title. The elected epistemic axis fosters social transformation through language. The central question that guides this research is tripartite by the categories of the involved actors and, through their answers, we attempted to understand "(i) by the members of the School Management? (ii) by the faculty members in office? (iii) by the faculty members undergoing functional readjustment? The analyzed corpus is composed of answers obtained through semi-structured interviews with the indicated actors, carried out in schools that were seconded to Teaching Offices 3 and 4 of East Teaching, Center- South, South 2 and Campinas during 2015, 2016 and the first semester of 2017. After analyzing the lexical choices used by the participants, the recurrence of similar terms indicates that: the teacher undergoing readaptation is, in most cases, seen as a non-teacher; many participants pointed out the current public policies regarding the teacher undergoing readaptation as responsible for the lack of preparation for the return to classes and for the disregard of which theme is treated by those directly involved in the teacher's work routine. The main complaint is social exclusion is, followed by lack of medical services that support the teacher undergoing readaptation, while the third complaint demonstrates that relocation in spaces in direct contact with students and with extreme noise aggravates anxiety and panic scenarios, and that work in the office and in the school corridors is the greatest factor for the professional and personal disqualification of the readapted, erasing their identification as a "teacher" / Esta tese de doutorado, situada no campo da Linguística Aplicada, tem como objetivos gerais contribuir para as pesquisas em contexto educacional pelo Grupo ILCAE - Inclusão Linguística em Cenários de Atividades Educacionais (PUC-SP); contribuir qualitativamente com impressões fornecidas pelos participantes gestores escolares, professores em exercício docente e professores em readaptação para futuras ações com foco nas políticas públicas e ações locais nas escolas quanto à realocação e recuperação desses profissionais e, como objetivos específicos, compreender de forma crítica os sentidos-e-significados do trabalho desse professor conforme descritos pelos participantes referidos. Trata-se de pesquisa qualitativa de cunho interpretativa de base crítica (Triviños, 2008) embasada no referencial teórico sócio-histórico-cultural e nos estudos sobre afetividade realizados por Vygotsky (1934/1984, 1989 e 2001) e pela dialética da exclusão-inclusão social conforme abordada por Sawaia (2012), pelos estudos ergológicos de Schwartz (1996, 1998, 2000, 2002, 2003, 2004, 2006). À semelhança de outros estudos que investigam o trabalho do professor e dentro dele os discursos provenientes da atividade docente, esta pesquisa traz certo ineditismo por apresentar discursos referentes à readaptação funcional do professor reunidos e analisados por uma professora pesquisadora readaptada, a readaptada da tarde referida no título. O eixo epistêmico eleito fomenta a transformação social por meio da linguagem. A questão central que norteia esta pesquisa encontra-se tripartida pelas categorias de atores envolvidos e por meio de suas respostas buscou-se saber “(i) pelos membros da Gestão Escolar? (ii) pelos membros do Corpo Docente em exercício? (iii) pelos membros do Corpo Docente em readaptação funcional? O corpus analisado é composto por respostas obtidas por meio de entrevistas semiestruturadas com os atores indicados, realizadas em escolas jurisdicionadas às Diretorias de Ensino Leste 3 e 4, Centro- Sul, Sul 2 e Campinas durante os anos de 2015, 2016 e primeiro semestre de 2017. Após a análise das escolhas lexicais utilizadas pelos participantes, a recorrência de termos semelhantes e similares demonstram que: o professor em readaptação é, na maioria dos casos, visto como não-professor; muitos participantes apontaram as políticas públicas vigentes em relação ao professor em readaptação como as responsáveis pelo despreparo ao retorno das classes e aulas e pelo descaso com o que tema é tratado pelos envolvidos diretamente na rotina de trabalho desse professor. A exclusão social é a principal queixa averiguada, a falta de serviços médicos que deem suporte ao professor em readaptação é a segunda queixa, a terceira demonstra que a realocação em espaços em que haja contato direto com alunos e com o extremo ruído agravam os quadros de ansiedade e pânico e que, o trabalho na secretaria e nos corredores escolares é o grande fator de desqualificação profissional e pessoal do readaptado por fazer com que sua identificação como “professor” seja apagada

