This study outlines a methodological framework for reconstructing linguistic history within a dialect continuum and applies this methodology to an under-described, controversial, and complex subgroup of New Indo-Aryan (NIA)—the Kamta, Rajbanshi and Northern Deshi Bangla lects (KRNB). ¶ Dialect continua are characterised by non-discrete boundaries between speech communities, and as a result previously divergent lects may undergo common innovations; the result is the familiar picture of overlapping dialectological isoglosses. The sequencing of these innovations and the historical relations between the lects involved are often highly ambiguous. Given the right sociohistorical conditions, a widespread innovation may be more recent than a localised innovation—the very opposite sequencing to that implied by the splits in a family tree. ¶ Not surprisingly, discrete application to the NIA continuum of traditional methodologies—including the Comparative Method, etymological reconstruction and dialect geography—has yielded unsatisfactory and at times chronologically distorted results. Historical studies, therefore, have chosen between: (a) only studying the histories of NIA lects with written records; (b) reconstructing using the chronology suggested by the shape of a family tree; or (c) settling for a ‘flat’, non-historical account of dialect geography. ¶ Under the approach developed here, the strengths of each of these traditional methods are synthesised within an overarching framework provided by a sociohistorical theory of language change. This synthesis enables the linguistic history of the KRNB lects to be reconstructed with some detail from the proto-Kamta stage (1250-1550 AD) up to the present day. Innovations are sequenced based on three types of criteria: linguistic, textual and sociohistorical. The old Kamta stage, and its relation to old Bangla and Asamiya, is reconstructed based on linguistic Propagation Events and Speech Community Events—two concepts central to the methodology. The old Kamta speech community and its language became divided into western, central and eastern subsections during the middle KRNB period (1550-1787 AD, dates assigned by attested sociohistorical events). During the same period, KRNB lects also underwent partial reintegration with NIA lects further afield by means of more widely propagated changes. This trend of differentiation at a local level, concurrent with reintegration at a wider level, also characterises the modern KRNB period from 1787 AD to the present. ¶ This account of KRNB linguistic history is based on a rigorous reconstruction of changes in phonology and morphology. The result is not only a reconstruction of historical changes, but of the proto-Kamta phoneme inventory, hundreds of words of vocabulary, and specific areas of nominal and verbal morphology. The reconstruction is based on data collected in the field for the purposes of this study. Phonological reconstruction has made use of the WordCorr software program, and the reconstructed vocabulary is presented in a comparative wordlist in an appendix. ¶ The methodology developed and applied in this study has been found highly successful; though naturally not without its own limitations. This study has significance for its contribution both to the methodology of historical linguistic reconstruction and to the light shed on the linguistic prehistory of KRNB.

A presente dissertação consiste numa tentativa de se desenvolver uma discussão ampliada a partir de uma análise de Cidade de Deus, de Paulo Lins. Tal análise buscava desentranhar os traços formais fundamentais da obra, para a partir delas intuir dinâmicas sociais, culturais e históricas, tornadas mais evidentes pelo próprio trabalho. Partindo do caráter de exceção e de novidade da obra no quadro do romance brasileiro dos anos 1990 e mesmo em geral, sem excluir a sua matriz francesa, coube-nos perguntar no que consistia tal empreitada artística, traduzido num inusitado modo de composição, tendo em vista não tanto a sua reverberação dentro da história literária, mas as suas consequências em outros planos, sejam eles culturais ou histórico-sociais. / The dissertation that follows tries to develop a broader discussion from the analysis of Paulo Lins\' Cidade de Deus. Such an analysis strives to unravel the fundamental formal characteristics of the novel, and then to make use of them to perceive and see through some cultural, historical and social dynamics that are to become clearer in due course. Starting from the status of exception and novelty of this literary work, against the background of the Brazilian novel and its French matrix, the question repeatedly raised was the one concerning the very nature of this artistic effort, its unusual composition mode, aiming not so much at its reverberations inside the literary history, but at its consequences in different cultural and sociohistorical dimensions.

