Dissertations / Theses: 'Formation of the subject author'

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Silva, Ivanderson Pereira da. "Autoria na internet e suas possibilidades didáticas." Universidade Federal de Alagoas, 2010. http://repositorio.ufal.br/handle/riufal/360.

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Fundação de Amparo a Pesquisa do Estado de Alagoas Este estudo investiga a autoria na internet e suas possibilidades didáticas utilizando as TIC. A questão que norteou a investigação foi: Quais as potencialidades da Pedagogia da Autoria nas Interfaces da Internet enquanto metodologia de ensino? Teve por objetivos investigar estratégias didáticas de formação com autoria por meio das interfaces da internet; propor bases metodológicas de uma pedagogia da autoria; apontar possibilidades didáticas de formação do aluno autor nas interfaces da internet; desenvolver e implementar experiências de formação com autoria a partir da produção e publicação de conteúdos em diferentes formatos midiáticos junto à alunos em diferentes níveis de formação; evidenciar as potencialidades do processo de formação com autoria bem como os limites e as possibilidades da pedagogia da autoria e das interfaces da internet analisadas. Para dar conta destes objetivos, foram percorridas cinco etapas metodológicas: exploração do fenômeno da pedagogia da reprodução e suas consequências; proposição das bases metodológicas de uma pedagogia da autoria para a prática pedagógica; exploração e análise de diversas interfaces da internet que favorecem o processo de formação com autoria; estudo e análise de quatro experiências didáticas que tomam por base a pedagogia da autoria nas interfaces: Google Docs, Web Rádio, Youtube e Blog. Trata-se de uma pesquisa de campo, de natureza qualitativa que utilizou para a análise o método do estudo de casos múltiplos. A coleta de dados se deu com quatro grupos a partir de entrevistas coletivas junto a alunos do Ensino Médio, alunos de um curso de pós-graduação Latu-Sensu, alunos concluintes de um curso de formação inicial de professores em nível de graduação na modalidade a distância; e alunos iniciantes de um curso noturno de formação inicial de professores. Como resultados constatou-se que a pedagogia da autoria enquanto prática pedagógica, favorece o domínio das TIC, a curiosidade, a criatividade, a autoavaliação, a reflexão e a autoria.

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Falk, Erik. "Subject and History in Selected Works by Abdulrazak Gurnah, Yvonne Vera, and David Dabydeen." Doctoral thesis, Karlstad : Faculty of Arts and Education, English, Karlstads universitet : Karlstad University Press [distributör], 2007. http://www.diva-portal.org/kau/abstract.xsql?dbid=701.

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Ferreira, Marília de Abreu. "SER-PROFESSOR: construção de identidade em processo autoformativo." Universidade Metodista de São Paulo, 2006. http://tede.metodista.br/jspui/handle/tede/1184.

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Made available in DSpace on 2016-08-03T16:16:22Z (GMT). No. of bitstreams: 1 Marilia Ferreira.pdf: 756855 bytes, checksum: e4a2fcac1fe5dc6176f5a2527a981a67 (MD5) Previous issue date: 2006-09-19 The purpose of this study was to analyze how the teacher-being narrates and interprets himself/herself as subject in the profession, bearing in mind to comprehend in which way this professional constructs the personal/professional identity, being capable of assuring and of negating himself/herself as a subject inside the schoolsystem. It is a research performed with educators from the first and from the sixth grade of Elementary school from the Public network in São Bernardo do Campo and taking a Master s degree in Education. It was opted to interview six educators, from different teaching areas, turning them into authors of this research. The qualitative methodological approach was used prioritizing the educator narrative. To fulfill this methodology the contributions of Maria Isabel Cunga, Ludke and André; Connelly and Clandini were necessary in order to explain the importance of working with this methodology in the perspective of interpreting and comprehending the building of the teaching identity, mainly, in the line of Educators Formation. The educators formation theme and the identity construction was brought to the light of the studies from Pimenta; Brzezinski; Freire; Vianna; Sung; Nóvoa; Ciampa among others. In the analysis scope, some categories throughout this theme were privileged: reasons that drove to the profession choice; perceptions that the teacher has as subject in the profession; conditions of being a teacher temporarily or being a teacher for life ; building of an identity: conditions of subjecting himself/herself to self-assure as a professional subject. While dealing with these categories and, throughout the research; the perceptions of the teachers were considered as being valuable elements to identify the construction of the teaching identity. These considerations are based on the methodological theoretic support that has great contributions to the theme. From this, relations between Social Psychology and Sociology that enable to identify in the educators narrative one lack of satisfaction towards the system. Some teachers go from the own feeling while narrating all discomfort that the institutions proportionate them; others emphasize in an objective way their daily life, outlining and explaining differences in the condition of being a teacher temporarily or being a teacher for life . Este estudo teve por objetivo analisar como o ser-professor se narra e interpretase como sujeito na profissão, tendo em vista compreender de que maneira esse profissional constrói a identidade pessoal/profissional, sendo capaz de afirmar-se ou negar-se como sujeito dentro do sistema-escola? Trata-se de uma pesquisa realizada com educadores de 1º e 2º ano do ciclo I e II do Ensino Fundamental da Rede Pública de São Bernardo do Campo e Mestrandos em Educação. Optou-se por entrevistar seis educadores, de diferentes áreas de ensino, tornando-os autores desta pesquisa. A abordagem metodológica de cunho qualitativo foi utilizadas priorizando a narrativa dos educadores. Para esta metodologia recorreu-se às contribuições de Maria Isabel Cunha; Lüdke; André; Connelly e Clandini que explicitam sobre a importância de trabalhar com essa metodologia na perspectiva de interpretar e compreender a construção da identidade docente, sobretudo, na linha Formação de Educadores. A temática formação docente e construção da identidade foi trazida à luz dos estudos de Pimenta; Brzezinski; Freire; Vianna; Lane; Sung; Nóvoa; Ciampa, entre outros. No âmbito da análise, foram priorizadas algumas categorias ao longo desta temática: razões que levaram à escolha da profissão; percepções que o professor tem de sujeito na profissão; condições de ser e estar na profissão ; sistema e construção da identidade: condições de se sujeitar para se auto-afirmar como sujeito profissional. No trato destas categorias e, ao longo desta pesquisa, foram consideradas as percepções dos professores, como sendo elementos valiosos para identificar da construção de identidade docente. Estas considerações fundam-se no aporte teórico-metodológico que apresentam grandes contribuições referentes à temática. A partir daí, são estabelecidas relações entre Psicologia Social e Sociologia que possibilitam identificar nas narrativas dos educadores uma insatisfação perante o sistema. Alguns professores partem do próprio sentimento ao narrar todo desconforto que as instituições propiciam-lhes; outros enfatizam de modo objetivo seu cotidiano, contornando e explicitando diferenças na condição de ser estar na profissão .

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Bayet, Brigitte. "Récits de jeunes en situation de handicap : comment devenir auteur de son parcours de formation vers l'insertion professionnelle ?" Thesis, Paris 10, 2020. http://www.theses.fr/2020PA100018.

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L’évolution de l’approche conceptuelle du handicap, les directives des organisations internationales et leur déclinaison européenne au niveau des droits et de la participation sociale des personnes handicapées ont entraîné progressivement la mise en place d’une société inclusive avec des impacts concernant les accès à l’éducation, la formation professionnelle ousupérieure et à l’insertion professionnelle de jeunes en situation de handicap. L’objet de cette thèse en sciences de l’éducation s’inscrit dans une enquête qualitative interprétative et compréhensive avec une sensibilité phénoménologique, et porte sur le parcours de formation vers l’insertion professionnelle de jeunes en situation de handicap. Elle propose, à partir de leurs récits, de comprendre le sens personnel subjectif que chacun peut donner à son parcours et à sa propre vie, d’appréhender comment ces jeunes élaborent leur projet d’orientation professionnelle, comment ils peuvent devenir auteurs de leur formation et de leur insertion à travers l’expérience du handicap, pour certains dans les entraves du corps. La démarche choisie a été de donner la priorité à la narration avec une ouverture à l’altérité, l’écoute sensible aux fragments de parcours livrés par ces jeunes, et à une analyse dans une multiréférentialitéapportant de l’intelligibilité à l’objet de recherche et aux phénomènes émergents. Un premier travail d’analyse-synthèse pour chacun des portraits avec une lecture s’appuyant sur des notions clefs comme celles de sujet-acteur, d’empowerment psychologique, d’évènements, de bifurcations et de transitions biographiques, induit des perspectives de généralisation sous forme de typologies de parcours The evolution of the conceptual approach to disability, the guidelines developed by international organizations, declined at the european level in terms of rights and social participation of people with disabilities gradually led to the establishment of an inclusive society, with impacts on access to education, vocational training or higher education and professional insertion of young people with disabilities. The subject of this thesis in Education Science is part of a qualitative interpretive and comprehensive survey with phenomenological sensitivity, and focuses on the training path towards the professional insertion of young peoplewith disabilities. It proposes, from their stories, to understand the personal subjective meaning that each one can give to his/her path and his own life, to understand how these young people develop their vocational guidance project, how they can become the authors of their training and of their insertion through the experience of disability, for some of them with physical impairments. The chosen approach was to give priority to the narrative feature with an opening to otherness, a sensitive listening to the fragments of course delivered by these young people, and an analysis in a multi-referentiality bringing intelligibility to this research topic and emerging phenomena. A first analysis-synthesis work for each of the portraits with a reading based on key notions such as subject-actor, psychological empowerment, events, bifurcations and biographical transitions, gives prospects of generalization in the form of pathways typologies

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Blomgren, Elin. "S(mothering) the subject formation in Jamaica Kincaid ́s Annie John : Female subject formation in postcolonial Caribbean fiction." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-37501.

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This essay investigates Jamaica Kincaid´s the book Annie John (1985) and its protagonist Annie John´s search for a coherent self-and/or a de-colonized identity through a subject transformation. Using postcolonial feminism, including theorists such as Homi K. Bhabha and Stuart Hall, I suggest that the protagonist Annie John does not perform a subject transformation as she is unable to embrace the state of hybridity needed to perform such a transformation. Annie John is a colonial subject drawn to the two worlds in which she resided, the East and West- and cannot create herself in the presence of them both. I conclude that Annie John´s mother, under the influence of colonialism and patriarchy, is part reason as to why Annie John is unable to perform this transformation. With the help of postcolonial feminism, I find that as Annie John cannot recover her mother from this double oppression of colonialism and patriarchy. The conclusion of this essay proposes that the protagonist Annie John does not manage to create a subject formation as she is not able to reside in a state of hybridity between her own culture and that of her colonizer.

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GOLDSMID, REBECA. "FRATERNAL COMPLEX: CONSTITUTION OF THE SUBJECT AND SOCIAL BOND FORMATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=31441@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO Apesar da importância do irmão na constituição do sujeito e na formação do laço social, somente por volta do ano 2000 os autores contemporâneos passaram a mostrar um interesse maior pelo estudo da relação fraterna. Grande parte desses estudos e pesquisas, entretanto, se dedica mais à competição e rivalidade do que à boa convivência e solidariedade. Em nossa revisão teórica realizada na abordagem psicanalítica, estudamos os clássicos – Freud, Klein e Adler – e prosseguimos com os autores contemporâneos, fazendo um estudo da relação fraterna, tanto em seus aspectos de disputa e de rivalidade como nos de solidariedade e de companheirismo. Focalizamos a formação da fratria, a posição na fratria, o vínculo fraterno, o complexo fraterno e o laço social. Constatamos, assim, a importância da fratria na constituição do sujeito e do laço social. Ilustramos a discussão teórica com fragmentos de casos de nossa clínica. Despite the importance of a brother in the constitution of the subject and social bond formation, only around the year 2000 contemporary authors began to show a greater interest in studying fraternal relationships. However, a great number of these studies and research are dedicated towards competition and rivalry rather than good coexistence and solidarity. In our psychoanalytic based theoretical review, we studied classical authors – Freud, Klein and Adler – and proceeded with contemporary scholars, studying the fraternal relationship in its dispute and rivalry aspects, as well as in its solidarity and companionship elements. We focused the formation of the phratry, the position in the phratry, the fraternal bond, the fraternal complex and the social bond. We verified the importance of the phratry in the constitution of the subject and of the social bond. We illustrate the theoretical discussion with fragments of clinical cases.

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Piser, Gabriel A. "Appalachian Anthropocene: Conflict and Subject Formation in a Sacrifice Zone." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469120301.

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Kepka, Maciek. "Analysis of formation control schemes for vehicles subject to kinematic constraints." Thesis, University of Ottawa (Canada), 2005. http://hdl.handle.net/10393/26943.

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This thesis focuses on control schemes for vehicle platoons. The study uses transfer function and Lyapunov function analysis, as well as computer simulations carried out to evaluate the performance of existing control schemes and to test the new control schemes proposed in this thesis. One of the results is a control algorithm that allows an indefinite number of followers to stay in formation behind a leader that follows a planar trajectory. In the design of this control scheme, the amount of information used by followers was minimized. Since the focus of the study is on the dynamics of a large formation of vehicles, individual vehicles were modeled in the simplest way possible: as point masses with a controlled acceleration vector applied to the point mass and subject to kinematic constraints. This thesis also presents further development of the string stability approach, extended from 1D (curvilinear) motion to 2D (planar) motion.

