Orientador: Lídia Maria Vianna Possas / Banca: Joana Maria Pedro / Banca: Claude Lépine / Resumo: O objetivo da presente dissertação é analisar as experiências sociais das mulheres que atenderam ao apelo da Ação Integralista Brasileira AIB (1932-1938), movimento de inspiração fascista fundado por Plínio Salgado em 1932. Busca adentrar às práticas dessas militantes integralistas, conhecidas como blusas verdes, que assumiram funções diversas na hierarquia do Departamento Feminino na organização do primeiro partido de massas do país. Assim, enfocam-se os papéis informais como recurso para reconstrução das experiências de homens e mulheres na construção de sua própria história, situando essas práticas no processo de transição da sociedade brasileira dos anos 30-40. Deste modo, realiza uma abordagem interdisciplinar para apreender os efeitos gerais provocados pela Revolução Cultural, Técnica e Científica, originada nos anos 20 nas conjunturas sócio-culturais do período entre guerras que, em seu conjunto, estimularam o surgimento de diversas formas de consciência nacionalista no país. Com este contexto, centra a análise nas preocupações particulares inerentes às influências das relações de gênero e de poder no interior da AIB, analisando as problematizações da pesquisa como a estrutura, o discurso, os símbolos, as subjetividades e as representações que fazem parte do cenário das militantes integralistas. / Abstract: The objective of this study is to analyze women’s social experience who answered the appeal from Brazilian Integralism Action AIB (1932-1938), a fascist movement established for Plínio Salgado in 1932. This study seeks to analyze the women participation, known as green blouses, who assumed a lot of functions at the hierarchy inside the Feminine Department, working on the organization of the first masses party in this country. So, we focus on informal papers as an important piece for men and women’s experience reconstruction, making possible, a new construction of their history, pointing out these practical inside the brazilian society transition in 1930 to 1940. That way, we realized an approach among a lot of disciplines to know how the global effects nettle by Cultural, Technique and Scientific Revolution, started in 1920 with social-cultural events from that war time which, in its ensemble, stimulated the originated of diverse forms of nationalistic conscience in the country. In this context, we center the analysis in the particular concerns which influenced the AIB’s gender and power relation, discussing some points in this study as structure, speech, symbols, subjective and representations that are part of the women militant scene. / Mestre

Orientador: Lídia Maria Vianna Possas / Banca: Maria Cristina cortez Wissenbach / Banca: Luis Antônio Francisco de Souza / Resumo: O presente trabalho teve como objetivo captar as reelaborações das representações sociais dos skinheads "carecas do Brasil" após a morte de Edson Neris da Silva em fevereiro de 2000 na Praça da República, região central da cidade de São Paulo. Partimos da articulação do teatro do poder que elaborou a culpabilidade do violento crime aos skinheads "carecas do ABC", considerando-os em suas representações como bárbaros e merecedores de uma punição exemplar, que servisse de modelo para as outras pessoas que possuem preconceitos de gênero controlar suas emoções e agressividades diante do diferente. As brechas presentes nos documentos permitiram que nós apreendêssemos outros aspectos dos símbolos e signos que compõem as teias de significados que afirmam as formas identitárias dos skinheads "carecas do Brasil". Esses skinheads reelaboram e ressignificam as suas idéias e práticas sociais tendo como termômetro de mudanças a circularidade entre eles e a força de representações da imprensa e das pressões de segmentos sociais. Portanto, problematizamos a análise sobre as representações elaboradas pelos "carecas do Brasil" nos fanzines e demais meios de divulgação das idéias e valores desses grupos, quanto às produzidas pela imprensa, priorizando o jornal Folha de São Paulo, dentre os anos de 2000 a 2004, para captar não apenas as relações de poder presentes no confronto entre essas representações, mas, também, visamos desconstruir narrativas, tendo em vista desvendar as idéias, pensamentos, valores, tradições e culturas inventadas nesses discursos. Enfocamos as suas ações e experiências vivenciadas nos espaços urbanos, tendo em vista elaborar reflexões sobre os problemas cotidianos, de reestruturação das territorialidades, das redes de sociabilidade e das culturas de pertencimento configuradas...(Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The aim of the present work was to understand the reelaborations of the social representations of the skinheads of Brazil, after Edson Neris da Silva's death in February, 2000, in a square (Praça da República), in downtown São Paulo. The study was based on the articulation of the power theater that elaborated the culpability of the violent crime against the "ABC skinheads". This articulation considers the representation of the skinheads to be barbarian and that they deserved an exemplar punishment, which would be a model for others who had gender prejudice, so they could control their emotions and aggressiveness towards the difference. The gaps in the documents allowed us to learn other aspects of the sings and symbols which make the meaning webs that affirm the identitary way of the skinheads of Brazil. These skinheads reelaborate and resignify their ideas and social practice having as a thermometer of changes the circularities between them and the power of the press representation and the pressure of social segments. Therefore, we problematized the representations analysis elaborated by the skinheads of Brazil in fanzines and other means of publicizing ideas and values of these groups, related to the representations produced by the press. We prioritize the newspaper Folha de São Paulo, between years 2000 and 2004, to understand not only the power analogy involved in the confrontation among these representations, but we also aimed to deconstruct the reports, intending to reveal ideas, thoughts, values, traditions, and created cultures in these speeches. We focused on the skinheads' actions and experiences in the urban areas, intending to elaborate considerations about daily problems, the territorialities structuralization, the sociability net, and the pertaining cultures configurated as micropowers that emerge in these spaces in a contradictory...(Complete abstract, click electronic access below) / Mestre

Abstract : Information and communication technologies (ICTs, henceforth) have become ubiquitous in our society. The plethora of devices competing with the computer, from iPads to the Interactive whiteboard, just to name a few, has provided teachers and students alike with the ability to communicate and access information with unprecedented accessibility and speed. It is only logical that schools reflect these changes given that their purpose is to prepare students for the future. Surprisingly enough, research indicates that ICT integration into teaching activities is still marginal. Many elementary and secondary schoolteachers are not making effective use of ICTs in their teaching activities as well as in their assessment practices. The purpose of the current study is a) to describe Quebec ESL teachers’ profiles of using ICTs in their daily teaching activities; b) to describe teachers’ ICT integration and assessment practices; and c) to describe teachers’ social representations regarding the utility and relevance of ICT use in their daily teaching activities and assessment practices. In order to attain our objectives, we based our theoretical framework, principally, on the social representations (SR, henceforth) theory and we defined most related constructs which were deemed fundamental to the current thesis. We also collected data from 28 ESL elementary and secondary school teachers working in public and private sectors. The interview guide used to that end included a range of items to elicit teachers’ SR in terms of ICT daily use in teaching activities as well as in assessment practices. In addition, we carried out our data analyses from a textual statistics perspective, a particular mode of content analysis, in order to extract the indicators underlying teachers’ representations of the teachers. The findings suggest that although almost all participants use a wide range of ICT tools in their practices, ICT implementation is seemingly not exploited to its fullest potential and, correspondingly, is likely to produce limited effects on students’ learning. Moreover, none of the interviewees claim that they use ICTs in their assessment practices and they still hold to the traditional paper-based assessment (PBA, henceforth) approach of assessing students’ learning. Teachers’ common discourse reveals a gap between the positive standpoint with regards to ICT integration, on the one hand, and the actual uses of instructional technology, on the other. These results are useful for better understanding the way ESL teachers in Quebec currently view their use of ICTs, particularly for evaluation purposes. In fact, they provide a starting place for reconsidering the implementation of ICTs in elementary and secondary schools. They may also be useful to open up avenues for the development of a future research program in this regard. / Résumé : Les technologies d’information et de communication (TIC) sont devenues omniprésentes dans notre société. L’abondante panoplie de dispositifs rivalisant avec l’ordinateur, allant de l’iPad au Tableau blanc interactif, pour n’en nommer que quelques-uns, a permis aux enseignantes et enseignants ainsi qu’aux élèves de communiquer et d’obtenir de l’information avec une vitesse et une accessibilité jamais égalées jusqu’à aujourd’hui. De ce fait, il serait attendu que les pratiques éducatives traditionnelles, qui ne semblent plus compatibles avec les attentes des élèves et les besoins de main-d’œuvre d’aujourd’hui soient modifiées (Ahmed et Nasser, 2015). Malheureusement, la recherche indique que les réalités d’intégration des TIC sont toujours loin de la rhétorique. Plusieurs enseignantes et enseignants d’écoles primaires et secondaires n’utilisent pas les TIC d’une façon efficace et ce, autant dans leurs activités d’enseignement que dans leurs pratiques évaluatives. La présente étude, de type exploratoire-descriptif, vise à 1) décrire les profils des enseignantes et enseignants d’anglais langue seconde (ALS) utilisant les TIC dans leurs activités quotidiennes d’enseignement et leurs pratiques évaluatives; 2) décrire les pratiques d'intégration des TIC dans les activités d’enseignement et les pratiques d'évaluation de ces enseignantes