Made available in DSpace on 2016-06-02T20:44:13Z (GMT). No. of bitstreams: 1 5800.pdf: 1456116 bytes, checksum: 8a6c1cec1a8b571063a72a9e4e046c95 (MD5) Previous issue date: 2014-02-25 / Financiadora de Estudos e Projetos / In Brazil, the Mental and Behavioral Disorder ranks third in number of sickness benefits provided by the National Institute of Social Security (INSS) and thus illustrate the importance of further research on the topic. The aim of this study was to know the process of return to work of municipal workers who were turned away by mental and behavioral disorders, received sickness benefit (for incapacity) and returned to work activities. Participants were seven employees of a Municipality in the State of Sao Paulo, who managed to return to work activities after being away from work for 30 days or more with a primary diagnosis of Mental and Behavioral Disorders (CID F from CID-10) in the period January 2008 to December 2012. Data collection happened in the period December 2012 to March 2013 and it accomplished through filling out a personal information and professional protocol related to the removal process and return to work and the application of a semi-structured interview which addressed questions about the process of removal and return to work. For data analysis, the technique used was Thematic Analysis. The results showed that the participants were unanimous in considering their families as the main source of support in the process of return to work activities. Regarding the reasons that led to the illness and consequent removal from work, some participants reported poor relationship with superiors and coworkers. Nevertheless, a good relationship with management and co-workers appeared to aid in the process of returning to work. The physical environment, inadequate and precarious working conditions were identified as facilitators for mental illness in workers. Participants signaled suggestions about changes in their work environments, which could make them less sick prone, and more appropriate and favorable for good employee performance. For most of the study participants there is no difference in the meaning of work in their lives prior to removal and after returning to work. The work takes on different meanings in the lives of the participants related to personal fulfillment and enjoyment, social function, means of support and space for socializing. Although all participants had undergone expert care of the INSS, none received any information or indication on the Vocational Rehabilitation Program of the INSS. It is expected that this research will contribute to the strengthening of the local network of health care worker and bring enlightenment about reinsertion of these people into the labor market and the assurance of their rights. / No Brasil, os Transtornos Mentais e do Comportamento ocupam o terceiro lugar em número de auxílios-doença concedidos pelo Instituto Nacional do Seguro Social (INSS) e, assim, ilustram a importância do desenvolvimento de pesquisas sobre o tema. O objetivo do presente estudo foi conhecer o processo de retorno ao trabalho de trabalhadores municipais que foram afastados por Transtornos Mentais e do Comportamento, receberam benefício auxílio-doença (por incapacidade) e retornaram às atividades de trabalho. Participaram do estudo sete trabalhadores de uma Prefeitura Municipal do interior do estado de São Paulo, que conseguiram retornar às atividades de trabalho após serem afastados do trabalho por 30 dias ou mais com diagnóstico primário de Transtornos Mentais e do Comportamento (CID F do CID-10), no período de janeiro de 2008 a dezembro de 2012. A coleta de dados aconteceu no período de dezembro de 2012 a março de 2013 e se deu por meio do preenchimento de um protocolo de informações pessoais, profissionais e referentes ao processo de afastamento e retorno ao trabalho e da aplicação de uma entrevista semiestruturada que abordou questões sobre o processo de afastamento e retorno ao trabalho. Para análise dos dados, foi utilizada a técnica de Análise Temática. Os resultados mostraram que os participantes foram unânimes em considerar suas famílias como principal fonte de suporte no processo de retorno às atividades de trabalho. Quanto aos motivos que levaram ao adoecimento e consequente afastamento do trabalho, alguns participantes relataram o mau relacionamento com chefia e colegas de trabalho. No entanto, o bom relacionamento com a chefia e com os colegas de trabalho apareceu também como auxílio no processo de retorno ao trabalho. O ambiente físico inadequado e as condições de trabalho precárias foram apontados como facilitadores de adoecimento mental nos trabalhadores. Os participantes sinalizaram sugestões sobre mudanças em seus ambientes de trabalho que poderiam torná-los menos adoecedores e mais adequados e favoráveis ao bom desempenho dos funcionários. Para a maioria dos participantes do estudo não existe diferença no sentido do trabalho em suas vidas antes do afastamento e após o retorno ao trabalho. O trabalho assume significados diversos na vida dos participantes relacionados à realização pessoal e prazer, função social, forma de sustento e espaço de socialização. Apesar de todos os participantes terem passado por atendimento pericial do INSS, nenhum recebeu qualquer informação ou indicação sobre o Programa de Reabilitação Profissional do INSS. Espera-se que esta pesquisa contribua para o fortalecimento da rede local de atenção à saúde do trabalhador e traga esclarecimento sobre a reinserção dessas pessoas no mercado de trabalho e a garantia de seus direitos.