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Tjung, Yassir. "The formation of relative clauses in Jakarta Indonesian a subject-object asymmetry /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.47 Mb., 226 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3205423.

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Gudyanga, Anna. "Participation of Zimbabwean female students in physics: Subject perception and identity formation." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/11542.

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The central focus of this study was to determine the extent to which identity formation influenced Zimbabwean A-level female students’ perceptions of and participation in physics. The themes from the sub-problems included the influence of contextual factors on identity formation in relation to physics as a subject at Advanced Level (A-level), facets of identity formation considered to be of significance by female students in relation to physics, the way in which female students’ perceptions of physics influenced their participation in the subject as well as the factors of identity formation considered as contributing to developing an orientation towards physics by female students. A qualitative approach grounded in an interpretivist paradigm was used. A tri-hybrid theoretical lens comprising of Wenger’s (1998) Social Learning Theory featuring CoP, the Feminist Stand point Theory and Sfard and Prusak’s (2005) notion of ‘telling’ identities or stories, enabled a rich understanding of the influences of identity formation on female students’ perceptions of and participation in physics. The data generating methods used were classroom observation, Draw-A-Scientist Test and semi-structured interviews conducted with nine participants. The data were collated to generate narratives. Key findings: The contextual factors that influenced the identity formation of female students and subsequently their participation in physics at A-level included: Parental and siblings influence; cultural perceptions; impact of the O-level experience; A-level physics teachers’ attitudes; classroom and laboratory experience; male peer influence and other factors such as an understanding of the relevance of physics in daily life. Facets of identity formation considered to be of significance by female students in relation to physics included: being confident, fearless, intelligent, and courageous, liking physics and being determined. These facets motivated them to develop an identity in favour of physics. The female participants studying only mathematics perceived themselves as very intelligent but with a fear of failing physics, lacking confidence and courage. Female students who held negative perceptions towards physics chose to do only mathematics at A-level while those with positive perceptions which influenced the formation of a positive physics identity displayed enthusiasm and commitment to achieve high levels of performance in the subject. Factors of identity formation considered as contributing positively to the development of an orientation towards physics by female students included the importance of v female physics teachers as role models, motivation from O-level science teachers, high self-confidence, high self-esteem, parental support and encouragement, and aspirations towards a physics related career. Gender insensitivity displayed by male teachers, male peer harassment and gender stereotyping are factors in identity formation considered as inhibiting the development of an orientation towards physics by female students. This study provides physics educators, physics planners and the government with detailed information on the role identity formation plays on the participation of Zimbabwean female adolescent students in A-level physics. The findings may be used by heads of schools to sensitise academic staff on the gender dimensions of teaching and learning as well as by counsellors and parents to encourage females to enrol for physics and mathematics as their subjects of choice. This study also contributes to the strengthening of educational research in Zimbabwe, especially research aimed at emancipation of female students in Zimbabwe.

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Aaltonen, Sonja Karoliina. "Loops? from Micro to Macro - in Relation to Subject Formation and World Making." Thesis, Stockholms konstnärliga högskola, Institutionen för dans, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uniarts:diva-948.

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This essay is one part of my Bachelor's degree project, the other part being the work LOOPAR that was premiered in January of 2021 at Stockholm University of the Arts. The text expands and articulates the thinking processes and conversations in relation to the work. The aim of the text is to acknowledge and reflect the thoughts around the work with other people, dancers, and thinkers, and to scrutinize the main questions of the work: How can we think of repetition in relation to subject formation? And how does repetition and looping construct and affect world making? The essay begins by introducing the main concepts of the work such as 'performativity’, ’subject’, ‘storytelling’, ‘branding’, ‘repetition’ and ‘looping’. In the text, loops can be seen as actions, habits, repeated thinking processes, understandings of norms or different kinds of interactions, which change and transform our perception and understanding constantly about ourselves and the world we live in through persistent repetition. The essay observes how our experiences of ourselves and the world are affected by multiple contexts and felt-sensed experiences and interactions. It further explores the potentialities to decentralize the focus of the individualistic point of views of world making and it moves towards relational ways of thinking. The main references and conversation partners to many of the topics discussed in the essay are Argentine feminist philosopher and activist María Lugones, American professor of Feminist studies, Philosophy and History of Consciousness with a Ph.D. in Physics Karen Barad, and American philosopher and gender theorist Judith Butler. Further the essay reflects the work and methods used in praxis in relation to the thinking processes introduced in the text. At the end the essay asks the two following questions: How we can practice active consciousness and responsibility towards a subject’s positionality and interactions in dancing? And how can dancing together and alone be understood as entangled and overlapped?

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Ganioglu, Zafer. "The Visual Formation Of Cartesian Subject In Modern Metaphysics: A Critique Of Cogito Philosophy." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607778/index.pdf.

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This thesis scrutinizes modern metaphysics through a specific reading and critique of Cartesian Philosophy. In the study, the concepts of metaphysics, ideology, modernity, subject and modern science are re-examined in their relations among them and in that the peculiarity of modern metaphysics is attempted to be revealed. At the core of the thesis, Descartes&rsquo understanding of subject is inquired to be modern subject, and its role in the transformations happened in Western world with the advent of modern age is studied. Also, the two main axes of the critique of subject, subject as substance and subject as effect, are questioned in their difference or similarity regarding in essence their matter of inquiry, by modeling the Cartesian Subject.

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Hollingsworth, Lauren Colleen. "Reading the (in)visible race African-American subject representation and formation in American literature /." Diss., [Riverside, Calif.] : University of California, Riverside, 2010. http://proquest.umi.com/pqdweb?index=0&did=2019837021&SrchMode=2&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1274464483&clientId=48051.

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Thesis (Ph. D.)--University of California, Riverside, 2010. Includes abstract. Available via ProQuest Digital Dissertations. Title from first page of PDF file (viewed May 21, 2010). Includes bibliographical references. Also issued in print.

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Cifuente, Amanda. "Embates, nuances e desdobramentos: questões para pensar a autoria na obra de arte." Universidade do Estado de Santa Catarina, 2011. http://tede.udesc.br/handle/handle/667.

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Made available in DSpace on 2016-12-08T16:18:47Z (GMT). No. of bitstreams: 1 AMANDA.pdf: 1942655 bytes, checksum: f18329e12744520f1e7027c091132f6f (MD5) Previous issue date: 2011-11-17 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior This dissertation approach the authorship in the work of visual art, taking as its starting point the analysis of some clashes, nuances and developments around it. Used as reference to structure the thought of this research is the text What is an author?, by Michel Foucault; and The death of the author, by Roland Barthes. Is considering the dialogue with some of the issues raised by the literature writer Enrique Vila-Matas. This work outlined some arguments in XX and XXI century, for example: the (non) place of authorship and dialogue with art historians; nuances from Readymade, Fluxus, Dada and Conceptual Art, and developments of three cases exemplified of authorship in contemporary art by recognized, articulated and institutionalized Esta dissertação trata da autoria na obra das artes visuais, tendo como ponto de partida a análise de certos embates, nuances e desdobramentos em torno da mesma. Utiliza-se como referências que estruturam o pensamento desta pesquisa o texto O que é um autor?, de Michel Foucault; e A morte do autor, de Roland Barthes. Considera-se a interlocução com algumas questões levantadas pela literatura do escritor Enrique Vila-Matas. Neste trabalho são delineados alguns embates no século XX e XXI, como, por exemplo: o (não)lugar da autoria e o diálogo com historiadores da arte; nuances a partir do Readymade, Fluxus, Dadaísmo e Arte Conceitual; e desdobramentos de três casos exemplificadores na arte contemporânea da autoria por reconhecimento, articulada e institucionalizada

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Quirt, Maggie. "Living words, tracing processes of national subject formation and racialization in Japanese Canadian life writing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ47287.pdf.

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Miller, Perry Dal-nim. "The Military Camptown in Retrospect: Multiracial Korean American Subject Formation Along the Black-White Binary." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1187385251.

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Eastwood, James. "The ethics of Israeli militarism : soldiers' testimony and the formation of the Israeli soldier-subject." Thesis, SOAS, University of London, 2015. http://eprints.soas.ac.uk/23668/.

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This thesis argues that ethics plays a crucial role in sustaining Israeli militarism. It shows how ethics has become important both in motivating soldiers to participate in military service in Israel and in constraining political activism against Israel's military engagements. The research is based on several months of fieldwork in Israel/Palestine, comprising interviews with key informants and participantobservation. Ethics and war are often intuitively understood as existing in antagonism with each other. The argument of this thesis, however, is that ethics can very easily facilitate the use of military violence, especially when ethical activity is used primarily as an opportunity to shape soldiers as subjects. This gives rise to a situation of militarism, in which processes of subject formation and military preparation intertwine and soldiers' experience of themselves as subjects depends on their ethical performance in war. The thesis draws on existing literature concerning militarism - both in the study of Israel and in International Relations theory - which it combines with theoretical insights developed from the later work of Michel Foucault and psychoanalysis. The thesis offers several empirical studies to demonstrate its argument. It analyses the ethical code of the Israel Defence Forces (IDF), the teaching of military ethics in the IDF, and the role of ethical pedagogy at Israeli pre-military academies. It also investigates the work of the Israeli veterans' activist group, 'Breaking the Silence', which attempts to use a moral critique voiced through the testimonies of soldiers in order to campaign for the end of the occupation of the West Bank and Gaza. Throughout it draws attention to how ethical practice, and especially testimony, contributes to militarist subject formation.

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Marn, Travis M. "Performing the Black-White Biracial Identity: The Material, Discursive, and Psychological Components of Subject Formation." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7695.

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The purpose of this new materialist study was to examine the subject performativity of ‘biracial’ individuals in an interview setting in order to disrupt the humanist assumptions of racial identity in psychological research. I also sought to promote critical resistance to subjectification to examine ‘race’ without reifying participants’ raced subjects. Four research questions guided this study: How does the researcher, researched, and interview intra-activity serve to instantiate the biracial subject? Under what material alterations to the interview process do different subjects come to be? Which subjects come to be or fail to come to be in the interview intra-action? How does purposeful entanglement function during the interview process? In this experimental critical qualitative inquiry study, I interviewed five ‘black-white biracial’ undergraduate students three times each while enacting a series of agential cuts within and between each interview. By altering the flow of material during the interviews, I provoked multiple identity instantiations and analyzed the process of subjectification/individuation. Grounded in Barad’s agential realism, and guided by Simondon, Foucault, and Butler my analysis of this data suggests that humanist models of ‘racial’ identity are insufficient, and findings further suggest that a posthumanist and post-qualitative account of ‘biracial’ identity offers more insight into the performativity of ‘raced’ subjects. This research provides a path for psychological identity research to ethically evolve past the linguistic and ontological turns.

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Barros, Luciana Borges Alves Pinto e. "Autores velados e revelados: uma análise do discurso de alunos de letras." Universidade Federal de Uberlândia, 2006. https://repositorio.ufu.br/handle/123456789/15316.

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This paper presents the construction of a possible trajectory in the constitution of authorship by three students from the CAJ Modern Language course. To tread along the route of this reconstitution came from the analysis of these students essays, done in their last university year, as an obligatory inquiry in the Portuguese Teaching subject. The Modern Language student, who is about to graduate, seen in this work as a subjectauthor, is a reader who happens to read themselves, assuming texts in order to compose others. We know that writing exists after the subject s reading, who wishes a unique view and, from this point, they (re)construct it from the first reproduction. In this manner, authorship is viewed in this study as a single process, with the presence of the Other that allows the (un)veiling process in a non-organized and unpredictable way inside of the subject-constructor of their own authorship. To analyse students discourses in their essays shows how singularity occurs truly and goes beyond the ready and used concept of students education: after all, they educate themselves based on their own manners and with their Others, and all the time. Este trabalho apresenta a construção de um possível percurso da constituição da autoria por três alunos do Curso de Letras do Campus Avançado de Jataí (CAJ). Trilhar pelo caminho dessa reconstituição se deu a partir de análises das monografias desses alunos, realizadas no último ano de graduação, como quesito obrigatório da disciplina Didática e Prática de Ensino de Português. O graduando em Letras, visto aqui como sujeito-autor, é um leitor que passa a ler a si mesmo, apropriando-se de textos para compor outros. Sabemos que a escrita existe após a leitura do sujeito, que deseja uma visão ímpar e, daí a (re)constrói a partir da reprodução primeira. Sendo assim, a autoria é vista neste trabalho como um processo singular, com a presença do Outro que permite com que vá se (re)velando de modo nada organizado e nada previsível dentro do sujeito-construtor da sua própria autoria. Analisar os discursos dos alunos em seus trabalhos monográficos mostra como a singularidade acontece e atravessa a concepção pronta e acabada de formação de alunos: afinal eles se formam a seus modos e com seus Outros e o tempo todo. Mestre em Lingüística

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Lenza, Alvaro Almeida. "The gay subject in business and its discursive formation: an exploration on power, knowledge and sexuality." reponame:Repositório Institucional do FGV, 2012. http://hdl.handle.net/10438/10139.