et enseignants; et 3) décrire les représentations sociales (RS) des enseignantes et enseignants concernant l'utilité et la pertinence de l'utilisation des TIC dans leurs activités quotidiennes d'enseignement et leurs pratiques d'évaluation. Pour atteindre nos objectifs, nous basons principalement notre cadre théorique sur la théorie de la RS et nous définissons les concepts et les construits les plus étroitement associés qui sont considérés comme fondamentaux pour la thèse actuelle. Nous avons recueilli nos données auprès d’un échantillon de 28 enseignantes et enseignants d’ALS du primaire et du secondaire qui travaillent dans les secteurs publics et privés. Le guide d'entretien utilisé à cette fin comprend un nombre d’items visant à favoriser l’élucidation des RS des enseignants en matière de l’usage quotidien des TIC dans les activités d'enseignement ainsi que des pratiques d'évaluation. De plus, nous avons réalisé nos analyses dans une perspective de statistique textuelle, un mode particulier d’analyse de contenu, afin d’extraire les indicateurs sous-jacents aux représentations des enseignants. Les résultats suggèrent que, bien que presque tous les participants utilisent un large éventail d'outils de TIC dans leurs pratiques, il s’avère que la mise en œuvre des TIC n’est pas exploitée à son plein potentiel et, en conséquence, est susceptible de produire des effets limités sur l'apprentissage des élèves. En outre, aucun des interviewés affirment qu'ils utilisent les TIC dans leurs pratiques d'évaluation et ils tiennent encore à l'approche traditionnelle du papier-crayon dans l'évaluation de l'apprentissage des élèves. Le discours commun des enseignantes et enseignants révèle un écart entre le point de vue positif en ce qui concerne l'intégration des TIC, d'une part, et les utilisations réelles de la technologie pédagogique, de l'autre part. Ces résultats sont utiles pour mieux comprendre la façon dont les enseignantes et les enseignants d'anglais langue seconde au Québec perçoivent leur utilisation des TIC, en particulier à des fins d'évaluation. En effet, ils fournissent un point de départ pour reconsidérer la mise en œuvre des TIC dans les écoles primaires et secondaires. Ils pourraient également être utiles pour élaborer des pistes pour le développement d’un futur programme de recherche à cet égard.

Tour à tour gloires nationales, héros, pères fondateurs ou au contraire tyrans sanguinaires et sorciers malfaisants, les résistants africains à la colonisation ont souvent connu une grande fortune littéraire et suscitent la fascination collective.D'abord investies par la littérature orale africaine et par l'historiographie coloniale, ces figures émergent souvent au tournant des indépendances et font leur apparition sur la scène culturelle : romans, pièces de théâtre, ballets, films, chants s'attachent à réécrire l'histoire dite nationale des nouveaux Etats. Interroger les représentations en littérature et dans les arts de ces figures héroïques, c'est donc analyser l'écriture de l'histoire en acte, la mémoire collective et l'imaginaire commun en formation.Notre hypothèse est la suivante : les arts, et la littérature au premier plan, jouent un rôle prépondérant dans la création d'identités collectives. Il s'agit donc de vérifier de manière pragmatique la place du fait littéraire, et plus généralement artistique, dans la formation d'imaginaires collectifs, de lier littérature, histoire, société afin d'expérimenter que la littérature n'est pas qu'un « lieu de mémoire » sanctuarisé mais qu'elle participe activement à son élaboration. La littérature est alors liée au fait politique, au sens large de construction du vivre-ensemble dans et par les discours. / Great figures, national heroes, founding fathers or on the contrary tyrannical figures or witches, African resistants to colonisation often appear in literature and arts, and they possess a fascinating aura. Those heroes have emerged since the end of the nineteenth century in oral african literature and in the colonialist European literature. Then, they morphed into National heroes during the independence period and they still play a prominent role in today's African literature and in fictions more generally.The aim of my thesis is to analyse different kinds of updating those heroes, from 1890 to the contemporary world, in fictions and “texts” in its extensive meaning. This study is inspired by Certeau's approach to historical writing. Literature (theatre, poetry, novels...) but also other texts less valued by institutions or less studied as songs, ballets (in television or in theatres), school books (as history textbooks). The latter section requires fields research, as manuals cannot be found in France.Samori (Guinea Conakry), Sarraounia (Niger) and Nehanda (Zimbabwe) were converted from historical person into narrative characters, and as such they embody the memory of the colonization process, the fascinating values (with all connotations, whether positive or negative) of a group, and a collective imagination of history. Far from being a sanctuary dedicated to the preservation of memory and history, literature plays a major role in the construction of imaginative communities and in the elaboration of a common past. Literature, through such cultural heroes or “literary myths”, performs the critical function of encompassing as well as reshaping the lines of postcolonial memory.