L’intervention psychosociale auprès des jeunes vivant en Centre jeunesse est régie par la Loi sur la protection de la jeunesse (LPJ). La posture professionnelle des intervenants s’inscrit à la fois dans une relation d’autorité, renforcée par le cadre institutionnel et les obligations légales, et dans une relation d’aide. Ce mémoire s’est attardé à ce double mandat (réadaptation sociale et relation d'aide) et à son impact sur le lien jeune-éducateur. Le terrain de cette recherche s’est déroulé pendant trois mois dans une unité de réadaptation de Montréal (CJM-IU). L’analyse s’est faite à partir de la rencontre des corpus de données; les récits des jeunes et des éducateurs (entretiens semi-directifs) et l'observation de ce milieu de vie. L’approche utilisée, puisant à la fois dans la tradition ethnographique et dans la phénoménologie, nous a permis de faire émerger l’interprétation et les perceptions qu’ont les jeunes et leurs intervenants sur la question de la relation d’aide et de la relation d’autorité. Les résultats de recherche portent sur les conditions qui favorisent la conciliation ou la polarisation de ces mandats qui peuvent parfois sembler antagonistes. Il a ainsi été possible d’identifier les éléments qui fragilisent l’établissement de liens significatifs et de confiance entre les jeunes et leurs éducateurs ou au contraire les éléments qui les renforcent. Ultimement, les résultats ont permis d’illustrer les embûches à la création d’une alliance thérapeutique en centre de réadaptation pour mineurs et l’impossibilité de sa réalisation dans le contexte actuel. / Psychosocial intervention with children living in Youth Centers is legislated by the Youth Protection Act (YPA). The professional position of the youth workers is characterised by a relationship of authority, reinforced by an institutional framework and numerous legal obligations, and a counselling relationship. This research paper focuses on this double mandate and its impacts on building a connection between the children and their youth workers. The research’s fieldwork took place in a unit of a Youth Center of Montreal (YCM). The analysis is mostly based on a corpus of data, from living environment observations to the protagonist’s very own narratives throughout semi-directive interviews. The present approach combines the ethnographic and phenomenological traditions, enabling the interpretation of the children and youth workers’ perceptions on the questions of the relationships of authority and counselling. The research results pertain to the conditions supporting the conciliation and polarisation of these sometimes antagonistic mandates. Elements weakening the construction of meaningful bonds between the parties, or, to the opposite reinforcing them, were highlighted. Conclusively, this research illustrates the obstacles in creating a therapeutic alliance and its impossible concrete fulfilment within the context of Youth Centers.