A presente dissertação consiste em uma tentativa de apreender a figuração da elite a partir do ponto de vista que organiza o romance Azul e dura, de Beatriz Bracher. Procuramos determinar a especificidade do olhar da narradora-protagonista em sua relação com o contexto histórico e social contemporâneo com o intuito de definir de que maneira esse olhar capta aspectos significativos da experiência histórica atual. A hipótese que orienta a análise é a de que o romance escrito a partir do ponto de vista de um representante da mais alta elite, e calcado em seu percurso de sofrimento psíquico-social, produz o efeito de cooptação do leitor. Tentamos investigar os limites da formalização que, ao não alcançar o distanciamento, convida o leitor a se colar ao ponto de vista da narradora marcado pelo sentimento de impotência social e pela acomodação ao estado de coisas vigente. / The dissertation that follows aims at analyzing the figuration of the elite from the point of view that organizes the novel Azul e dura, by Beatriz Bracher. We seek to determine the specificity of the perspective of the narrator, who is the protagonist of the narrative, in its relation to the social and economical contemporary context, in order to demonstrate how the point of view of the narrative grasps relevant aspects of the current historical experience. Our hypothesis is that the novel written from the perspective of a representative of our highest elite, and centered in her trajectory of social and psychic suffering, produces the effect of co-optation of the reader. We tried to investigate the limits of the formalization that, without achieving distancing effect, invites the reader to partake the narrators viewpoint characterized by the feeling of social impotence and conformism to the current state of things.

Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-09-25T19:01:19Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) ana_carolina_souza_silva.pdf: 1492209 bytes, checksum: 3555759bc0d95b0e0c2fbfd6ef279601 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-10-09T13:47:42Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) ana_carolina_souza_silva.pdf: 1492209 bytes, checksum: 3555759bc0d95b0e0c2fbfd6ef279601 (MD5) / Made available in DSpace on 2017-10-09T13:47:42Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) ana_carolina_souza_silva.pdf: 1492209 bytes, checksum: 3555759bc0d95b0e0c2fbfd6ef279601 (MD5) Previous issue date: 2017 / Estudo que objetivou desvelar as significa??es atribu?das ? Educa??o Alimentar e Nutricional (EAN) a partir da an?lise e interpreta??o dos sentidos e significados que professores do ensino fundamental I constitu?ram em rela??o ? mesma. Como pressupostos epistemol?gicos orientadores do estudo, adotamos a Psicologia S?cio-hist?rica e as categorias subjetividade, sentidos e significados (significa??es). Esse referencial te?rico-metodol?gico permitiu o reconhecimento das quest?es subjetivas como constitutivas do sujeito e da realidade e, portanto, fundamental para entender o processo de inclus?o da EAN pelos professores no contexto escolar. A pesquisa de campo foi desenvolvida em tr?s escolas municipais de Diamantina/MG, com a participa??o de seis professores do ensino fundamental I. Utilizamos como t?cnica de produ??o de informa??es a entrevista semiestruturada e, para proceder a sua an?lise e interpreta??o, nos inspiramos na proposta de Aguiar e Ozella dos N?cleos de Significa??o e tamb?m na estrat?gia complementar dos N?cleos Tem?ticos. Sistematizamos, a partir das falas dos professores, tr?s N?cleos Tem?ticos, quais sejam: 1) Significa??es atribu?das pelos professores ao conceito de EAN: concep??es e implica??es na constru??o do conhecimento, 2) Processo de (n?o)inclus?o da EAN no contexto escolar: dificuldades e desafios e 3) Significa??es das a??es realizadas: o car?ter pontual, responsabiliza??o compartilhada e as possibilidades de avan?os na abordagem de EAN. Elementos tais como, a concep??o estritamente nutricional do conceito de EAN, a ideia que se t?m sobre a EAN como um assunto relevante, mas que, contraditoriamente, n?o encontram as condi??es objetivas para sua inclus?o, o car?ter pontual das a??es, a responsabiliza??o atribu?da aos profissionais da sa?de, ? escola e/ou ? fam?lia, as a??es interdisciplinares e transversais ligadas ? l?gica instrumental, a EAN como mais um conte?do a ser trabalhado constituem os sentidos subjetivos atribu?dos pelos professores ? EAN e justificam a sua n?o inclus?o. Consideramos que esses elementos desvelados auxiliam a compreender como a EAN ? vivenciada no contexto escolar. Por fim, as reflex?es finais dessa pesquisa apontam para a necessidade de pensar a forma??o e a realidade dos professores da rede municipal de ensino a fim de que esses profissionais possam ter maior autonomia de a??o e desenvolver estrat?gias criativas para que a inclus?o da EAN seja uma realidade na escola. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Sa?de, Sociedade e Ambiente, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / This study aimed at revealing the meaning linked to Food and Nutritional Education (FNE) by analysis and interpretation of meanings that teachers of the elementary school had. As epistemological suppositions guiding this study, we adopted the Sociohistorical Psychology and the subjectivity, meanings and significance categories. This theoretical and methodological reference allowed the acknowledgment of subjective issues as pertaining of the person and the reality and, therefore, fundamental for the understanding of the inclusion process of the FNE by the teachers in the school context. The field research was developed in three city schools of Diamantina/MG, with the participation of six teachers of elementary school. As tools of information production we used the semi-structured interview and, to proceed in its analysis and interpretation, we were inspired in the proposal of Aguiar and Ozella of the Significance Core and also in the complementary strategy of the Theme Core. From the teachers? speeches, we selected three Theme Cores: 1) Significance related by the teachers to the concept of FNE: concepts and implications in the knowledge construction, 2) Process of (non) inclusion of FNE in the school context: difficulties and challenges and 3) Significance of the performed actions: the punctual character, shared responsibilities and the progress possibilities in the FNE approach. Elements as the strictly nutritional of the concept of FNE, the ideia that they had on FNE as a relevant topic, but that in opposite, they do not find objective conditions for its inclusion, the punctual character of the actions, and the given responsibility to the health professionals, the school and/or family, the interdisciplinary and transversal actions connected to the instrumental logic, the FNE as another subject to be worked with are the subjective meanings given by the teachers to the FNE and justify its not inclusion. We consider that these revealed elements help to understand how FNE is lived in the school context. Hence, the final reflections of this research point to the necessity of thinking the training and reality of teachers in the city school in order to an increased autonomy of action of these professionals, and the developing of creative strategies for the inclusion of FNE as a reality in school.

A presente dissertação consiste em uma tentativa de apreender a figuração da elite a partir do ponto de vista que organiza o romance Azul e dura, de Beatriz Bracher. Procuramos determinar a especificidade do olhar da narradora-protagonista em sua relação com o contexto histórico e social contemporâneo com o intuito de definir de que maneira esse olhar capta aspectos significativos da experiência histórica atual. A hipótese que orienta a análise é a de que o romance escrito a partir do ponto de vista de um representante da mais alta elite, e calcado em seu percurso de sofrimento psíquico-social, produz o efeito de cooptação do leitor. Tentamos investigar os limites da formalização que, ao não alcançar o distanciamento, convida o leitor a se colar ao ponto de vista da narradora marcado pelo sentimento de impotência social e pela acomodação ao estado de coisas vigente. / The dissertation that follows aims at analyzing the figuration of the elite from the point of view that organizes the novel Azul e dura, by Beatriz Bracher. We seek to determine the specificity of the perspective of the narrator, who is the protagonist of the narrative, in its relation to the social and economical contemporary context, in order to demonstrate how the point of view of the narrative grasps relevant aspects of the current historical experience. Our hypothesis is that the novel written from the perspective of a representative of our highest elite, and centered in her trajectory of social and psychic suffering, produces the effect of co-optation of the reader. We tried to investigate the limits of the formalization that, without achieving distancing effect, invites the reader to partake the narrators viewpoint characterized by the feeling of social impotence and conformism to the current state of things.

