Orientador: Renato Ferracini / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-26T05:02:23Z (GMT). No. of bitstreams: 1 Lopes_MelissadosSantos_D.pdf: 5886099 bytes, checksum: 9398e39e0c1eafe33f5045a512c0f27f (MD5) Previous issue date: 2014 / Resumo: O território de criação do ator é um reservatório de experiências em fluxo contínuo. Nesse processo, as narrativas que percorrem o trabalho artístico, se intensificam e se reinventam no instante presente da produção poética. Esta pesquisa tem como pressuposto básico problematizar a prática teatral a partir dos conceitos de memória e micropercepção, através da intervenção de três catalisadores, quais sejam, os acasos, os afetos e os punctums. A reflexão teórica é acompanhada pelo recorte de algumas pedagogias direcionadas ao trabalho do ator, como os métodos interpretativos de Constantin Stanislavski, Jerzy Grotowski e da investigação prática da autora junto ao Grupo Matula Teatro, Campinas/SP, desde 2000 / Abstract: The territory of the actor creation is a reservoir of experiences in continuos flow. In this process, the narratives that run through the artwork, intensify and reinvent themselves in the present moment of the poetic production. This research wishes to discuss the theater practice from the concepts of memory and microperception, through the intervention of three catalysts, namely, the "accidents", the affections and the punctums. The theoretical discussion is accompanied by some pedagogies focused on the work of the actor, as the interpretative methods of Constantin Stanislavski, Jerzy Grotowski and the practical research of the author with the Group Theatre Matula, Campinas / SP, since 2000 / Doutorado / Teatro, Dança e Performance / Doutora em Artes da Cena

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This thesis investigated how information on a firm’s website presented with richmedia employee testimonials differs compared to a poor media descriptioncommunicating the same content in its ability to positively influence potential jobseekersperceptions about a firms employer brand values, in particular social valuedue to its potential in differentiation. A problem was identified being that firms areexperiencing difficulties with communicating social value of the firm to potential jobseekers. The authors used a mixed-method research design containing explorativeexpert interviews, an explanatory experiment where potential job-seekers wereexposed to two different versions of a firms’ website (one containing rich mediaemployee testimonial, and one containing a written text description of the samecontent), and a number of focus groups with the aim to further explain the findingsfrom the experiment. The findings indicate that rich media employee testimonials embedded in afirm's website increase potential job-seekers perceptions about a firm in terms of bothsocial value and identification with the firm. These findings suggest that firms shouldconsider using rich media employee testimonials on their career websites as analternative to the more commonly used poor media written descriptions.

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Si l’historiographie de l’EPS est manifestement riche de travaux sur la parole d’autorité (textes officiels) et sur la parole sacrée (les conceptions de l’EPS), en revanche, il existe moins de recherches sur la réalité des pratiques pédagogiques passées à partir de l’investigation de la parole des acteurs ordinaires de l’EPS. Selon nous, ce manque de données historiques sur ce qui s’est réellement enseigné en EPS au cours du XXe siècle tient d’une part, à l’opacité et au caractère privé de l’acte pédagogique révolu et, d’autre part, à la difficulté de trouver des témoins, relativement âgés, pour nous faire part de leurs pratiques pédagogiques à l’aune de leur histoire de vie. Cette thèse porte donc sur l’analyse croisée (témoignages, archives privées, rapports d‘inspection) de l’évolution de curricula réels liés à l’enseignement de la natation en EPS (1945-1995, second degré) chez une population « hétérogène » d’enseignant(e)s d’EPS (n=143) ayant vécu différentes trajectoires biographiques personnelles et professionnelles. Pour recueillir des données sur leur histoire de vie (savoirs aquatiques) et leurs pratiques pédagogues passées, nous avons eu recours à la méthodologie du questionnaire et de témoignage écrit complétée par des sources indiciaires privées ou semi-officielles ainsi que des rapports d’inspection. Ces outils nous ont offert la possibilité de pouvoir circonscrire d’un côté, ce qui a été réellement