La plupart des signaux naturels peuvent être représentés par une combinaison linéaire de quelques atomes dans un dictionnaire. Ces représentations parcimonieuses et les méthodes d'apprentissage de dictionnaires (AD) ont suscité un vif intérêt au cours des dernières années. Bien que les méthodes d'AD classiques soient efficaces dans des applications telles que le débruitage d'images, plusieurs méthodes d'AD discriminatifs ont été proposées pour obtenir des dictionnaires mieux adaptés à la classification. Dans ce travail, nous avons montré que la taille des dictionnaires de chaque classe est un facteur crucial dans les applications de reconnaissance des formes lorsqu'il existe des différences de variabilité entre les classes, à la fois dans le cas des dictionnaires classiques et des dictionnaires discriminatifs. Nous avons validé la proposition d'utiliser différentes tailles de dictionnaires, dans une application de vision par ordinateur, la détection des lèvres dans des images de visages, ainsi que par une application médicale plus complexe, la classification des lésions de scléroses en plaques (SEP) dans des images IRM multimodales. Les dictionnaires spécifiques à chaque classe sont appris pour les lésions et les tissus cérébraux sains. La taille du dictionnaire pour chaque classe est adaptée en fonction de la complexité des données. L'algorithme est validé à l'aide de 52 séquences IRM multimodales de 13 patients atteints de SEP. / Most natural signals can be approximated by a linear combination of a few atoms in a dictionary. Such sparse representations of signals and dictionary learning (DL) methods have received a special attention over the past few years. While standard DL approaches are effective in applications such as image denoising or compression, several discriminative DL methods have been proposed to achieve better image classification. In this thesis, we have shown that the dictionary size for each class is an important factor in the pattern recognition applications where there exist variability difference between classes, in the case of both the standard and discriminative DL methods. We validated the proposition of using different dictionary size based on complexity of the class data in a computer vision application such as lips detection in face images, followed by more complex medical imaging application such as classification of multiple sclerosis (MS) lesions using MR images. The class specific dictionaries are learned for the lesions and individual healthy brain tissues, and the size of the dictionary for each class is adapted according to the complexity of the underlying data. The algorithm is validated using 52 multi-sequence MR images acquired from 13 MS patients.