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Submitted by Alvaro Almeida Lenza (alvarolenza@gmail.com) on 2012-10-10T15:19:20Z No. of bitstreams: 1 LENZA_Alvaro MPGI SENT.pdf: 850864 bytes, checksum: a88d05ef56d6e5f1ddce19987326c495 (MD5) Approved for entry into archive by Eliene Soares da Silva (eliene.silva@fgv.br) on 2012-10-10T15:23:00Z (GMT) No. of bitstreams: 1 LENZA_Alvaro MPGI SENT.pdf: 850864 bytes, checksum: a88d05ef56d6e5f1ddce19987326c495 (MD5) Made available in DSpace on 2012-10-10T16:29:54Z (GMT). No. of bitstreams: 1 LENZA_Alvaro MPGI SENT.pdf: 850864 bytes, checksum: a88d05ef56d6e5f1ddce19987326c495 (MD5) Previous issue date: 2012-09-26 Issues related to the reality of lesbian, gay, bisexual and transgender (LGBT) individuals are being incorporated into institutional and social discourses, and show the challenges that must be overcome towards citizenship. The inclusion of gay rights in the domain of institutions like the United Nations and the Brazilian Secretariat of Human Rights are a response to broader movements that places the gay subject as an important topic of debate in the social-political sphere. In this scenario, some institutions deserve close attention from researchers related to gay issues, the business environment being a good example. In this domain, diversity has become an important topic of debate between scholars, where the question of sexual identity in most cases does not appear. The literature that actually focuses on the theme is explored through approaches that are not able to break with universalisms and a normatized vocabulary. Therefore, this research explores discursive structures related to sexuality and examines the meanings construed throughout these structures as described by gay individuals working in business. Furthermore, it investigates patterns of discursive normative structures and consequential challenges faced by gay people in the working environment, and also complements the current debate both in the socio-political sphere and in academic reality on LGBT challenges. The Foucauldian notions of discourse, knowledge and power, and the main concepts of queer theory are incorporated to the analysis, as well as concepts related to the politics of post-colonial sexuality, subordination, and hegemonic forces, together with role of reflexivity in modernity and its impacts on secularized mental structures. The research design takes a phenomenological approach and bases its knowledge claim on a participatory perspective, where the sample chosen for data collection consisted of gay individuals working in the business environment, aiming at generate categories of meanings through the description of their experiences. Questões relacionadas à realidade de Lésbicas, Gays, Bissexuais e Transgêneros (LGBT) estão sendo incorporadas em estruturas discursivas tanto institucionais como sociais, mostrando os desafios que devem ser superados no desenvolvimento da cidadania. A inclusão dos direitos homossexuais no domínio de instituições como as Nações Unidas e a Secretaria de Direitos Humanos do Brasil é uma resposta a extensas movimentações que posicionam o tema gay como um tópico importante na esfera político-social. Algumas instituições merecem atenção especial de pesquisadores em questões gays, dentre as quais o ambiente de negócios é um bom exemplo. Neste domínio, a diversidade tornou-se um importante tópico de debate entre estudiosos, contudo, na maioria dos casos a questão da identidade sexual não aparece. A literatura que se foca no tema é explorada por meio de abordagens que não são capazes de romper com universalismos e um vocabulário normativo. Portanto, essa pesquisa explora estruturas discursivas relacionadas à sexualidade e examina as categorias de significados interpretadas ao longo dessas estruturas, por meio das experiências de indivíduos homossexuais que trabalham no mundo dos negócio. Além disso, padrões de estruturas discursivas normativas são investigados, assim como os consequentes desafios enfrentados por gays no ambiente de trabalho, complementando o debate atual, tanto na esfera sócio-política como na realidade acadêmica relacionada aos desafios LGBT. As contribuições Foucaultianas relacionadas aos conceitos de conhecimento, discurso e poder, e os principais conceitos das teorias queer são incorporados à análise. No mais, considerações relacionadas à política sexual pós-colonial, subordinação, e forças hegemônicas, são exploradas frente aos conceitos de reflexividade na modernidade e seus impactos sobre estruturas mentais secularizadas. Adota-se uma abordagem fenomenológica baseada em uma perspectiva participativa, onde a amostra escolhida para a coleta de dados consistiu-se de indivíduos gays que trabalham no ambiente de negócios, com o objetivo de gerar categorias de significados por meio da descrição das suas experiências.

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Friedman, Hasia. "Subject leaders in high schools in Israel exploring the nature of their role formation and role practice." Thesis, University of Sussex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536537.

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Ziegler, Kratz Nancy Ann. "First Impressions of Therapists: the Effect of Therapist Gender, Gaze, Smiling and Subject Gender." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc332258/.

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Conceptualization psychotherapy as an interpersonal influence process emphasizes how a therapist is perceived by a client. Factors affecting a client's early impressions of a therapist could influence therapeutic interactions since first impressions are relatively stable. The study investigated effects of nonverbal behavior and gender during a simulated initial meeting between a therapist and client. Undergraduates (N = 466) viewed a male or female therapist interviewing with a new female client. Therapist gaze .(100%, 80%, 40%) and smiling (high, low) were manipulated. After subjects viewed one of 12 videotapes, they completed questionnaires rating therapist expertness, trustworthiness, attractiveness, masculinity and femininity. A comparison of the therapist with subjects' expectations of a therapist in general was obtained by pre- and post-testing utilizing a measure of client expectations. MANOVAs were performed on all ratings except expectation scores, where an ANCOVA was utilized. Main effects for therapist gender indicated the female therapist was rated as significantly more expert, attractive, trustworthy and feminine than the male (ps < .81). For ratings of masculinity, subject gender interacted with therapist gender (p < .001). Wain effects showed that high smiling was rated as more attractive and more feminine (ps < .01). Smiling and level of gaze interacted on ratings of trustworthiness, expertness and masculinity (ps < .04). The 100 per cent and 80 per cent gaze levels increased expertness, trustworthiness and masculinity ratings. Smiling affected expertness at the 80 per cent level, and trustworthiness and masculinity at the 40 per cent level. Analysis of the expectation scores resulted in a three-way interaction between subject gender, smiling and gaze (p < .02). The results suggested that female subjects expected more responsive therapist behavior. The results suggested that the ratings of the male and female therapist reflected both the use of sex stereotypes and the influence of the therapist role. Based on the nonverbal behavior manipulation, several recommendations for therapist behavior were suggested.

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Smith, Joseph Leonard. "The Niggarization of Black Bodies." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1847.

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The overall goal of this project is to examine the niggarization of urban, Black, male bodies in the Unites States. We show how the niggarization of urban, Black, male bodies is the internalization of aspects of white-power structures by using a methodology that historically tracks and situates the nigga personality-type as related to and maintaining historical power structures that function as objectifying and internalizing mechanisms of the urban color-line, producing socially Black males as inferior “others.” Further, we provide a theoretical account of the historical emergence of the nigga personality-type within Black popular culture, in the 1970s, as a moment of the concealment and internalization of features of white-power structures. This project is important because objectifying and internalizing mechanisms of the “post-civil-rights” era urban color-line continue to produce socially Black males as inferior “others,” especially the disposability of lower-class, urban, Black men. Thus, we urgently need more effective strategies of resistance and struggle than that offered by the nigga personality-type in order to fight for a deeper American Democracy committed to racial justice and the dismantling of the urban color-line for the well-being of Black men.

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Stone, Joshua Scott. "American Ethni/Cities: Critical Geography, Subject Formation, and the Urban Representations of Abraham Cahan, Richard Wright, and James Baldwin." Scholarly Repository, 2010. http://scholarlyrepository.miami.edu/oa_dissertations/501.

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By drawing upon aspects of critical geography to explore three writers' representations of urban space and subject formation, American Ethni/Cities develops and advocates for a new methodological approach to the study of literature. Predicated on theories devised by Henri Lefebvre, David Harvey, Edward Soja, Gil Valentine and other geographically-minded thinkers, this spatially conscious literary practice has the potential to enhance one's understanding of literary texts, power dynamics, identity construction, and the spaces one inhabits. Each of the chapters comprising this study aims to demonstrate what this interdisciplinary partnership between geography and literature can reveal. By focusing on Cahan's representation of Jewish immigrants living on the Lower East Side of Manhattan, Wright's depiction of black migrants adjusting to life in the industrial North, and Baldwin's exploration of masculinity as a socio-spatial construct, each respective case-study draws attention to the relationship between spatial production and subject formation. The overarching hope of American Ethni/Cities is that others will find this inter-disciplinary partnership productive and will subsequently make it their own, thereby producing even greater understandings of how power works in the spaces we read about, create, and inhabit in our own daily lives.

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Wilson, Concepci??n Shimizu School of Information Library &amp Archive Studies UNSW. "The formation of subject literature collection for bibliometric analysis: the case of the topic of Bradford's Law of Scattering." Awarded by:University of New South Wales. School of Information, Library and Archive Studies, 1995. http://handle.unsw.edu.au/1959.4/17213.

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This study develops a general procedure for forming a well-defined collection of documents on a research topic, which is suitable for bibliometric analysis. The procedure is applied to one research topic in Library and Information Science, Bradford's Law of Scattering. An analysis is made of the underlying concepts, viz. 'document', 'selection', 'collection comprehensiveness', 'topic', 'research topic', and 'on' and 'relevant to' a research topic. An important distinction is drawn between graphical and semantic attributes of documents, and between their modes of analysis. The central problem of the study is that, while 'topic' is a problematic semantic attribute of documents, a well-defined collection of documents requires a selection criterion formulated on unproblematic graphical attributes. The solution proposed is to let specialist A&I Services legitimate a research topic and to provide a sample of its documents; then to extract a diagnostic graphical pattern from the sample, and from this construct a criterion which can be mechanically applied to all documents. Modifications introduced into the general procedure include the iterative development of the criterion from the growing collection, and allowing a content analysis of documents to suggest diagnostic patterns in the text. The graphical selection criterion developed for the specific collection was composed of six alternative pairs of word-stems separated by at most two words in the body of the text of documents. It has an estimated precision of 96% against the background literature and retrieves 90% of all known documents which might be judged to be on the topic. The final collection consists of 1187 analytical-level and scholarly documents written in 19 languages; it is well-defined, accords with convention, and is judged to be near completion for documents more strongly on and influential in the topic. Inadequacies in the procedure and in the collection formed were examined and improvements have been suggested. For example, the mixing of semantic and graphical methods in the pattern extraction process is clarified, recall can be enhanced by the addition of several small sub-collections, and measures of topic aboutness and topic influence were installed in the collection.

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Carneiro, Ana Paula Sarmento. "Jogos imaginários e movimentos das posições-sujeito: unidade/dispersão no discurso de formação docente." Universidade Federal da Paraíba, 2010. http://tede.biblioteca.ufpb.br:8080/handle/tede/6498.

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Made available in DSpace on 2015-05-14T12:43:24Z (GMT). No. of bitstreams: 1 parte1.pdf: 2194720 bytes, checksum: 0ed236b8ae22701618a7881de71c5969 (MD5) Previous issue date: 2010-03-22 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES In this work, we goal is to analyze continuous formation discourse from Portuguese teachers in academic context, emphasizing the relation that the subject keep with knowledge/power, with him/herself, with the other and gender writing skills. The data produced by this research are derived from a teachers‟ formation course, which were offered by a graduation program from a federal university of Paraíba (Brazil). Such course was ministered by Language professors from this university. Based on theoretical concepts of French Discourse Analysis, we intended to verify subject position movements about knowledge/power, with the aim of reflexive journals which were written by the ministrant professors and by teachers/students. Such journals point to different discursive orders, causing a unity effect, when it comes to release a discursive memory of knowledge accomplishment and institutionalization and, at the same time, another discursive order which questioned ways of systematization, progression and classification of knowledge, inclusively, of institutionalization and authority of professor‟s knowledge. When it comes to the relation of professors with themselves and with the other, we have noticed and image and identity movement game which somehow reflected the discursive confrontation over the teaching object among the teachers who were participating of the formation course. We have also evidenced through the reflexive journals that dislocations in the self image took place with the professors, especially because of writing place legitimation which the teachers attributed to the professors, as well as the rescue of an authority memory and legitimation of professor‟s qualified/master place in relation to the teachers. Such subject places legitimation (professors and teachers) have also provoked dislocations when it comes to author-effect in the writing of the gender opinion article. Neste presente trabalho, objetivamos analisar o discurso de professores de língua portuguesa em formação continuada no contexto acadêmico, focalizando a relação do sujeito com o saber/poder, consigo, com o outro e com a escritura do gênero. Os dados da pesquisa foram constituídos a partir de um curso de formação docente, oferecido pelo Programa de Apoio à Licenciatura da Universidade Federal de Campina Garnde-PB e ministrado por professoras da Unidade Acadêmica de Letras dessa universidade. Com base no dispositivo teórico da Análise de Discurso francesa, procuramos verificar, a partir de diários reflexivos escritos por professoras-ministrantes (PMs) e professoras-alunas (PAs), movimentos das posições-sujeito sobre o saber/poder que apontaram para ordens discursivas diferentes, provocando um efeito de unidade, no sentido de resgatar uma memória discursiva de cumprimento e institucionalização do saber e, ao mesmo tempo, uma outra ordem discursiva que colocava em causa formas de sistematização, progressão, classificação do saber, inclusive, da institucionalização e autoridade do saber do professor universitário. No que se refere à relação dos sujeitos (PAs) consigo e com o outro (PMs), percebemos um jogo de imagens e movimentos identitários que refletiram de alguma forma o confronto discursivo sobre o objeto de ensino entre as PMs. Constatamos ainda, a partir dos diários reflexivos, que houve deslocamentos na imagem de si dos sujeitos (PAs), principalmente devido à legitimação do lugar de escreventes que as PMs conferiram aos sujeitos (PAs), como também ao resgate de uma memória de autoridade e legitimação do lugar de professor qualificado/mestre em relação às PMs. Essa legitimação dos lugares dos sujeitos (PMs e PAs) provocou também deslocamentos no que se refere ao efeito-autor na escritura do gênero artigo de opinião.