A presente dissertação consiste numa tentativa de se desenvolver uma discussão ampliada a partir de uma análise de Cidade de Deus, de Paulo Lins. Tal análise buscava desentranhar os traços formais fundamentais da obra, para a partir delas intuir dinâmicas sociais, culturais e históricas, tornadas mais evidentes pelo próprio trabalho. Partindo do caráter de exceção e de novidade da obra no quadro do romance brasileiro dos anos 1990 e mesmo em geral, sem excluir a sua matriz francesa, coube-nos perguntar no que consistia tal empreitada artística, traduzido num inusitado modo de composição, tendo em vista não tanto a sua reverberação dentro da história literária, mas as suas consequências em outros planos, sejam eles culturais ou histórico-sociais. / The dissertation that follows tries to develop a broader discussion from the analysis of Paulo Lins\' Cidade de Deus. Such an analysis strives to unravel the fundamental formal characteristics of the novel, and then to make use of them to perceive and see through some cultural, historical and social dynamics that are to become clearer in due course. Starting from the status of exception and novelty of this literary work, against the background of the Brazilian novel and its French matrix, the question repeatedly raised was the one concerning the very nature of this artistic effort, its unusual composition mode, aiming not so much at its reverberations inside the literary history, but at its consequences in different cultural and sociohistorical dimensions.

Made available in DSpace on 2016-04-28T20:56:22Z (GMT). No. of bitstreams: 1 Flaviana Franco Naves.pdf: 1530281 bytes, checksum: 7ed0aed1a233803f72584dbc09372361 (MD5) Previous issue date: 2011-05-27 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This qualitative research has had as its main objective to analyze the meanings constructed by a professional popular educator about his educative practice developed with adolescents of the low social class. The epistemology and methodology adopted were the ones of the Sociohistorical Psychology evidencing the categories sense and meaning that are the central points of the research. The study s subject is a popular educator that works with adolescents of the lower social class. To conduct the research we used the semi-structured interview in the recurrent modality. Three interviews were carried out with the same subject to qualify the information. The analysis procedure was the Strategy of Analysis of Signification Nuclei presented by Aguiar; Ozella (2006) that aims at approaching de subject s meaning zones from the empirical data to their interpretation. The analysis resulted in five Meaning nuclei, and an analytical essay was developed from intranuclei to internuclei. Our analysis revealed, among other aspects, that de meanings constructed by the popular educator are related to his practice that intends to be a way of visualization and conduction of contrahegemony, the youth emancipation, social changes, and above all, a movement that becomes a changing praxis that can contribute to the construction of a fairer and solidary world / A presente dissertação constitui-se em uma pesquisa qualitativa que teve como objetivo analisar os sentidos constituídos por um profissional educador popular acerca de sua prática educativa desenvolvida com adolescentes de classe baixa. A orientação epistemológica e metodológica adotada foi a da Psicologia Sócio-Histórica, com especial destaque para as categorias sentido e significado, centrais no percurso desta pesquisa. Teve como sujeito um educador popular que atua junto a adolescentes de classes populares. O instrumento utilizado para obtenção de informações foi o da entrevista do tipo semi-estruturada, na modalidade recorrente. Foram realizadas três entrevistas com o mesmo sujeito com a finalidade de qualificar as informações. Como procedimento de análise utilizamos a Estratégia de Análise dos Núcleos de Significação apresentada por Aguiar; Ozella (2006), que visa uma aproximação das zonas de sentido do sujeito saindo do empírico rumo à interpretação. Finalizado o procedimento de análise, que resultou em cinco Núcleos de Significação, realizamos um ensaio analítico na direção intranúcleos para a internúcleos. Nossa análise demonstrou, dentre outros aspectos, que os sentidos constituídos pelo educador popular acerca de sua prática são de que ela pretende ser um meio de desvelamento e execução da contra-hegemonia, de emancipação do jovem, de transformação social e, sobretudo, um movimento que constitua uma práxis transformadora, que contribua para a construção de um mundo mais justo e solidário