appris comme savoirs aquatiques avant (socialisation primaire), pendant, et après leurs études en EPS (socialisation secondaire) et, de l’autre côté, ce qui a été concrètement enseigné à des élèves durant des séances de natation dans diverses académies et dans différents contextes scolaires (collèges, lycées) entre 1945 et 1995. Au-delà de la formalisation de pratiques pédagogiques passées à l’endroit de l’enseignement de la natation en EPS ; une natation de la débrouillardise 1945-1960, une natation à l’ombre du sport 1960-1986, une natation autotélique ou « épsienne » (1986-1995) ; nous avons également pu mettre en lumière que la temporalité des réformes scolaires (instructions officielles, programmes, évaluations certificatives) ne se superpose pas mécaniquement à celle des changements observés au niveau du terrain, non pas tant que chaque acteur de terrain soit systématiquement opposé à toute réforme scolaire ou au contraire en accord avec elle. Mais, qu’en fonction de son parcours biographique personnel et professionnel (niveau micro), de la contingence des contextes locaux d’enseignement rencontrés et des publics cibles enseignés au cours de la carrière (niveau méso), de la réception des réformes et des conceptions de l’EPS et de l’enseignement de la natation portés (niveau macro), l’acteur est et demeure, comme l’a par ailleurs souligné Antoine Prost (1996), « un facteur décisif » dans la mise en place ou non des réformes scolaires. Enfin, cette étude aura permis de mettre en exergue une histoire culturelle de l’agir professionnel à l’endroit de l’enseignement de la natation en EPS et une épistémologie des savoirs aquatiques acquis et transmis tant du côté des enseignants d’EPS que de celui des élèves entre 1945-1995. Il va de soi que nos résultats sont liés au corpus, à la méthodologie employée et aux caractéristiques identitaires de la population ici étudiée / If the historiography of EPS is clearly rich in works on the word of authority (official documents) and the sacred word (Designs EPS), however, there is less research on actual learning practices from the past investigation of the speech of ordinary players EPS. We believe this lack of historical data on what is actually taught in EPS during the twentieth century is partly due to the opacity and private act of teaching revolution and, secondly to the difficulty of finding witnesses, relatively old for us to share their teaching practices in terms of their life story. This thesis therefore focuses on the cross-analysis (testimonies, private records, inspection reports) of the evolution of actual curricula related to teaching swimming in EPS (1945-1995, second degree) in a "heterogeneous population of "teacher (s) EPS (n = 143) who experienced various personal and professional life histories. To collect data on their life story (aquatic knowledge) and their past practices educators, we used the methodology of the survey and written testimony supplemented by private sources circumstantial or semi-official and inspection reports. These tools have given us the possibility to define on the one hand, which was actually taught as aquatic knowledge before (primary socialization), during and after their studies in EPS (secondary socialization) and, on the other hand, what was actually taught to students during swimming sessions in various academies and in different school contexts (schools, colleges) between 1945 and 1995. Beyond the formalization of past teaching practices at the point of teaching swimming in EPS, a swimming resourcefulness 1945-1960, swimming in the shadow of the 1960-1986 sports, swimming or a autotelic "épsienne "(1986-1995), we were also able to highlight that the temporality of school reforms (official instructions, programs, certification evaluation) does not overlap with that of the mechanical changes observed in the field, not so much that every actor field is systematically opposed to any school reform or otherwise in accordance with it. But, in terms of its life story and professional staff (micro level), contingency local educational contexts encountered and taught in the career (meso level), the receipt of reforms and target audiences conceptions of EPS and teaching swimming worn (macro level), the actor is and remains, as also stressed Antoine Prost (1996), "a decisive factor" in the establishment or non-school reforms. Finally, this study has helped to highlight a cultural history of professional acting in the place of the teaching of swimming in EPS and epistemology aquatic knowledge acquired and transmitted as the side of the PE teachers that the students between 1945-1995. It goes without saying that our results are related to the body, the methodology and identifying characteristics of the population studied here