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Christodoulides, Nephie J. "Out of the cradle endlessly rocking : Sylvia Plath as mother-creator in light of Julia Kristeva's theory of subject formation." Thesis, University of Stirling, 2001. http://hdl.handle.net/1893/3467.

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This introductory chapter aims to briefly address the theoretical approach used in my dissertation, situating Julia Kristeva in relation to Sylvia Plath's work, as well as to place my work among particular psychoanalytic studies of Plath. 'Initiation' further continues by briefly discussing the way primary and secondary data are utilized in the dissertation and developing the rationale behind juxtaposing biographical material (mostly journals and letters) and creative work, life and art. The chapter finishes by giving an overview of the dissertation organization. The purpose of this dissertation is to discuss the notion of motherhood in Sylvia Plath's work in light of Julia Kristeva's theory of subject formation. For Kristeva, as subjects, we are never the absolute masters of our own experiences, but split subjects divided between unconscious and conscious motivations, inhabiting both nature and culture. The subject is not only split, but is also a 'subject in process' ( sujet en proces); s/he is always on trial, tested in a way against his/her various contexts (Revolution in Poetic Language 22,58,233 ). Kristeva is concerned with discourses that call up a crisis in identity and for her the discourse of motherhood is such a discourse. Motherhood is also characterized by an instability as it takes place at the level of the organism, not the subject : 'It happens but I'm not there' ( 'Motherhood According to Giovanni Bellini' 237 ). The maternal body is a place of splitting; it is more of a filter than anything else - a thoroughfare where nature meets culture ( ibid. 238 ). Neither parturition nor the birth itself are final. They are, as it were, beginnings of something other than themselves - the onset of maternity for the woman, the beginning of life for the child (Robbins 138 ).

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Mitchell, Katie. "Growing up in Wonderland an analysis of Lacanian subject formation within the secondary worlds of children's fantasy ; an honors project /." [Jefferson City, Tenn. : Carson-Newman College], 2009. http://library.cn.edu/HonorsPDFs_2009/Mitchell_Katie.pdf.

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Rodovalho, Ana Marta Ribeiro Borges. "A multiplicidade de vozes discursivas em a Força do destino, de Nélida Piñon." Universidade Federal de Goiás, 2014. http://repositorio.bc.ufg.br/tede/handle/tede/3692.

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Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2014-11-26T11:30:05Z No. of bitstreams: 2 Dissertação - Ana Marta Ribeiro Borges Rodovalho - 2014.pdf: 855187 bytes, checksum: 59fb47cff4909705ce09284a0a9c7c48 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2014-11-26T12:32:16Z (GMT) No. of bitstreams: 2 Dissertação - Ana Marta Ribeiro Borges Rodovalho - 2014.pdf: 855187 bytes, checksum: 59fb47cff4909705ce09284a0a9c7c48 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Made available in DSpace on 2014-11-26T12:32:16Z (GMT). No. of bitstreams: 2 Dissertação - Ana Marta Ribeiro Borges Rodovalho - 2014.pdf: 855187 bytes, checksum: 59fb47cff4909705ce09284a0a9c7c48 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-01-28 To undertake an analytical work of a literary text through the prism of Discourse Analysis (AD) is a complex task, because it starts from a conception of language as an area where discourses are materialized, which are mobilized under the effect of opacity in a field of movement and displacement of directions. The complexity of this kind of work is due to the fact that such responses require considering the process of constituting the subject through discourse in its relation to the history, the conditions under which the discourse was forged, and also consider the social function and specificity of the aesthetic object. In this context, it is up to analyst to observe, to understand and to interpret linguistic and aesthetic aspects, taking into account, mainly, that such aspects are articulated to the socio-historical and cultural-ideological elements, put into play in the work. Should keep in mind, though, that the literary text, as another texts, imposes questions that need resolution. In the production of the effects of meaning in the text, these questions dialogue with exteriority and require answers to several questions such as: who sets out the work, about who or what, when, for whom, why and how sets out. From this position, this research proposes a reading of the novel A Força do Destino (AFD), by Nelida Piñon, under French AD, in interface with the dialogical-polyphonic studies of Bakhtin. The work taken as a corpus of this study is a metafictional narrative in which, through the parody, the narrator dialogues with the characters and the reader, updating, thus, the plot of the Italian opera La Fuerza del Destino, by G. Verdi. To scrutinize the effects of meaning produced in the discursive game established in the narrative, we affiliated, methodologically, with Foucault's studies on the discursive subject, considering that the relations between the subjects shown in the materiality are crossed by knowledge and power. In addition, we also use as a method, the notions of dialogism and polyphony, considering the (in) tense dialogue between discursive voices which is materialized in the work. Based on this methodology, we aimed to understand how subjects are organized to enunciate in AFD, from a dispersed and discontinuous dialogue, provocateur effects. And, to clarify how the multiplicity of voices in dialogue discursive materiality destabilizes the concept of author in postmodern narrative. Empreender um trabalho analítico de um texto literário sob o prisma da Análise do Discurso (AD) é uma tarefa complexa, pois parte-se de uma concepção de linguagem enquanto espaço em que se materializam discursos, os quais se mobilizam sob o efeito da opacidade, em um campo de movência e deslocamento de sentidos. A complexidade de um trabalho dessa natureza se deve ao fato de que tais respostas requerem considerar o processo de constituição dos sujeitos pelo discurso em sua relação com a História, as condições nas quais forjaram o discurso, e considerar, ainda, a especificidade e a função social do objeto estético. Nesse contexto, cabe ao analista observar, compreender e interpretar aspectos linguísticos e estéticos, levando em conta, principalmente, que tais aspectos articulam-se aos elementos sociais, históricos, ideológicos e culturais, colocados em jogo na enunciatividade da obra. Deve ter em mente, ainda, que o texto literário, assim como outros textos, impõe-lhe questões que carecem de resolução. Na produção de efeitos de sentido no texto, essas questões dialogam com a exterioridade e exigem respostas para diversas perguntas, tais como: quem enuncia na obra, de quem ou de que fala, quando enuncia, para quem, por que e de que forma enuncia. A partir desse posicionamento, a presente pesquisa propõe uma leitura do romance A força do destino (AFD), da autora Nélida Piñon, à luz da AD francesa, em interface com os estudos dialógico-polifônicos de Bakhtin. A obra tomada como corpus deste estudo trata-se de uma narrativa metaficcional em que, através da paródia, a narradora dialoga com as personagens e com o leitor, atualizando, dessa forma, o enredo da ópera italiana La fuerza del destino, de G. Verdi. Para perscrutar os efeitos de sentido produzidos no jogo discursivo instaurado na narrativa, filiamo-nos, metodologicamente, nos estudos foucaultianos sobre o sujeito discursivo, considerando que as relações estabelecidas entre os sujeitos evidenciados na materialidade são atravessadas pelo saber e pelo poder. Além disso, utilizamos também, como método, as noções de dialogia e polifonia, de base bakhtiniana, tendo em vista o (in)tenso diálogo entre vozes discursivas que se materializa na obra. Com base nessa metodologia, buscamos compreender como os sujeitos se organizam para se enunciarem em AFD, a partir de um diálogo disperso e descontínuo, provocador de efeitos. E ainda, entender de que forma a multiplicidade de vozes em diálogo na materialidade discursiva desestabiliza a concepção de autor na narrativa pós-moderna.

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Albino, Jacqueline Meneguel. "A SENSIBILIDADE DO OLHAR MULTIRREFERENCIAL ABRINDO CAMINHOS EM DIREÇÃO AO AUTOR-CIDADÃO." Universidade Metodista de São Paulo, 2008. http://tede.metodista.br/jspui/handle/tede/1109.

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Made available in DSpace on 2016-08-03T16:16:02Z (GMT). No. of bitstreams: 1 Jacqueline Meneguel Albino1a100.pdf: 1671208 bytes, checksum: 38f224bf823619c29f2d017744866e9b (MD5) Previous issue date: 2008-08-26 The study intends to discuss the concept of subject from the intersection of the ideas of autonomy, authorship and author-citizen as theoretical axis in order to investigate, through a multireferential approach, in what ways you can contribute to the formation of autonomous subjects considering the practice in a private confessional university. The subject, here, is not presented in the perspective of biological and physical body, but as a project, considered under historicity, sociability and, also, the human psyche. The purpose of this study is to analyze the subject´s formation in view of the educational proposal of UMESP METHODIST UNIVERSITY OF SAO PAULO. This option is justified mainly because the institution offers a differentiated educational proposal aimed at developing citizens. The concepts of institution and autonomy are very important to analyze in the context of this study the representations and the legitimate practices, as well the necessity of re-signification of the idea of citizenship, given the demands of contemporary life. Therefore, this is a qualitative exploratory research. The methodological procedures include participant observation and the application of a qualified route aiming to hearing students of the academic community. It was possible to clearly understand the intentions linked to confessionality portrayed in the UMESP Educational Project. Regarding the students intentions, there was concern about their professional formation. As per our understanding about the exercise of citizenship from the autonomy of the subject, we extended the observation to all the social actors involved. We noticed that it is possible to work towards the author-citizen because the student, in general, is opened to transforming himself. Relationship is the point. In fact it relates to how education happens. Teachers and students must find themselves as subjects in permanent construction, involved. Education can develop critical and independent people, subjects as authors of their own lives acting in accordance to their wishes and aware of their real needs and responsibilities.(AU) O estudo pretende debater a idéia de sujeito a partir do cruzamento das idéias de autonomia, autoria e autor-cidadão como eixo teórico para, a partir da abordagem multirreferencial, indagar sobre de que maneiras é possível contribuir para a formação de sujeitos autônomos considerando a prática em uma universidade privada confessional. O sujeito aqui é apresentado não na perspectiva de um corpo biológico e físico, mas como projeto, considerando a historicidade, sociabilidade e, também, a questão da psique do ser humano. O objetivo do trabalho é analisar a formação do sujeito tendo em vista a proposta pedagógica da UMESP UNIVERSIDADE METODISTA DE SÃO PAULO. Esta opção justifica-se essencialmente pelo fato da escola apresentar uma proposta educacional diferenciada, que visa a formação cidadã. Os conceitos de instituição e autonomia são de extrema relevância para analisar no contexto da pesquisa proposta as representações e as práticas legítimas, bem como a necessidade de ressignificação da idéia de cidadania, diante das exigências da vida contemporânea. Trata-se, portanto, de uma pesquisa qualitativa de cunho exploratório. Quanto aos procedimentos metodológicos foi realizada a observação participante e com a aplicação de um roteiro qualificado buscou-se ouvir alunos da comunidade acadêmica. Foi possível perceber claramente as intenções ligadas à confessionalidade retratadas no Projeto Pedagógico da UMESP. Quanto às intenções dos alunos, observou-se a preocupação com a formação profissional. Tendo em vista nosso entendimento a respeito do exercício da cidadania a partir da autonomia do sujeito, estendemos nosso olhar para todos os atores sociais envolvidos. Observamos que é possível realizar um trabalho em direção ao autorcidadão porque o aluno, em geral, está aberto a transformar-se. A questão é relacional. Tem a ver de fato com a maneira como o ensino acontece. Professores e alunos devem encontrar-se como sujeitos em permanente construção, implicados. A educação pode desenvolver pessoas críticas e autônomas, sujeitos autores de suas próprias vidas atuando de acordo com seus desejos e conscientes de suas reais necessidades e responsabilidades.(AU)

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Juarez, Sarah. "A Question of Power: Reinstating Political Agency in the Postcolonial Novel." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/scripps_theses/1100.

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In A Question of Power, Bessie Head presents the production of the subject by using the postcolonial novel as a form of constructivist action against colonialism. Arguing against the compartmentalization of the postcolonial novel as merely literary aesthetic, Head instead presents the novel as a form of political literature, offering intricate details of the manifestation of subjectivity and representations of the liminal subject in decolonizing states through the replication of formal colonial powers in informal social institutions.

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Jennings, LaShay. "Graham Crackers and Pudding: Using Models and Diagrams to Understand Plate Tectonics and Mountain Formation." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3454.

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Gadras, Mickaël José Félix. "Le présent vécu comme processus de formation du sujet anthropologique : une herméneutique de la parole en condition de migration précaire." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCD078/document.