Made available in DSpace on 2016-04-28T20:56:56Z (GMT). No. of bitstreams: 1 Kelly Cristina Lopes Casanova.pdf: 1453863 bytes, checksum: 5f145361671ece6c32ed202464cc5908 (MD5) Previous issue date: 2015-10-01 / Currently, as with the other steps, the education of youth and adults (EJA), is recognized as an integral mode of education of basic education. Many reasons cause the young and adult education is a recurring concern, not only of national public policies and international bodies. Increased education level is critical, not only for the country's development, but also for individuals who, before excluded from school and take another new position before the world. Non-attendance and dropout undertake the development of those people who, in the classrooms of the EJA, seek to enter in the literate world, valued socially. We believe that this reduced schooling, dropping out of school, as well as the return to the classroom are loaded with senses and meanings constituted by the subjects in the teaching-learning process. This research, based on the Social Psychology - Historical, aims to analyze and give visibility to the senses and meanings constituted by a student of EJA about the school and its enrollment process. The instrument used for data collection was a semi-structured interview, conducted with a student of the Youth and Adult Education. For the analysis of the information obtained in the interview we used the meaning core construction procedure. The results show that school and education are still important issues, mainly because of any social significance. Shortly appreciates the contents of learning that can and must be important for the development of individuals, reducing much of this importance to the social place that allows the school and the knowledge that few seem immediately useful at work and in social relations. The return to school in the case of this research with students of EJA, is meant as acquisition of numerous possible materials and possible and expected social readjustment / Atualmente, como ocorre com as demais etapas, a educação de jovens e adultos (EJA), é reconhecida como modalidade de ensino integrante da educação básica. Muitas razões fazem com que a educação de jovens e adultos seja uma preocupação recorrente, não só das políticas públicas nacionais como dos organismos internacionais. O aumento do nível de escolarização é fundamental, não só para o desenvolvimento do país, como também para os indivíduos, que, antes excluídos da escola, assumem outra e nova posição perante o mundo. A não frequência e o abandono escolar comprometem o desenvolvimento dessas pessoas que, nas salas de aula da EJA, buscam inserir-se no mundo letrado, valorizado socialmente. Acreditamos que essa escolaridade reduzida, o abandono da escola, assim como o retorno à sala de aula estão carregados de sentidos e significados constituídos pelos sujeitos no processo de ensino-aprendizagem. Essa pesquisa, fundamentada na Psicologia Sócio Histórica, tem como objetivo analisar e dar visibilidade aos sentidos e significados constituídos por um aluno da EJA sobre a escola e o seu processo de escolarização. O instrumento utilizado para a coleta das informações foi uma entrevista semi-estruturada, realizada com um aluno da Educação de Jovens e Adultos. Para a análise das informações obtidas na entrevista foi utilizado o procedimento de construção de núcleos de significação. Os resultados obtidos demonstram que escola e a escolarização continuam sendo aspectos de grande importância, principalmente, devido a toda significação social. Pouco se valoriza o aprendizado de conteúdos que podem e devem ser importantes para o desenvolvimento dos sujeitos, reduzindo-se muito desta importância ao lugar social que a escola permite e a alguns poucos saberes que parecem úteis de imediato no trabalho e nas relações sociais. O retorno à escola, no caso dessa pesquisa com aluno da EJA, é significado como aquisição de inúmeras possibilidades materiais e uma possível e esperada readequação social