L’intervention psychosociale auprès des jeunes vivant en Centre jeunesse est régie par la Loi sur la protection de la jeunesse (LPJ). La posture professionnelle des intervenants s’inscrit à la fois dans une relation d’autorité, renforcée par le cadre institutionnel et les obligations légales, et dans une relation d’aide. Ce mémoire s’est attardé à ce double mandat (réadaptation sociale et relation d'aide) et à son impact sur le lien jeune-éducateur. Le terrain de cette recherche s’est déroulé pendant trois mois dans une unité de réadaptation de Montréal (CJM-IU). L’analyse s’est faite à partir de la rencontre des corpus de données; les récits des jeunes et des éducateurs (entretiens semi-directifs) et l'observation de ce milieu de vie. L’approche utilisée, puisant à la fois dans la tradition ethnographique et dans la phénoménologie, nous a permis de faire émerger l’interprétation et les perceptions qu’ont les jeunes et leurs intervenants sur la question de la relation d’aide et de la relation d’autorité. Les résultats de recherche portent sur les conditions qui favorisent la conciliation ou la polarisation de ces mandats qui peuvent parfois sembler antagonistes. Il a ainsi été possible d’identifier les éléments qui fragilisent l’établissement de liens significatifs et de confiance entre les jeunes et leurs éducateurs ou au contraire les éléments qui les renforcent. Ultimement, les résultats ont permis d’illustrer les embûches à la création d’une alliance thérapeutique en centre de réadaptation pour mineurs et l’impossibilité de sa réalisation dans le contexte actuel. / Psychosocial intervention with children living in Youth Centers is legislated by the Youth Protection Act (YPA). The professional position of the youth workers is characterised by a relationship of authority, reinforced by an institutional framework and numerous legal obligations, and a counselling relationship. This research paper focuses on this double mandate and its impacts on building a connection between the children and their youth workers. The research’s fieldwork took place in a unit of a Youth Center of Montreal (YCM). The analysis is mostly based on a corpus of data, from living environment observations to the protagonist’s very own narratives throughout semi-directive interviews. The present approach combines the ethnographic and phenomenological traditions, enabling the interpretation of the children and youth workers’ perceptions on the questions of the relationships of authority and counselling. The research results pertain to the conditions supporting the conciliation and polarisation of these sometimes antagonistic mandates. Elements weakening the construction of meaningful bonds between the parties, or, to the opposite reinforcing them, were highlighted. Conclusively, this research illustrates the obstacles in creating a therapeutic alliance and its impossible concrete fulfilment within the context of Youth Centers.

Das Phänomen Remake ist so alt, wie die Geschichte des Films selbst. Dennoch wird der Begriff immer wieder leichtfertig benutzt, weshalb sich die Arbeit zunächst um die Entwicklung einer praktikablen Arbeitsdefinition bemüht, welche Remakes im engeren Sinne von anderen Formen der Neuinszenierung abgrenzt, bevor in einem nächsten Schritt ausgewählte Original-Remake-Paare einer ausführlichen strukturellen Analyse unterzogen werden: Dazu werden die jeweiligen Filme in ihre einzelnen Szenen aufgegliedert und mit einem Plotschema - dem sogenannten Paradigma nach Syd Field und Hans-Ulrich Mohr - unterlegt, welches neben der allgemeinen Struktur des Films auch für die Handlung besonders relevante Szenen offenlegt und strukturelle Veränderungen offensichtlich macht, aus welchen Änderungen des Inhalts, der Handlungsrichtung und des Genres resultieren. Dazu werden die Neuverfilmungen ihren filmischen Vorgängern in direkter Weise gegenübergestellt, wodurch stilistische Mittel und inszenatorische Elemente sowie historische und kulturelle Zusammenhänge und strukturelle Unterschiede sauber ausgearbeitet und sichtbar gemacht werden können. Damit leistet diese Arbeit einen Beitrag sowohl zum noch spärlich ergründeten Feld der Remakeforschung als auch zur Debatte um die Existenz und Funktionsweise von Filmstrukturen.

Das Phänomen Remake ist so alt, wie die Geschichte des Films selbst. Dennoch wird der Begriff immer wieder leichtfertig benutzt, weshalb sich die Arbeit zunächst um die Entwicklung einer praktikablen Arbeitsdefinition bemüht, welche Remakes im engeren Sinne von anderen Formen der Neuinszenierung abgrenzt, bevor in einem nächsten Schritt ausgewählte Original-Remake-Paare einer ausführlichen strukturellen Analyse unterzogen werden: Dazu werden die jeweiligen Filme in ihre einzelnen Szenen aufgegliedert und mit einem Plotschema - dem sogenannten Paradigma nach Syd Field und Hans-Ulrich Mohr - unterlegt, welches neben der allgemeinen Struktur des Films auch für die Handlung besonders relevante Szenen offenlegt und strukturelle Veränderungen offensichtlich macht, aus welchen Änderungen des Inhalts, der Handlungsrichtung und des Genres resultieren. Dazu werden die Neuverfilmungen ihren filmischen Vorgängern in direkter Weise gegenübergestellt, wodurch stilistische Mittel und inszenatorische Elemente sowie historische und kulturelle Zusammenhänge und strukturelle Unterschiede sauber ausgearbeitet und sichtbar gemacht werden können. Damit leistet diese Arbeit einen Beitrag sowohl zum noch spärlich ergründeten Feld der Remakeforschung als auch zur Debatte um die Existenz und Funktionsweise von Filmstrukturen.