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Au plan social, se sentir exister c’est éprouver sa vie comme faisant oeuvre dans les possibilités du monde qui produisent la reconnaissance des sujets dans une communauté humaine : ce que l’on entend communément par le vocable « vivre ». Dans une perspective ontologique, le désir d’être et d’exister procède chez l’homme d’un pouvoir de pâtir et de l’épreuve qu’il fait des sentiments par lesquels émerge chez lui la possibilité d’une « présence à soi », dans le présent vécu. L’être vivant est pris dans un double mouvement, celui d’un organisme autonome et celui d’un être pris dans l’ordre du monde : cet enroulement de l’être en-vie dans la « Vie » engendre une idée de soi et du monde. De cette dynamique vitale et formative résulte une double implication anthropologique : une manière de se comprendre et d’aborder le monde. Ce rapport formatif enveloppe deux ordres du « vivant » à la jonction de l’individuel et du social : comment je vis la vie et comment je dis ce que je vis. Considérant que le déploiement de la parole s’inscrit dans cette double perspective d’« appropriement », l’enjeu de cette recherche repose sur l’élaboration d’un processus d’investigation de la parole permettant d’explorer la manière dont l’être se compose avec le monde à partir de ses propres conditions d’existence. Se déployant au terme d’une démarche ethnographique réalisée dans un « squat d’habitation » occupé par le collectif des Sorins (un groupe de migrants en situation dite « illégale »), l’interprétation herméneutique de la parole proposée dans ce travail éclaire la manière dont un sujet fait l’épreuve des modes d’« invivabilité » qui s’imposent à lui au regard de son statut politique ainsi que le réseau de relations à travers lequel il conçoit sa « situation » de vie et se tourne vers le monde Socially speaking, the sense of existence is bound in a challenge to live life as faisant oeuvre within the possibilities that the world offers, formed by ones community’s recognition. What one often refers to as “to live”. The human desire to be and to exist, from an ontological perspective, is drawn from the power to endure and from the emotional challenge out of which the possibility of « one’s presence » emerges within the lived present. Lives are taken within a double movement, that of an autonomous organ, and that of a being taken by world order : this imbrication between the lives in « Life » allows to construct an idea of oneself and of the world. A double anthropological implication is drawn from this formative and vital dynamic : a way to understand one self, and the encounter with the world. This formative relation embraces two livable conditions : how do I live life and how do I recount for living life. Taking into consideration that the unfolding of speech takes place in this very double perspective of “reclaiming”, the challenge of this study leans on the elaboration of an investigation process of speech allowing to explore the way in which the being is formed with the world from ones own condition and existence. The ethnographic approach lead within asquat, occupied by the Sorins collective (a group of migrants in an « illegal » situation), shaped the hermeneutic interpretation of speech within this work, which sheds light on the way in which a Subject faces the « unlivable » world imposed on him, regarding his political status, as well as the network through which he apprehends the « situation » of life and faces the world

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Phillips, Bianca Jewel. "A satrean account of the role of social narratives in the identity-formation and self-conception of the queer and intersex subject." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/41554.

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Successful, fully-fledged identity-formation and positive self-conception are contingent on the availability and sufficiency of social narratives. Following a Sartrean account of the human subject, identity will be shown to depend on externally-derived features (termed facticity). Facticity contains both material and social components. This thesis will show the two to be inextricably interlinked, and in so doing endorse Judith Butler's view that the material comes to us already seeped in social meaning. The interactive relationship between the discursive and the material will be illustrated by examining the phenomenon of intersexuality, in which the prevailing narrative of a dichotomized two-sex system has, through surgical, hormonal, and psychological procedures, become written into the flesh of non-binary individuals. The absence of affirming, diverse, and pluralistic narratives surrounding intersexuality, coupled with the imposition of the two-sex script, has (negatively) affected the material experiences, and subsequent identity-formation, of intersex individuals. Given the reliance of identity on socially-constituted facticities, the pursuit of flourishing, dignity, and an authentic and cohesive sense of self requires inclusive and diverse social scripts. Drawing on Mirander Fricker, I will elucidate how lacunae in the hermeneutical resource have resulted in confusion, unhappiness, and a lack of proper self-conception for individuals belonging to subjugated groups. Conversely, the availability of positive, diverse, and inclusive narratives will be shown to allow for more self-aware, self-determined subjects. I will ground my advocacy of inclusive, diverse social narratives in an examination of the beneficial genesis and development of the identity politics present in LGBTQIA++ movements (such as "Out and Proud", recognition of queer identity, and the development of non-binary gender). Assuming that self-understanding, authenticity, and flourishing are ethical goods that are valued, inclusive and affirming narratives for subjugated groups will be shown to be a normative necessity.

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Aubague, Mathilde. "Ambiguïtés du récit sério-comique de Rabelais à Fielding : formation du personnage, mystification du lecteur." Thesis, Dijon, 2012. http://www.theses.fr/2012DIJOL017.

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Notre étude se propose d’analyser les enjeux et les formes de la représentation d’une figure d’auteur dans la fiction narrative comique du XVIe au XVIIIe siècle en Europe. Cette figure, extérieure à la diégèse ou appartenant au personnel narratif, exhibe un discours d’auteur, mime un dialogue avec le lecteur, instaurant une communication narrative fictive avec le lecteur. Cette communication apparaît paradoxale, elle représente une parole orale, problématique dans un texte écrit, et la présence réelle de l’auteur est insituable dans le texte, la figure auctoriale appartenant déjà à l’univers fictionnel. Le dialogue avec le lecteur repose sur une fiction de présence et sur un dispositif rhétorique séducteur dont les enjeux sont pragmatiques. Le récit est donné comme porteur d’enseignements. Il thématise une formation du héros souvent sujette à caution, dont le lecteur doit démêler les enjeux. La structure comique du récit et de l’énonciation contribue à une mystification du lecteur, appelé à interpréter un texte ludique, à la fois comique et sérieux, qui refuse de livrer son sens de façon univoque. Du XVIe au XVIIIe siècle se mettent en place, en relation avec leur contexte d’écriture, les formes d’un genre sério-comique, qui repose sur la parodie et le détournement des codes et des formes de la littérature contemporaine, sur l’instauration d’une attitude intellectuelle ironique et critique et d’une communication fictive avec le lecteur. Nous analyserons les formes de l’ambiguïté énonciative et narrative chez Rabelais, chez l’auteur anonyme du Lazarillo, chez Mateo Alemán, Cervantès, Charles Sorel, Grimmelshausen, Marivaux et Henry Fielding Our study intends to analyse the stakes and forms of a figure of author’s representation in the comical narrative fiction in Europe from 16th to 18th century. Such figure, either external to the diegesis or belonging to the narrative characters, produces the speech of an author, mimes a dialogue and by doing so, establishes an imaginary narrative communication with the reader. This kind of communication seems paradoxical. It represents oral speech, which is problematic in a written text; the actual presence of the author cannot be placed within the text whereas the auctorial figure already belongs to the fictional world. The dialogue with the author is set on an imaginary presence and on a seducing rhetorical device with pragmatic stakes. Lessons are expected to be drawn from this narrative. It topicalizes the forming of the hero, which is often questionable, and it is up to the reader to untangle the stakes. The comical structure of the narrative and of the enunciation contributes toward a deception of the reader who is expected to give an interpretation of an entertaining text which is both comical and serious, and which refuses to deliver its meaning in a univocal way. From 16th to 18th century forms of a serio-comic gender are established within their writing context. They rely on parody and diversion of the forms and codes of contemporary literature, on the introduction of an ironic and critical intellectual attitude as well as an imaginary interaction with the reader. We will analyse the different forms of enunciative and narrative ambiguity in Rabelais, in the anonymous author of Lazarillo to Mateo Alemán, Cervantès, Charles Sorel, Grimmelshausen, Marivaux to Henry Fielding

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Rochel, Gabriela de Camargo Moreira. "O gênero crônica no Ensino Fundamental II e o sujeito-autor: relação dialógica e interativa." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/8/8162/tde-08022017-122115/.

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Esta dissertação relata uma experiência pedagógica de aplicação de sequência didática em duas salas de aula do Ensino Fundamental II de uma escola pública municipal de São Paulo. A atividade foi voltada ao estudo da crônica, com foco no aspecto narrativo, numa perspectiva dialógica e interativa de ensino e aprendizagem, segundo as concepções de Bahkthin (1997), que conceitua os gêneros do discurso como tipos relativamente estáveis de enunciados. Para o autor: Todas as esferas da atividade humana, por mais variadas que sejam, estão sempre relacionadas com a utilização da língua que efetua-se em forma de enunciados (orais e escritos), concretos e únicos que emanam dos integrantes duma ou doutra esfera da atividade humana.. A partir de atividades de leitura e interpretação de crônicas, pretendeu-se levar os alunos a reconhecer, além das características do gênero, os elementos de coesão e sua importância para a organização e clareza do texto, orientando, assim, o processo autoral de produção textual. Também foi feita a prática de retextualização. Pelo seu caráter híbrido e flexível, as crônicas exerceram um papel motivador importante. A opção pelo trabalho com sequência didática propicia aos estudantes a possibilidade de apropriar-se dos sentidos do gênero abordado e dos mecanismos de funcionamento da linguagem. A esse respeito, Dolz, Noverraz e Schneuwly (2011) afirmam que a sequência didática contribui para desenvolver a capacidade comunicativa dos envolvidos no processo de ensino e aprendizagem pelo fato de propiciarem a criação de contextos reais de produção. Vale ressaltar o papel do professor que, mais do que um mediador, precisa ter uma postura de agente de letramento que, segundo Kleiman(2006), (...) no caso da escola, seria um promotor das capacidades e recursos de seus alunos e suas redes comunicativas. Para o trabalho de retextualização, seguiu-se a proposta de Oliveira (2005), sobretudo nas operações de divisão do texto em unidades de comunicação, adequação das palavras ao sistema ortográfico oficial, eliminação das repetições, introdução da pontuação detalhada, retomada do texto pela leitura. O resultado do trabalho foi positivo, uma vez que houve a adesão de boa parte dos alunos e um aprimoramento da escrita de vários deles. No entanto, cabe ressaltar que as produções textuais, pelas dificuldades individuais, situam-se entre a crônica propriamente dita e narrativas simples, com poucas nuances de humor, de crítica ou de reflexão, como seria de se esperar em uma crônica. Dado que os gêneros são relativamente estáveis, há espaço, também, para a instabilidade que se manifestou na produção dos alunos. This paper describes a pedagogical experience of the didactic sequence application in two classrooms of public school in São Paulo. The objective of the activity was the study of the chronicle genre, focusing on its narrative aspects, a dialogical and interactive approach to teaching and learning, according to the concepts of Bahkthin (1997), which conceptualizes the speech genres as relatively stable types of utterances. For the author, \"All spheres of human activity, however varied they may be, are always related to the use of language\" that \"is made in the form of statements (oral and written), concrete and unique emanating from members of a or another sphere of human activity. \".From reading and interpretation activities of chronicles, it is our intention that the students recognize not only the genres characteristics, but also the cohesive devices and their importance to the organization and clarity of the text, thus facilitating the authorship process of textual production. There was also the practice of rewriting. Due to its hybrid and flexible nature, the chronicle played an important motivating role. The choice for working with a didactic sequence provides the students with the opportunity to internalize the senses of the addressed genre. In this regard, Dolz, Noverraz and Schneuwly (2004) state that the didactic sequence helps in the development of the communication skills of those involved in the teaching and learning process, because it encourages the creation of real contexts of production.It is noteworthy that the teacher\'s role, rather than that of a mediator, must be that of a literacy agent, whom, according to Kleiman, \"(...) in the school context, would be a promoter of the capacities and resources of their students and their communication networks \"(Kleiman, 2006: 82-83).The task of rewriting followed the guidelines of Oliveira (2005), majorly in the procedures of \"text division in communication units, suitability of words to the official spelling system, eliminating repetitions, the detailed introduction of punctuation, and the recovering of the text by reading.\" The result of the study was very positive, given the adherence of most students and a writing improvement of several of them. Their textual productions, however, due to individual difficulties, resulted in simple narratives, lacking the comic, critical or reflexive nuances, which characterize chronicles. Since the genres are relatively stable, there is room also for instability manifested in the production of students.