Made available in DSpace on 2016-04-28T20:56:58Z (GMT). No. of bitstreams: 1 Maria Carolina Rodrigues Tome.pdf: 445715 bytes, checksum: f8c4d8fbbdbb6a03812f6c04653bf8f2 (MD5) Previous issue date: 2015-12-07 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Due to the small amount of studies published about junior high school, this research intends to contribute to the increase of the understanding of this age group. Through a focal group, a thematic script was debated among six São Paulo public school students, raising questions about the meaning of school, the transition from elementary to junior high school, the relationship between learning and its benefits and challenges, opinion regarding their teachers, colleagues, board of directors and their outlook on life. The data analysis was performed according to a procedure suggested by Aguiar and Ozella (2013) named Nuclei of Meaning: thru the meanings issued by the students about their experiencies and knowledge in junior high, we aimed to reveal more specific areas of meaning. The need for interaction among all the players in the school setting was key as far as the students were concerned; the same can be said about the non-meaning of school, the desired connection by the students between the knowledge they gain and the perspective of life and financial independence, the difficulties in the transition and the lack of a welcoming environment in the process of learning. It becomes evident that this age group deserves great investments in research that support the decision making, specially regarding public policy that may contribute for the management of the classroom by the teacher, of the school by the Principal, bringing meaning to the learning process and to the knowledge shared and built by the teenagers / Frente à pequena produção de materiais referentes à pesquisa a respeito do segmento do Fundamental II, o presente estudo pretende contribuir para a ampliação da compreensão sobre esse segmento. Por meio de grupo focal , um roteiro de temas foi debatido entre seis alunos da rede pública de ensino de São Paulo, levantando questões referentes ao sentido da escola, a transição entre fundamental I e II, a relação de aprendizagem e seus ganhos e desafios, a opinião a respeito dos professores, colegas, Direção e coordenação e projeto de vida. A análise dos dados foi realizada segundo procedimento metodológico sugerido por Aguiar e Ozella (2013) denominado Núcleo de Significação: por meio dos significados atribuídos pelos alunos sobre suas vivências e saberes relativos ao Fundamental II, buscou-se revelar áreas mais específicas de sentido. A necessidade de interação entre todos os atores da escola foi ponto chave apresentado pelos alunos; o não sentido da escola e os saberes vinculados a um projeto de futuro e independência financeira; as dificuldades na transição e falta de acolhimento no processo de aprendizagem, também foram temas de relevância. Fica evidente que o segmento merece grandes investimentos em pesquisas que apoiem a tomada de decisão principalmente em relação às politicas publicas que possam contribuir na gestão da sala de aula pelo professor, na gestão da escola pelo Diretor, levando sentido à aprendizagem e aos saberes ali difundidos e construídos pelos adolescentes

Despite the fact that the majority of scholars agree that Paul’s letter to the Romans was written to address the Judean-Gentile ethnic divide in Rome, there is still a continued failure to follow through with the avenues that this position opens up for the study of Romans. Traditionally, Paul’s letter to the Romans has been read as a theological tractate, a reading that assumes an ideational or theological interpretation of the letter to the exclusion of Paul’s ethnic rhetoric present in the letter and how it might have related and even addressed the tangible relations between real-world Judeans and Gentiles in first century antiquity. This study investigates just that: how might Paul’s ethnic rhetoric have addressed the Judean- Gentile ethnic divide in Rome. After the introduction, the study reviews the current state of scholarship with regard to Paul and ethnicity in Romans. This then is followed by an elaborate socio-historical exploration of Judean-Gentile ethnicities and relations in ancient antiquity and the specific Roman context into which Paul’s letter was addressed. The impact of those relations to the origins of the early Christian movement in Rome and significant points of coherence between the socio-historical context and Paul’s letter are also established. Having established the socio-historical context, Paul’s ethnic rhetoric in Romans 1-4 is probed for how it might have addressed the Judean-Gentile ethnic divide and realised unity among them. / MA (New Testament), North-West University, Potchefstroom Campus, 2014