Submitted by Rosangela Silva (rosangela.silva3@unioeste.br) on 2018-05-22T14:47:40Z No. of bitstreams: 2 Isabela Karolina Gomes Ferreira Oliveira.pdf: 818784 bytes, checksum: 1fd28f628fa862d08b1b7f8de14bc6d4 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-05-22T14:47:40Z (GMT). No. of bitstreams: 2 Isabela Karolina Gomes Ferreira Oliveira.pdf: 818784 bytes, checksum: 1fd28f628fa862d08b1b7f8de14bc6d4 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-03-01 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research has the objective of reflecting on the problematic related to the cult of the body that hangs, impositively, on the feminine universe. For this, based on the theoretical-methodological advice of the French-Speech Discourse Analysis, in terms of empirical observation data, the study draws on Discursive Sequences (DSs) from ex-chubby testimonials published by Women’s Health Brazil magazine. As specific objectives, we seek to: 1) Investigate the alleged relationship of "logical" consequence created by the magazine between the possession of a "fat" body and the suffering of certain "disadvantages", 2) To analyze the supposed "logical" consequence relation created by it between the “conquest” of a lean body and the attainment of certain “benefits”? and 3) To verify the position of the “ex-chubby” in relation to its old/current body and, more polemically: it is sought to understand the extent to which the "ex-chubby" in fact assume the discourse they say spokespersons. The chapters of analysis are intended to contemplate these questions. Therefore, in the first one, it is sought to show how the fat body is discursive by the deponents and one can perceive that the affirmations of them corroborate a reading of derogatory, demeritory and pejorative bias. On the other hand, in the second, it is verified that the lean body discursed by the “ex-chubby” receives another sense, since it is characterized as positive and beneficial. Finally, in the last chapter of the analysis, the objective is to understand to what extent the discourses about the lean body and the fat body are affectively assumed by them, since there are marks of a ritual that fails in terms of attending discursive predictability. In this chapter, in particular, it is evident how the female body is subjected to an imperative (or propagating) industry of thinness that directly affects women and their corporeality. / Esta pesquisa tem o objetivo de refletir sobre a problemática relativa ao culto do corpo que sobrepaira, impositivamente, sobre o universo feminino. Para isso, com base no dispositivo teórico-metodológico da Análise de Discurso de orientação francesa, em termos de dados empíricos de observação, o estudo se vale de Sequências Discursivas (SDs) retiradas de depoimentos de “ex-gordinhas” publicados pela revista Women’s Health Brasil. Como objetivos específicos, procurase: 1) Investigar a suposta relação de consequência “lógica” criada pela revista entre a posse de um corpo “gordo” e o sofrimento de certas “desvantagens”, 2) Analisar a suposta relação de consequência “lógica” criada por ela entre a “conquista” de um corpo magro e o alcance de determinados “benefícios” e 3) Verificar qual é o posicionamento das “ex-gordinhas” em relação ao seu corpo antigo/atual e, mais polemicamente: busca-se perceber até que ponto as “ex-gordinhas” assumem, de fato, o discurso de que se dizem porta-vozes. Os capítulos de análises têm como intuito contemplar esses objetivos. Assim sendo, no primeiro, busca-se mostrar como o corpo gordo é discursivizado pelas depoentes e se pode perceber que as afirmações delas corroboram para uma leitura de viés depreciativo, demeritório e pejorativo. Em contrapartida, no segundo, verifica-se que o corpo magro discursivizado pelas “ex-gordinhas” recebe outro sentido, uma vez que é caracterizado como positivo e benéfico. Por fim, no último capítulo de análise, objetiva-se perceber até que ponto os discursos a respeito do corpo magro e do corpo gordo são efetivamente assumidos por elas, uma vez que há marcas de um ritual que falha em termos de atender à previsibilidade discursiva. Neste capítulo, em especial, evidencia-se como o corpo feminino é submetido a uma indústria imperativa (ou propagadora) da magreza que influi, diretamente, sobre as mulheres e a sua corporalidade.

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