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Souza, Daniel Torri. "A FORMAÇÃO [VOCAL] DO SUJEITO [CONTRATENOR]." Universidade Federal de Santa Maria, 2015. http://repositorio.ufsm.br/handle/1/7196.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior This master thesis integrates the work of the Floema research group - Study Center for aesthetics and education - and is linked to the research line Education and Arts (LP4) Education Program Post Graduate (PPGE) of the Federal University of Santa Maria (UFSM). The research deals with the subject countertenor s vocal formation, based on the discussion of natural and unnatural use of falsetto and countertenor voice, which involves the problem of working with this vocal classification in the training of singers, especially in courses degree in Music in Brazil. To this end, we aimed to analyze the voice of countertenor and the falsetto with respect to natural and non-natural voice and its implications in the formation of singers. The specific objectives sought to identify the reasons why there is resistance to work in higher education courses in Music with the voice of countertenor and know the reasons for resistance to own work with the identification of the vocal score. The orientation of the research presents qualitative approach, based on the autobiographical approach and method. The data consisted of fragments of personal and professional career of the researcher as countertenor. Thus, a presentation and historical context about the countertenor voice and falsetto was held. To think his voice and his performance, it was based mainly on the studies of Zumthor (1993; 2005; 2010; 2014), which deal with the complex range of meanings and possibilities of the voice. Based on these studies, it was discussed what is natural and what is called unnatural voice, entering the concepts of nature and culture based on anthropological studies (Lévi-Strauss, Eribon, 1990; Lévi-Strauss, 2009; among others) and passing by studies of Looser (2005) and Linklater (2006 [1976]). These studies, added to different areas such as music, speech therapy and other voice sciences possible to understand why there is resistance to the voice of countertenor and male voice and falsetto at the very identification of the vocal classification in the researched contexts. In the process, it also problematized the very vocal training of singers, based on the understanding of voice as subjective and constitutive dimension of the subject. A presente dissertação integra os trabalhos do grupo de pesquisa Floema Núcleo de estudos em estética e educação - e vincula-se à Linha de Pesquisa Educação e Artes (LP4) do Programa de Pós-Graduação em Educação (PPGE) da Universidade Federal de Santa Maria (UFSM). A pesquisa trata da formação vocal do sujeito contratenor, partindo da discussão acerca do natural e do não natural no uso do falsete e na voz de contratenores, a qual envolve a problemática do trabalho com essa classificação vocal na formação de cantores, especialmente, em cursos de graduação em Música no Brasil. Para tanto, teve como objetivo geral analisar a voz de contratenor e o falsete no que tange à naturalidade e a não naturalidade da voz e suas implicações na formação de cantores. Como objetivos específicos, buscou identificar as razões para que haja resistência ao trabalho nos cursos superiores de Música com a voz de contratenor, bem como conhecer os motivos da resistência ao próprio trabalho com a identificação dessa classificação vocal. A orientação da pesquisa apresenta enfoque qualitativo, baseado na abordagem e método autobiográfico. Os dados constituíram-se de fragmentos da trajetória pessoal e profissional do pesquisador como contratenor. Assim, foi realizada uma apresentação e contextualização histórica acerca da voz do contratenor e do falsete. Para pensar a voz e sua performance, fundamentou-se, principalmente, nos estudos de Zumthor (1993; 2005; 2010; 2014), que versam sobre a complexa gama de significados e possibilidades da voz. Partindo desses estudos, discutiu-se o que é natural e o que é chamado de não natural na voz, adentrando os conceitos de natureza e cultura tendo por base os estudos antropológicos (LÉVI-STRAUSS, ERIBON, 1990; LÉVI-STRAUSS, 2009; entre outros) e passando por estudos de Looser (2005) e de Linklater (2006 [1976]). Esses estudos, somados aos de diferentes áreas como Música, Fonoaudiologia e outras ciências da voz, possibilitaram compreender as razões pelas quais há resistências à voz de contratenor e ao falsete na voz masculina e a própria identificação dessa classificação vocal nos contextos pesquisados. Nesse processo, problematizou-se também a própria formação vocal de cantores, partindo da compreensão da voz como dimensão subjetiva e constitutiva do sujeito.

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Pereira, Maria Leopoldina. "Blogs literários nas aulas de língua portuguesa: uma possibilidade de autoria." Universidade Federal de Juiz de Fora (UFJF), 2010. https://repositorio.ufjf.br/jspui/handle/ufjf/2724.

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Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-10-04T20:06:24Z No. of bitstreams: 1 marialeopoldinapereira.pdf: 6897132 bytes, checksum: 9cee85d99220bebca518903fe261ba68 (MD5) Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-10-05T11:33:00Z (GMT) No. of bitstreams: 1 marialeopoldinapereira.pdf: 6897132 bytes, checksum: 9cee85d99220bebca518903fe261ba68 (MD5) Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-10-05T11:33:08Z (GMT) No. of bitstreams: 1 marialeopoldinapereira.pdf: 6897132 bytes, checksum: 9cee85d99220bebca518903fe261ba68 (MD5) Made available in DSpace on 2016-10-05T11:33:08Z (GMT). No. of bitstreams: 1 marialeopoldinapereira.pdf: 6897132 bytes, checksum: 9cee85d99220bebca518903fe261ba68 (MD5) Previous issue date: 2010-07-09 Partindo da constatação de que os blogs literários têm se tornado um importante instrumento de produção e divulgação da escrita literária, e que a internet é na contemporaneidade um campo no qual os jovens transitam, a presente pesquisa busca compreender, junto a três professoras do Ensino Fundamental II do Colégio de Aplicação João XXIII, de que maneira os blogs literários podem se constituir como uma possibilidade de formação do aluno–autor no processo de produção escrita no interior das aulas de Língua Portuguesa. Trata-se de uma pesquisa qualitativa de abordagem histórico-cultural fundamentada em Lev S. Vygotsky e Mikhail Bakhtin. Para tal apresenta-se um percurso histórico dos blogs na rede mundial de computadores, com ênfase nas suas utilizações no Brasil, realizando uma revisão de literatura em trabalhos acadêmicos, livros e sites que tratam do tema. Discute-se a escolarização da literatura e a sua relação com a internet. Os blogs literários são compreendidos enquanto gênero do discurso, tendo como base a concepção de gêneros discursivos presente na teoria enunciativa da linguagem de Bakhtin e seu Círculo. Os conceitos de imaginação, arte, desenvolvimento, aprendizagem e mediação em Vygotsky orientam a compreensão do trabalho com blogs literários no espaço escolar. A investigação se desenvolveu através dos seguintes instrumentos metodológicos: a observação no processo de construção dos blogs literários com os alunos e as entrevistas dialógicas com as três professoras envolvidas. A análise de dados está organizada em três categorias: (a) os blogs literários enquanto gênero do discurso; (b) o blog literário enquanto possibilidade de autoria e (c) o papel mediador do professor. In the contemporary world, it is well known that literary blogs have become an important instrument of production and propagation of literary written, as well as the internet is a field where the youngsters surf. Therefore, this research try to understand, with three teachers of the Ensino Fundamental II of the Colégio de Aplicação João XXIII, how the literary blogs can be one possibility of the learner’s formation – which is the author of the written production ins the Portuguese classrooms. This paper presents a qualitative research based on the historical cultural assertions of Lev. S. Vygostsky and Mikhail Bakhtin. Firstly, this paper deals with an historical background of the blogs in the wide computer network. In addition, it emphasizes the brazilians’ usages of blogs, concerning academic works, books and sites. Furthermore, it discusses the education of literature and its relation with the internet. According to Bakhtin’s theory of language, literary blogs are classified as a genre of speech. The concepts of imagination of literature, art, development, learning and mediation based on Vygostsky, guide the comprehension of the work with the following methodological instruments: the observation in the process of construction of the literary blogs with learners and the interviews with the three teachers. The analysis oh the data are organized in three categories: a) the literary blogs as genre of speech; b) the literary blogs as a possibility of creation and; c) the role of the teacher as a mediator.

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Thöresson, Sanna. "The Anthropocene: An Intersectional Critique. Uncovering Narratives and Forming New Subjects in a Time of Environmental Change." Thesis, Linköpings universitet, Tema Genus, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-177196.

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In this theoretical study, I apply a historiographical approach to examine the development of the Anthropocene as a concept and its use across disciplines and through time. Using a synthesis of the literature of the Anthropocene, I uncover eight “hidden” narratives that are embedded within its discourse, and further link these to European humanist thought and the creation of subject and Other. I use these narratives to inform my intersectional analysis, wherein subjects are formed through the interplay between identity construction, symbolic representations, and social structures. These levels provide a framework with which to examine subject formation, with a special focus on the dimensions of coloniality, class, gender, and race within the discourse of the Anthropocene. By applying an intersectional perspective, I discuss who the subjects of the Anthropocene are presented as and how they are created. Finally, I apply posthuman perspectives to discuss how and why subject formation must be made more complex. I argue that subject formation in the Anthropocene must better adhere to relationalities between humans – as well as between humans and the more-than- human world – if we are to effectively envision alternative trajectories away from the current ecological and social crises that define this time of environmental change. The main contributions of this study are thus: (1) a review and synthesis of literature on the Anthropocene, (2) an identification of eight narratives that are embedded in the discourse surrounding the term, and (3) an analysis that applies intersectional and posthuman perspectives to subject formation within the discourse of the Anthropocene.

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Nordgren, Sarah. "Vilse, sårbar och bristfällig : Problematiserade subjekt i åtta samtida bilderböcker." Thesis, Umeå universitet, Institutionen för kultur- och medievetenskaper, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-185578.

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The purpose of this essay is to examine and problematize subject formation in relation to the materiality of picture books. A total of eight contemporary picture books are analyzed: Naturen by Emma AdBåge, Jag blir en bubbla som blir ett monster som blir ett barn by Malin Axelsson and Klara Persson, Gittan och gråvargarna by Pija Lindenbaum, I skogen and Olli och Mo by Eva Lindström, En egen flock by Maria Nilsson Thore, Om jag fötts till groda by Annika Sandelin and Karoliina Pertamo and Det var en gång en räv som sprang i mörkret by Anna-Clara and Thomas Tidholm. The questions to lead the analysis are: How are subjects created in the picture books and how does the position operate? How does the book’s materiality and form affect subject positions? How do subject formation and agency relate to each other? How do subjects relate to their surroundings? The text ”När du är bättre än vi – Jantelagen, skammen och barnlitteraturen” by Maria Jönsson is central to the study. Other important theoretical texts are Jenny Jarlsdotter Wikström’s dissertation Materiella vändningar – Läsningar av Parland, Lispector, Berg och Byggmästar, Maria Nikolajeva’s book Bilderbokens pusselbitar and Ulla Rhedin’s book Bilderboken – På väg mot en teori. The essay seeks theorethical and methodological support in Eve Kosofsky Sedgwick’s Touching Feeling – Affect, Pedagogy, Performativity and Karen Barad’s Meeting the Universe Halfway – Quantum Physics and the Entanglement of Matter and Meaning, since the analysis and method build on meaning as a material-discursive phenomenon and reading and knowledge as performative processes. Subject formation is analyzed in relation to narrativity, picture book form, meetings, compromise and power. The essay shows how subject formation is affected by material aspects such as the turning of pages, the use of pageturners, and composition and placement of text and picture. The analysis shows vulnerable, shifting and unstable subjects that problematize the idea of subjects as strong, individualized, intact and delimited. Barad’s concept of diffraction is fruitful for understanding meetings and connections built on deficiency and vulnerability. The essay shows the importance of analysing and problematizing subjects and connections through deficiency in contemporary picture books, because of the potential for challenging ideas of what a subject is and what it implies. Syftet med denna uppsats är att undersöka och problematisera subjekt i förhållande till bilderbokens materiella förutsättningar. Sammanlagt åtta samtida bilderböcker analyseras: Naturen av Emma AdBåge, Jag blir en bubbla som blir ett monster som blir ett barn av Malin Axelsson och Klara Persson, Gittan och gråvargarna av Pija Lindenbaum, I skogen och Olli och Mo av Eva Lindström, En egen flock av Maria Nilsson Thore, Om jag fötts till groda av Annika Sandelin och Karoliina Pertamo och Det var en gång en räv som sprang i mörkret av Anna-Clara och Thomas Tidholm. Frågor som leder analysen är: Hur skapas subjekt i bilderböckerna och hur fungerar positionen? Hur påverkar bokens materialitet och form subjektpositioner? Hur förhåller sig subjektskapandet till handlande? Hur förhåller sig subjekt till sina omgivningar? Studien utgår från texten ”När du är bättre än vi – Jantelagen, skammen och barnlitteraturen” av Maria Jönsson. Andra viktiga teoretiska verk är Jenny Jarlsdotter Wikströms avhandling Materiella vändningar – Läsningar av Parland, Lispector, Berg och Byggmästar, Maria Nikolajevas Bilderbokens pusselbitar och Ulla Rhedins Bilderboken – På väg mot en teori. Uppsatsen söker även teoretiskt och metodologiskt stöd i Eve Kosofsky Sedgwicks Touching Feeling – Affect, Pedagogy, Performativity och Karen Barads Meeting the Universe Halfway – Quantum Physics and the Entanglement of Matter and Meaning, eftersom analys och metod utgår från mening som materiellt-diskursivt fenomen och läsning och kunskap som performativa processer. Subjektformationen analyseras i relation till narrativitet, bilderboksform, möten, kompromiss och makt. Uppsatsen visar på hur subjektskapandet påverkas av materiella förutsättningar som bläddrande, pageturners samt komposition och placering av text och bild. Analysen synliggör sårbara, skiftande och instabila subjekt som problematiserar en idé om subjekt som starka, individualiserade, intakta och avgränsade. Barads diffraktionsbegrepp visar sig fruktbart för att förstå möten och gemenskaper som bildas utifrån brist och sårbarhet. Uppsatsen lyfter vikten av att analysera bristgemenskaper och problematiserade subjekt i den samtida bilderboken, utifrån dess potential att utmana idéer om vad ett subjekt är och innebär.

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Carmo, Danielsie Silva do. ""Eu sou professor": inconsciente, desejo e algumas questões sobre a formação." Universidade Federal de Goiás, 2014. http://repositorio.bc.ufg.br/tede/handle/tede/4102.