Grid Representations and the Chromatic Number Martin Balko August 2, 2012 Department: Department of Applied Mathematics Supervisor: doc. RNDr. Pavel Valtr Dr. Supervisor's email address: valtr@kam.mff.cuni.cz Abstract In the thesis we study grid drawings of graphs and their connections with graph colorings. A grid drawing of a graph maps vertices to distinct points of the grid Zd and edges to line segments that avoid grid points representing other vertices. We show that a graph G is qd -colorable, d, q ≥ 2, if and only if there is a grid drawing of G in Zd in which no line segment intersects more than q grid points. Second, we study grid drawings with bounded number of columns, introducing some new NP- complete problems. We also show a sharp lower bound on the area of plane grid drawings of balanced complete k-partite graphs, proving a conjecture of David R. Wood. Finally, we show that any planar graph has a planar grid drawing where every line segment contains exactly two grid points. This result proves conjectures of D. Flores Pe˝naloza and F. J. Zaragoza Martinez. Keywords: graph representations, grid, chromatic number, plane

Este trabalho tem por objetivo reconstruir as representações coletivas, do Nordeste e do Nordestino, elaboradas pela imprensa escrita e de grande circulação no Brasil, mais precisamente as grandes Revistas Ilustradas Semanais, durante o primeiro e o segundo governo Vargas. Em meio ao cenário de transformações das décadas de 1930 a 1950, causadas por questões políticas e ideológicas a imprensa ao representar o Nordeste e o nordestino, condensava a experiência do vivido na expressão de uma sensibilidade feita texto, dando ao leitor um Nordeste reconstruído como imagem e como discurso, a partir de referenciais permeados por novas e por velhas ideologias. Tomando tais representações como símbolos de uma época, buscamos reinterpretá-los à luz dos processos históricos, dos sistemas de ideias e imagens com as quais estabelecem contato, com o objetivo de compreendermos qual Nordeste e nordestino teria sido construído por essas mídias àquela época e quais as implicações sociais desta construção. Para trilharmos este caminho, seguimos os passos indicados por Chartier, que aponta para as três realidades maiores do estudo das representações: a compreensão das representações coletivas; a exibição do ser social por meio da estilização da vida; a construção de identidades a partir dos novos significados e símbolos sociais adotados por um grupo, permitindo-nos ampliar a compreensão da relação entre sociedade, cultura e identidade no Brasil da virada do século XX / The objective of this study is to reconstruct the collective representations of Brazilian Northeast and the Northeastern population elaborated by the written press and greatly circulated in Brazil, more precisely by the important weekly illustrated magazines during the first and the second Vargas administration. In the midst of the scenario of transformations of the 1930s to the 1950s caused by the political and ideological questions, the press, upon representing the Northeast and the Northeastern population, condensed lived experience into the expression of a sensibility transformed into text, giving the reader a Northeast referential permeated as image and as discourse as based on permeated by new and old ideologies. Taking such representations as symbols of an era, we seek to reinterpret them in the light of historical processes, of the systems of ideas and these media constructed images with which they establish contact, with the objective of understanding which Northeast and Northeasterner at that time and the social implications of that construction. To take this path, we follow the steps indicated by Chartier, who indicates the three greatest realities in the study of representations: understanding the collective representations; the exhibition of the social being by means of stylization of life; the construction of identities from new meanings and social symbols adopted by a group, allowing us to broaden understanding of the relationship between society, culture and identity in Brazil at the turn of the 20th century

Trata-se de uma pesquisa sobre uma instituição de ensino - o Colégio de Calçado no interior do Espírito Santo, em que se procurou compreender, através de memórias e documentos da época, o significado desse educandário para alunos e funcionários, no período compreendido entre 1939 e 1958. Por se tratar de uma instituição avaliada pelo MEC, pelos padrões do Colégio Pedro II, do Rio de Janeiro e dada como de referência de qualidade, considerou-se relevante estudar os componentes de gestão e a proposta educativa que perpassaram o cotidiano dessa escola, naquele período, para se verificar a importância históricoeducacional desse estabelecimento. Utilizam-se como fontes as memórias de exalunos e ex-funcionários do educandário, a legislação educacional da época, jornais do educandário, jornal A Ordem, fotos e outros documentos relacionados ao tema, para se proceder à análise desse modelo histórico de educação. Concluise que, embora se tratasse de uma instituição, parte de uma sociedade disciplinar, que veiculava a ideologia dominante, cujos valores se traduziam por civilidade, obediência às leis, amor à pátria, respeito às pessoas e repressão sexual, dentre outros, os atores da instituição, em sua maioria, se mostraram, nas entrevistas, encantados com o educandário dirigido pela D. Mercês Garcia Vieira. No relato dos entrevistados, a afetividade, a relação professor-aluno, a disciplina, os castigos, as transgressões de alguns foram sendo pontuadas sempre em comparação ao que se vê hoje nas escolas. É o passado tendo como referência o presente. O Colégio de Calçado ficou no imaginário dos alunos daquele período como um símbolo do saber e um exemplo de educação. / This doctors thesis was built on research work about a high school Colégio de Calçado in the State of Espírito Santo countryside. Its purpose was to clarify the meaning of the school to students and staff in the period 1939 through 1958 by making wide use of reminiscence and documentation dating from that time. The school had been accredited by the Ministry of Education as comparable to the Colégio Pedro II in Rio de Janeiro, therefore as offering high quality learning. In the light of this accreditation, a survey of managerial aspects as well as of the educational proposal underlying the day-by-day performance of the institution at that time was undertaken in order to ascertain its historical and educational importance. Sources used for an analysis of this historical model of education included reminiscence by alumni and former staff, educational laws then in force, school guild pamphlets O Ginásio de Calçado , issues of the town newspaper A Ordem , photographs, and other pertinent items of documentation. The school, as part of a disciplinarian society, reproduced the dominant ideology, which emphasized civility, law-abidingness, patriotism, mutual respect, and sexual repression, among other values. Yet, findings led to the conclusion that most alumni and former staff interviewed cherished the school under Ms. Mercês Garcia Vieiras rule. In their reports, they usually compared affectivity, teacher-student relationship, discipline, punishment and transgression in their time to the situation of the schooling system nowadays. It is the past as referred to the present. Alumni consider the Colégio de Calçado a symbol of knowledge and a paragon of learning.