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Submitted by Luanna Matias (lua_matias@yahoo.com.br) on 2015-02-05T12:28:41Z No. of bitstreams: 2 Dissertação - Danielsie Silva do Carmo - 2014. pdf.pdf: 663199 bytes, checksum: 0c356c5c50f232a59f87546e74614038 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-02-05T12:37:09Z (GMT) No. of bitstreams: 2 Dissertação - Danielsie Silva do Carmo - 2014. pdf.pdf: 663199 bytes, checksum: 0c356c5c50f232a59f87546e74614038 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Made available in DSpace on 2015-02-05T12:37:09Z (GMT). No. of bitstreams: 2 Dissertação - Danielsie Silva do Carmo - 2014. pdf.pdf: 663199 bytes, checksum: 0c356c5c50f232a59f87546e74614038 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-08-25 Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq Based on the psychoanalytical approach, this bibliographical work discuss the subjective motivations leading to the different ways in which each teacher position regarding his or her own formation. Based on freudian and lacanian writings, we discuss some of the fundamental concepts of psychoanalysis as a theoretical framework. We emphasize the writings about the unconscious since its foundation. We discuss the origin of the subject by talking about the dynamic nature of the passage through the Oedipus complex, and the implication of the language in this process. One of the aspects about language that we highlight is how the word is essential to psychoanalysis, discussing specifically the concept of representation. Such concept for Freud isn't restricted to the reproduction of the external world. Considering what's been exposed, there's another concept committed to the causation of the subject: the desire. Taking together this study about the constitution of the subject and some currently established proposals about the teacher's formation in pedagogy, we also discuss some consequences of the concept of unconscious and the incidence of desire in the teacher's formation, since what's taught isn't always learned, and what's learned don't always form an subject. Tendo como fio condutor a abordagem psicanalítica, este estudo, eminentemente bibliográfico, coloca em questão as motivações subjetivas que levam à diferenciação do modo como cada professor se coloca frente à sua formação. Ancorado nos escritos freudianos e lacanianos, buscamos aprofundar os conhecimentos acerca de alguns dos conceitos fundamentais que orientam a psicanálise, enquanto arcabouço teórico. Foi dado destaque às formulações que tratam do inconsciente desde a sua fundação. Aludimo-nos à gênese do sujeito ao discorrer sobre a dinamicidade da passagem pelo complexo de Édipo e a implicação da linguagem que perpassa todo esse processo. Um dos aspectos concernentes à linguagem que ressaltamos, ainda, é a essencialidade da palavra para a psicanálise, discutindo especificamente acerca do conceito de representação. Tal conceito em Freud não se restringe à concepção de reproduzir o que se encontra externamente. Em conformidade com a elaboração que percorremos, entra em cena outro conceito comprometido com a causação do sujeito: o desejo. Articulando esse estudo acerca da constituição do sujeito e algumas propostas consolidadas atualmente sobre formação de professores no meio pedagógico, também discutimos algumas consequências do conceito de inconsciente e a incidência do desejo sobre a formação do professor, visto que nem sempre o que é ensinado é aprendido, nem o que é aprendido forma um sujeito.

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Michel, Laurent. "Étude de la construction du sujet enseignant lors de la situation tutorale dans le cadre de sa formation initiale : une étude de cas à partir d’un modèle d’enseignement de type coteaching." Thesis, La Réunion, 2018. http://www.theses.fr/2018LARE0024/document.

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À partir du constat, issu de l’analyse de la littérature internationale, d’une efficacité relative des dispositifs traditionnels de formation initiale des enseignants novices (EN) fondés sur le postulat de l’alternance intégrative, cette étude a pour objet de questionner les modalités d’une activité conjointe, collaborative et située de formation. Plus précisément, cette thèse développe des études de cas menées dans le cadre d’un dispositif de formation de terrain ancré sur le « coteaching » en Éducation Physique et Sportive (EPS). Elle étudie les conditions du développement de l’activité professionnelle des EN et, au-delà, de la construction du sujet enseignant. S’inscrivant dans un programme de recherche technologique en formation d’adultes dont les fondements théoriques sont issus d’une anthropologie culturaliste (Bertone, 2011 ; Chaliès, 2012), et inspirée de la philosophie analytique de Wittgenstein (2004), cette étude a été menée dans le cadre de quatre dispositifs. Pour chacun d’entre eux, le tuteur (TU) et EN ont réalisé une activité conjointe dans le cadre de (i) la préparation de leçon, (ii) de la leçon, et (iii) du bilan suivant cette leçon. Ces phases ont été complétées par des dialogues de formation intégrant délibérément la présence du chercheur et un guide d’entretien permettant aux acteurs d’instruire en détail leur activité. Des données d’autoconfrontation ont également été recueillies, celles-ci ont permis de formaliser les raisonnements pratiques des acteurs en formation et d’identifier la téléologie des actions de formation et d’enseignement réalisées. Les résultats montrent que le dispositif technologique proposé a permis l’enseignement d’expériences normatives situées (ENS) par TU à partir d’un dressage ostensif et ostensible. Associé à des explications délibérément entreprises par TU, cet enseignement a contribué au développement du sujet enseignant. Un double processus de subjectivisation (Chaliès, 2012) a été documenté, tant sur le plan dialogique et réflexif en formation post leçon, qu’au niveau de la réalisation d’actions réglées en classe. Les résultats ont permis (i) de discuter le postulat traditionnel de l’alternance dans la formation initiale des enseignants, et (ii) d’ouvrir des perspectives de conception de dispositifs de formation initiale des enseignants Based on the analysis of international reviews and articles of a relative efficiency of the traditional system of initial training for preservice teachers (PST), which is based on the postulate of integrative alternance, this study aims to question the modalities of joint, collaborative and situated training working. More precisely, this study develops case studies in the context of the training system anchored in coteaching in Physical Education. It studies the conditions of the professional activity of PST, and beyond the teaching subject construction. As part of a technological research program in adult education whose theoretical foundations are the culturalist anthropology (Bertone, 2011 ; Chaliès, 2012), and inspired by the analytical philosophy of Wittgenstein (2004), this study was carried out by four systems. For each of them, the mentor and the PST carried out a joint activity during (i) the planning of the lesson, (i) the lesson, and (iii) the reflection after this lesson. These phases were supplemented by training dialogue which deliberately integrated the researchers’ presence, and an interview guide allowing actors to learn in detail their work. Self-confrontation data were also collected, which helped to formalize the practical reasoning of the actors during the training and to identify the teleology of the training and teaching actions carried out. The results show that the technological system allowed the teaching from the mentor of normative experiments located (NEL) by giving orders and/or showing by example. These teaching methods were associated with explanations deliberately given by the mentor which contributed to the development of the teaching subject. A double process of subject construction (Chaliès, 2012) has been documented, both on a dialogical and reflexive level in post-lesson training, as well as the implementation of actions set in the class. The results allowed (i) to discuss the traditional postulate of integrative alternance in the initial training of teachers, and (ii) to open perspectives to develop initial teacher training systems

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Tranzilo, Paulo José Riela. "Contribuições teóricas para formação de professores do campo." reponame:Repositório Institucional da UFBA, 2008. http://www.repositorio.ufba.br/ri/handle/ri/11850.

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133 f. Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-30T17:43:52Z No. of bitstreams: 1 Dissertacao Paulo Tranzilo.pdf: 834688 bytes, checksum: b9f2707a2c73443610cc704c8fc2b2bf (MD5) Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-06-11T15:57:59Z (GMT) No. of bitstreams: 1 Dissertacao Paulo Tranzilo.pdf: 834688 bytes, checksum: b9f2707a2c73443610cc704c8fc2b2bf (MD5) Made available in DSpace on 2013-06-11T15:57:59Z (GMT). No. of bitstreams: 1 Dissertacao Paulo Tranzilo.pdf: 834688 bytes, checksum: b9f2707a2c73443610cc704c8fc2b2bf (MD5) Previous issue date: 2008 Esse trabalho se insere no conjunto das pesquisas do grupo de pesquisa LEPEL (Linha de Estudos e Pesquisas em Educação Física, Esporte e Lazer) da Faculdade de Educação da UFBA sobre a formação de professores do campo a partir dos nexos e determinações do imperialismo e da questão agrária. Tem como objetivo contribuir teoricamente com a formação de professores do campo. Utiliza o referencial teórico-metodológico dialético para responder quais as relações e determinações do capitalismo na sua fase de decomposição, o imperialismo, e do problema agrário na formação de professores do campo. Utilizamos a técnica de análise de conteúdo dos resultados das conferências nacionais sobre a Educação do Campo e de duas propostas para formação de professores do campo: a do MST e a da UFBA. Partimos das análises de Lênin (2007) sobre o imperialismo constatando que os ajustes estruturais, reformas e guerras têm objetivo de destruir os serviços públicos e retirar direitos da classe trabalhadora para reduzir o custo da força de trabalho, para gerar lucros aos capitalistas. Constatamos que estes ataques não se dão fora da luta de classes, onde os trabalhadores e suas organizações resistem e lutam em defesa das suas conquistas e de suas organizações como instrumento independente. Verificamos que a utilização de novos termos para aplicar a política imperialista (globalização, neoliberalismo, etc), através da ação dos organismos internacionais, é parte do dispositivo para integrar as organizações dos trabalhadores à “nova governança mundial”, atrair as direções da classe que capitulam as pressões e desviar as massas do combate à constante destruição das forças produtivas. Em Stédile (2005) analisamos o histórico da questão agrária e as problemáticas do campo. A partir de dados oficiais constatamos a precariedade de condições que vivem os camponeses e suas demandas históricas e atuais. Ao analisar as propostas de Educação do Campo do MST, conjuntamente com “fóruns da sociedade civil” e intelectuais colaboradores, constatamos que problemas teóricos culminam políticas contraditórias, desde substituição da categoria trabalho na formação de professores do campo, até parcerias com instituições multilaterais do imperialismo (ONU, UNESCO, etc) para financiar e elaborar propostas de formação. O MST busca formar jovens e adultos numa perspectiva da formação humana e como militantes sem terra, mas oscila na escolha da categoria central entre a cultura e o trabalho, utilizando os temas geradores na organização curricular. A proposta da UFBA é um projeto institucional que conta com uma concepção de organização do trabalho pedagógico centrada no trabalho, utilizando os complexos temáticos na organização curricular e se inserem no âmbito dos “fóruns da sociedade civil” dos movimentos. Chegamos à conclusão que os avanços nas elaborações teórico-metodológicas para formação de professores do campo não podem estar descolados da luta concreta pelas reivindicações dos trabalhadores, como é a reforma agrária, o que perpassa em combater as instituições multilaterais do imperialismo e seus agentes, no campo e na cidade. Salvador

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Sonnenschein, Hannes. "Opposing Inclinations : How Religious Education (RE) in Sweden and Israel navigate the national landscape of the secular and multicultural public school." Thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-131266.

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Oliveira, Carlos Böes de. "The loser in Raymond Carver : when silence is the voice of resistance." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/114414.

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Esta dissertação analisa o universo discursivo das obras de Raymond Carver, focando-se especialmente no silêncio e em como ele cria mecanismos de significação nos contos do autor. O objetivo principal é analisar a presença recorrente, nos contos de Carver, de personagens que podem ser classificados, culturalmente, como losers. Para embasar este trabalho, amparo-me nas teorias da Análise do Discurso Francesa e em seus pressupostos acerca do sujeito, história e língua. A questão do silêncio é analisada tomando como base as teorias desenvolvidas por Orlandi. Espera-se concluir que os personagens de Raymond Carver, no decorrer da carreira do autor, evoluem, passando de excluídos, sem voz e sem poder de discurso — características marcantes na fase minimalista; para uma fase de maior autonomia discursiva e inclusão social — mais frequente na fase final da sua carreira. This dissertation analyzes the discursive universe of the fictional works of Raymond Carver, focusing specially in the role of silence and on how it creates mechanisms of signification in the short stories of the author. The main goal of this dissertation is to analyze the recurrent presence, in the short stories of Raymond Carver, of characters that can be classified, culturally, as ―losers‖. To support this paper, I use the theories of French Discourse Analysis and its presuppositions about language, subject and history. The issue of silence is analyzed with the endorsement of the theories developed by Eni Orlandi. I expect to conclude that the characters of Raymond Carver, throughout the career of the author, evolve, passing from excluded subjects who have no voice and no discursive authority — characteristics that are evident in the minimalist phase of the author; to a phase where the characters have a more significant discursive autonomy and social inclusion — characteristics that are more frequent in the final phase of Carver‘s career.

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Millar, Katharine M. "Support is the new service : gendered political obligation, the military, and collective subject formation in international relations : an examination of support the troops discourse and civil-military relations in the US and UK from 2001-2010." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:4cbb21f4-2e5a-4089-b78a-f1d349e8d409.

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Military operations in Afghanistan and Iraq highlighted a key characteristic of contemporary Western civil- military relations. Today, a small group of volunteers fights a distant conflict while popular familiarity with military service and war declines. There is a disconnect between this way of war and enduring cultural understandings of the appropriate normative relationship between gender (particularly masculinity), military service, and citizenship. This study examines "support the troops" (StT) discourses in the United States and United Kingdom during the "global war on terror" (2001-2010) as a representation of this on-going transformation in gendered/ing civil-military relations. Methodologically, the study employs structured discourse analysis to map an original data set of previously unexamined documents produced by UK and US state and military officials, pro-military non-governmental organizations, peace and anti-war movements, and media. It is the first systematic social scientific study of the "support the troops" phenomenon. The patterns inductively generated within the mapping are interpreted using a poststructural (re)conceptualisation of the military as a discursive structural effect, as well a formal institution and social relation. The study argues that StT is a means of addressing the gendered civilian anxiety that accompanies non-service in wartime. It finds that StT is a political contestation over the appropriate normative structure of gendered civil-military relations. Through the articulation of three ideal-typical, intertwined logics of gendered political obligation, StT discourse reconstitutes military support, rather than military service, as the sine qua non of contemporary normative citizenship. Via a series of gendered associations and contrasts with "the troops", support is further produced as a means of military participation. Correspondingly, ostensibly separate "civil" society is (re)masculinised. Together, the underlying logics of gendered political obligation work to discursively instantiate and (re)produce an idealised vision of the political community, extending and legitimating the transnational liberal social order.

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Liebel, Dorothea. "Tageslichtfreude und Buchstabenangst : Zu Harry Martinsons dichterischen Wortbildungen als Übersetzungsproblematik." Doctoral thesis, Umeå universitet, Institutionen för språkstudier, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-18459.

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The style of the Swedish writer Harry Martinson is characterised by a large number of conspicuous and creative word-formation units, which have a special function in his writing. One single word might summarise and denominate an experiance or a complex emotion, sometimes using an exact description, sometimes using a metaphor. The content and the novelty of such nonce forms catch the reader´s or listener´s attention, achieving the intended effect: to make the reader understand what Martinson wants to convey. The present study is an analysis of the neologisms used in two of Martinson´s semiautobiographical novels and their German translations. The object of the study is twofold: firstly to show that the great variety of nonce words-formations as well as their semantics provide the special stylistic markers of the texts, and secondly to draw more general conclusions about the effect of target languages regarding the form, content and function of the units in the texts, as well as their effect on the reader, the concept of equivalence is central. Correspondences and deviations are analysed applying a model specifically designed for the purpose and based in relevant theories. The results illustrate both the various problems a translator must seek to solve and the consequences that simplifications, omissions, and paraphrases might have on the meaning and effect of the text.

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Silva, Elivelton Serafim. "A integração das tecnologias à licenciatura em Matemática: Percepções do professor sobre dificuldades e desafios para a formação inicial." Universidade Estadual da Paraíba, 2017. http://tede.bc.uepb.edu.br/tede/jspui/handle/tede/2768.

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Submitted by Jean Medeiros (jeanletras@uepb.edu.br) on 2017-03-21T13:55:24Z No. of bitstreams: 1 PDF - Elivelton Serafim Silva.pdf: 86719954 bytes, checksum: 5cd0839f76538c41503c8ce0dddb53d9 (MD5) Approved for entry into archive by Secta BC (secta.csu.bc@uepb.edu.br) on 2017-03-22T15:20:13Z (GMT) No. of bitstreams: 1 PDF - Elivelton Serafim Silva.pdf: 86719954 bytes, checksum: 5cd0839f76538c41503c8ce0dddb53d9 (MD5) Made available in DSpace on 2017-03-22T15:20:13Z (GMT). No. of bitstreams: 1 PDF - Elivelton Serafim Silva.pdf: 86719954 bytes, checksum: 5cd0839f76538c41503c8ce0dddb53d9 (MD5) Previous issue date: 2017-02-14 This work discusses the mathematics teacher initial formation focusing on the role of the teacher trainer in the discipline of Mathematical Education applied to technology. It outstands for approaching the integration of technology in the teaching-learning process in the Mathematical major courses, and, in particular, for analyzing the teacher trainer‟s perceptions, such as the obstacles they face and the interference of the initial teacher formation in his teaching practice. For so, a qualitative methodology was applied in order to know the teacher trainers‟ perception about their teaching practice in the discipline of Mathematical Education applied to technology. For achieving the objective as well as answering the researching question, the data were collected by a documental research where some laws that rule the majors in Mathematics in Brazil are presented, as well as by interviewing six trainer teachers of some Brazilian states, recorded in audio and transcribed later. The analysis of interviews was carried outthrough the Discourse of Collective Subject (LEFEVRE &LEFEVRE), an instrument of analysis recently developed in Brazil. In general, teacher trainer advocates that during the initial mathematic initiating teacher there must be the highest contact with technological tools. Besides, they infer that there must be moments destined to theory and others for practical actions development in relation to technology classroom use. Another unraveled aspect is that teacher trainers rarely highlighted practices destined to forming a transforming intellectual based on technological context. Thus, we conclude that the organization of teacher formation practice is innovative and is aligned with what is proposed by the Technological Mathematical Education discussions and that theoretical studies is necessary, although in this discipline more emphasis is put upon practical activities. Nevertheless, not only the practice of the teacher trainer of the discipline, but also the discussions taken by technological lines of Mathematical Education is far from the aspects related to forming a transforming intellectual. Este trabalho discute acerca da formação inicial do professor de matemática, focando o papel do professor formador das disciplinas de Educação matemática aplicada à tecnologia. Destaca-se por abordar a integração da tecnologia nos processos de ensino-Aprendizagem nos cursos de licenciatura em matemática e, em particular, por analisar as percepções dos professores formadores, os obstáculos que eles enfrentam e a interferência da formação inicial dos professores em sua prática docente. Para tanto, foi empregada uma metodologia de natureza qualitativa com o intuito de conhecer a percepção do professor formador quanto à constituição de sua prática docente na disciplina de educação matemática aplicada a tecnologia. De modo a atingir o objetivo e responder as questões de pesquisa, os dados foram construídos mediante uma pesquisa documental, onde, são apresentadas algumas leis que regem a licenciatura em matemática no Brasil, e mediante entrevistas a seis professores formadores de alguns Estados brasileiros, as quais foram gravadas em áudio e transcritas posteriormente. A análise das entrevistas deu-se via o Discurso do Sujeito Coletivo – DSC (LEFÉVRE & LEFÉVRE), instrumento de análise desenvolvido recentemente no Brasil. De maneira geral, os professores formadores defendem que durante a formação inicial do professor de matemática haja contato com o maior número possível de ferramentas tecnológicas, assim como, inferem que sejam destinados momentos para o estudo teórico e outros para o desenvolvimento de ações práticas, relacionadas ao uso de tecnologias em sala de aula. Outro aspecto desvelado consiste que os professores formadores pouco evidenciaram as práticas voltadas para formação de um intelectual transformador tomando por base o contexto das tecnologias. Dessa forma concluímos que a organização da prática dos formadores é inovadora e condiz com o proposto pelas discussões da linha de tecnologias em Educação Matemática, bem como, que o estudo teórico é indispensável, contudo nessa disciplina é dada mais ênfase para as atividades práticas. Entretanto, não apenas a prática do formador da disciplina, mas as discussões desenvolvidas pela linha das tecnologias em Educação matemática se distanciam dos aspectos relacionados à formação de um intelectual transformador.

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Tamayo, Hokkanen Roberto. "Konstruktionen av Amerika : Om objektsbildning och hur objektet Amerika skapas i två historieböcker för gymnasiet." Thesis, Södertörns högskola, Lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-6128.

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The aim of this essay has been to show how the object America is constructed in two of the most used history books in Swedish high school. The theoretical framework used in this paper is based on the post-structural discourse analysis as presented by Michel Foucault. More specifically can be said that Foucault´s theories about formation of objects have been used as a tool to show how the image of America is constructed in the books. Later this paper also discuses which subject positioning the studied books take, also this inspired by Foucault´s theories. The study is presented with long quotes from the studied material to reach a transparency that enables the reader to see which dictums the conclusions are based on. This also makes it easy for the reader to judge whether or not the conclusions are reasonable. Two central themes has been located and focused on: 1) The arrival of the Europeans and their conquest of America and 2) the emancipation from Europe. With its focus on America this essay has been able to reveal that America gets its meaning through the Europeans which due to the theoretical framework means that America doesn´t exist without being contrasted with the European civilization. The essay has also shown that the linguistic category “America” embodies different significance in different parts of the books. At first America is generally described as a continent without history that gets invaded by Europeans and the linguistic category refers to current Latin America. This changes however and later the linguistic category “America” refers to the current United States and gets associated with terms such as freedom.

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Genre, Stéphanie. "La glose à thème lexical en situation littéraire au cycle trois de l'école primaire française : entre épisodes métadiscursifs d'élucidation du sens et figures de l'ajout, un noeud de l'intervention didactique, un enjeu pour la formation d'enseignant." Thesis, Montpellier 3, 2015. http://www.theses.fr/2015MON30056/document.

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Cette recherche s'inscrit dans le domaine de la didactique du français, dans la zone de contact entre enseignement de la langue et enseignement de la littérature. Elle a pour objet la glose à thème lexical dans la classe de littérature au cycle 3 de l'école primaire française. Ce que nous avons cherché à caractériser ce sont les échanges autour de certaines unités lexicales du texte à lire (les « épisodes métalexicaux ») et les échanges autour des mots que les élèves utilisent pour leurs propres commentaires (les « mots de la réception »). Que font-ils exactement quand ils parlent des mots d'un texte ou quels sont les mots qu'ils utilisent pour parler d'un texte? Quel lien avec ce qui est prescrit en matière d'enseignement du lexique, d'une part, et en matière d'enseignement de la lecture littéraire, d'autre part ?La méthode d'analyse des données est comparative. Elle concerne trois classes de CM2, deux enseignants expérimentés et un enseignant entrant dans le métier, autour de deux albums de littérature de jeunesse : La Petite fille du livre (Nadja) et Zappe la guerre (Pef). Nous avons mené une étude qualitative appuyée sur les transcriptions des échanges filmés dans les classes, ainsi que sur les transcriptions d'entretiens et de dispositifs d'autoconfrontation (empruntés à l'ergonomie et à l'ergologie).Ce travail s'intéresse au métadiscours dans le sens élargi que lui donne Andrée Borillo (1985) qui inclut les conduites langagières de commentaire, de définition, d'explication, portant sur le code ou sur les faits de discours.Nous avons d'abord appréhendé notre objet sur le plan linguistique et nous avons analysé la diversité des conduites et des procédés langagiers qui en font sa spécificité. Nous avons cherché ensuite à en saisir la particularité dans le cadre d'une activité de lecture littéraire.À partir de travaux de référence en lexicologie et en didactique de la littérature, nous avons construit un modèle distinguant plusieurs catégories de glose (les gloses sur la signification, les gloses sur le sens, les gloses sur les realia et les gloses génériques). Nous avons rangé l'ensemble de ces gloses dans trois paradigmes : un paradigme sémantique, un paradigme générique et un paradigme personnel.Nous avons pu montrer entre autres que le travail sur le vocabulaire en classe de littérature ne se résume pas à la définition, principale catégorie présupposée par les enseignants, mais engage de nombreuses conduites différentes. Nous avons montré aussi que ce travail joue un rôle dans l'activité de symbolisation attendue du sujet lecteur en contexte littéraire. Toutefois, l'analyse de l'action enseignante montre la complexité du pilotage de ces interactions autour du lexique et la nécessité de former les enseignants en matière d'enseignement du lexique en contexte littéraire This research joins in the field of French language didactics, in the area of contact between teaching of the language and teaching of literature in the third “cycle” of the French primary school.It covers the gloss around lexical items of the text to be read (the metalexical " episodes ") and the exchanges around the words the pupils use for their own comments (the " words of the reception ").What do they do exactly when they speak about the words of a text or what are the words they use to speak about a text? What link do they make with the prescription regarding teaching of the lexicon on one hand, and regarding teaching of the literary reading on the other hand? The method of analysis of the data is comparative. It concerns three 5th classes of primary school, two experimented teachers and a teacher starting their career, around two albums of youth literature: La petite fille du livre (Nadja) and Zappe la guerre (Pef).We led a qualitative study based on the transcriptions of the exchanges filmed in the classes, as well as on the transcriptions of interviews and plans of self-confrontation (borrowed from the study of ergonomics and ergology).This work focuses on the metadiscourse in its wider sense, studied by Andrée Borillo (1985) who includes the linguistic conducts of comment, definition, explanation, concerning the code or the facts of discourse.We first based our subject on the linguistic plan and we analysed what makes it specific - the diversity of the conducts and the linguistic processes. We then tried to seize its peculiarity within the framework of a literary reading activity.From reference works in lexicology and in literature didactics, we built a model distinguishing several categories of gloss (the glosses on meaning, the glosses on sense, the glosses on realia and generic glosses).We put all these glosses in three paradigms: a semantic paradigm, a generic paradigm and a personal paradigm.We were able to show, among other factors, that the work on the lexical field of literature cannot be reduced to its definition, the main category presumed by teachers, as it leads to many other conducts.We also showed that this work plays a role in the activity of symbolization that is expected from the subject reader in literary context. However, the analysis of the act of teaching shows the complexity of the piloting of these interactions around the lexicon and the necessity of training the teachers regarding lexicon teaching in a literary context

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Dissertations / Theses on the topic 'Formation of the subject author'

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