Esta dissertação analisa as diferentes visões sobre os povos indígenas criadas, veiculadas e reproduzidas em meio ao processo de independência política do Brasil, considerando este em uma periodização larga: 1808 a 1831. Prevê a identificação dessas visões, elaboradas por protagonistas de tal processo em espaços públicos de discussão, analisando-as de modo a entender o seu papel nas lutas e no pensamento político da época, bem como sua interface com as políticas oficiais em relação aos povos indígenas do Brasil no mesmo período. Em última instância, trata-se de buscar compreender uma dimensão ainda pouco estudada do fenômeno de construção de uma identidade política brasileira de tipo nacional em seus momentos iniciais. / This dissertation analyzes the different views about the indigenous groups created, transmitted and reproduced through the process of political independence of Brazil, considering a long period of time: from 1808 to 1831. Provides an identification of these views, elaborated by the protagonists of this process on public discussion, analyzing them in order to understand its role in the struggles and political thought. Of that time, as well as its interface with the official politics related to indigenous people of Brazil in the same period. Ultimately, it is the seek of understanding the dimension not very studied yet of the phenomenon of building a political brazilian identity of a national type in your initials moments.

As guerras são acontecimentos que provocam a elaboração de narrativas que estão relacionadas com o nacionalismo e a identidade das nações. Esta dissertação de mestrado tem como principal objetivo a análise de algumas narrativas nacionalistas elaboradas a partir da experiência da Guerra do Paraguai, buscando conferir especial atenção para as representações referentes aos grupos sociais subalternos presentes nelas. Para tanto, foram adotadas como fontes centrais de pesquisa as seguintes obras: Traços biographicos da heroína Jovita Alves Feitosa, ex-sargento do 2º. Corpo de Voluntários do Piauhy, redigido por um enigmático autor fluminense; A retirada da Laguna, de Alfredo dEscragnolle Taunay; Reminiscências da Campanha do Paraguai, de Dionísio Evangelista de Castro Cerqueira; e Viagem militar ao Rio Grande do Sul, de Luís Filipe Maria Fernando Gastão de Orléans, o Conde dEu. A idéia principal consiste em avaliar em que medida as imagens de indivíduos dos grupos populares foram utilizadas para a construção de discursos que buscavam legitimar e preservar uma determinada relação social e de poder. / The elaboration of narratives about wars is in general related to nationalism and nation identity. This Thesis intends to analyze certain narratives related to the Paraguayan War. It aims to give special attention to the representations concerning the subaltern groups. For this purpose, the main sources of this research are the following: Traços biographicos da heroína Jovita Alves Feitosa, ex-sargento do 2º. Corpo de Voluntários do Piauhy, written by an enigmatic Fluminense author; A retirada da Laguna, by Alfredo d\'Escragnolle Taunay; Reminiscências da Campanha do Paraguai, by Dionísio Evangelista de Castro Cerqueira; and Viagem militar ao Rio Grande do Sul, by Luís Filipe Maria Fernando Gastão d\'Orléans, Count d\'Eu. The central idea is to evaluate the extent to which images of popular groups were used to legitimize a dominant power position.