Academic literature on the topic 'Isadora'

Being Isadora is a story of possession. Isadora Duncan, the founder of modern dance, was an intensely creative, free-spirited woman. Her life experiences early last century were as fascinating and tragic as her achievements. In New York in 1985, Isadora's last surviving pupil and adopted daughter, ninety-year old Anna Duncan, is searching for a way to fulfill a long held promise. Isadora wished to control the way she was remembered and had made Anna promise that any remaining film of her dancing would be destroyed. But one film survives and Anna is running out of time to find it. A young Australian journalist, Tamsin Doyle, attends a dance class at the Isadora Duncan Studio and meets Anna, unknowingly becoming part of the quest. Initially the stories of Isadora and Tamsin run parallel, then as Tamsin gets to know Anna, she becomes immersed in a dream world of dramatic incidents from Isadora's life. The dreams become waking experiences and she fears her will is gradually being taken over. She ends up in places - in fact other countries - that she had no intention of being, pursuing an agenda that is not her own. In the second part of the book, she finds herself in Russia, where Isadora lived after the Revolution. She meets and falls in love with Vladimir, the grandson of Isadora's former dance collaborator. Unable to prevent herself being possessed while visiting the school Isadora founded, Tamsin is arrested by the authorities. A Russian KGB officer has his own plans and abducts her, keeping her prisoner in a dacha outside Moscow. He shows her a film of herself dancing and then the surviving film of Isadora. The two are almost identical and a dramatic climax ensues. Themes in the book explore the nature of memory and how it is influenced by photographic and filmic record, love and loss and the way patterns repeat in people's lives in an attempt to change outcomes.

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Child sexual abuse is one of the most re current forms of mistreatment, and a serious public health problem. The importance of family relationships in this theme is well established. Nevertheless, there is a lack in studies addressing the specific aspects that underlie the intergenerational transmission of abused children. In this context, the aim of the study was to investigate the intergenerational transmission of child sexual abuse. To this end, two studies, one empirical and other theoretical have been performed. The theoretical study provides a systematic review of the prevalence of intergenerational transmission of sexual abuse. Data on the increase of intergenerational transmission in different generations of family were found. The mean prevalence of intergenerational transmission of sexual abuse in generations was: 42.47% in the generation of grandparents, 41,28% in the generation of mothers and 51,0% in the generation of children. The empirical study, in turn, examined the relationship between the type of attachment and parenting style and its relation to the intergenerational transmission of child sexual abuse. For this a quantitative research with cross-sectional design with three different groups of girls and their mothers was conducted. The first group comprised girls who have suffered abuse; the second was composed by girls who suffered mistreatment and their mothers and the third included girls who displayed clinical symptoms and their mothers. The results did not confirm the intergenerational transmission of attachment types, or the parenting style across different generations. Similarly and different than expected, the abused girls no reported more insecure attachment or poor parenting style. However, tow significant predictors were found to agree with the model of intergenerational transmission of child sexual abuse: the type of maternal attachment and the fact that parents are separated.
O abuso sexual infantil ? uma das mais recorrentes formas de mau trato, sendo um grave problema em sa?de p?blica. Sabe-se a import?ncia das rela??es familiares nessa tem?tica. Entretanto, faltam estudos que tratem sobre as especificidades dos aspectos que perpassam as gera??es de crian?as abusadas. Nesse contexto, o objetivo do estudo foi verificar a transmiss?o intergeracional do abuso sexual infantil. Para isso, foram realizados dois estudos, um te?rico e outro emp?rico. O estudo te?rico realiza uma revis?o sistem?tica sobre a preval?ncia da transmiss?o intergeracional do abuso sexual. Foram encontrados dados sobre o aumento da transmiss?o intergeracional em diferentes gera??es de familiares. A m?dia da preval?ncia da transmiss?o intergeracional do abuso sexual nas gera??es foi de: 42,47% na gera??o das av?s (G1); 41,28% na gera??o das m?es (G2) e 51.0% na gera??o das crian?as. O estudo emp?rico, por sua vez, examinou a rela??o entre o tipo de apego e estilo parental e a sua rela??o com a transmiss?o intergeracional do abuso sexual infantil. Para isso foi realizada uma pesquisa quantitativa com delineamento transversal com tr?s diferentes grupos de meninas e suas m?es: meninas que sofreram abuso sexual; meninas que sofreram maus tratos e meninas que est?o passando por sintomas cl?nicos. Os resultados n?o confirmaram a transmiss?o intergeracional dos tipos de apego, nem do estilo parental entre as diferentes gera??es. Do mesmo modo, diferente do esperado, as meninas abusadas n?o reportaram mais apego inseguro ou estilo parental deficit?rio. No entanto, duas associa??es foram encontradas como concordantes com o modelo da transmiss?o intergeracional do abuso sexual infantil: o tipo de apego materno e o fato dos pais serem separados.

Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Ciências da Educação, Programa de Pós-Graduação em Educação, Florianópolis, 2016.
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Esta dissertação é fruto de uma pesquisa na qual se procura trazer à tona o discurso de Isadora Faber, aluna com 12 anos de idade à época e cursando a 7ª série na Escola Básica Municipal Maria Tomázia Coelho, escola da Rede Municipal de Ensino (RME), de Florianópolis localizada no bairro do Santinho (Norte da Ilha). O discurso de Isadora foi largamente difundido na mídia em 2012 e, também ou principalmente, por seu perfil da rede social Facebook, Diário de Classe: a verdade . Procura-se investigar num primeiro momento: por que alguns profissionais observam com certo estranhamento, atitudes como a de Isadora que revelava, por meio do seu dizer franco, o seu descontentamento com as condições precárias de ensino-aprendizagem e infraestrutura oferecidas pela sua escola? É também objetivo desta pesquisa, ampliar o horizonte formativo, alargando as possibilidades de produção de verdades na escola, e levar em consideração outros dizeres sobre a verdade e não somente aqueles que vêm sendo valorizados tradicionalmente na escola, ou seja, o dos professores em detrimento dos estudantes. Metodologicamente, a operação de pesquisa acontece por meio de procedimentos que se interpenetraram. Toma-se o fenômeno enquanto um caso a ser estudado, pois se pode considerar a pesquisa que aqui se apresenta como um estudo de caso pelas características singulares e inéditas relacionadas com as atitudes e reações dos atores envolvidos com os fatos que se apresentaram no decorrer da criação e do desenvolvimento do Diário de Classe de Isadora Faber e que de forma tão contundente abalaram as relações existentes entre os estudantes e os professores da escola Maria Tomazia Coelho. É um estudo empírico baseado nas experiências deste autor com a repercussão negativa que o fenômeno causou na escola Maria Tomázia Coelho e também nas demais escola da referida rede, onde tentou-se analisar , por meio de um olhar mais apurado e distanciado, a interpretação que os professores, e em menor escala os estudantes, tiveram frente ao advento do caso do Diário de Classe de Isadora Faber e que como resultado fez incidir uma interpretação crítica das ações e das relações que existiam naquela escola e que até então não eram evidentes. Interpreta-se o fenômeno Isadora Faber a partir da base empírica constituída de um conjunto de elementos materiais como o seu perfil da rede social Facebook, Diário de Classe: a verdade e o seu livro de mesmo nome publicado em 2014. Tendo em vista que o termo verdade aparece tanto na rede social como no título do livro, nesta pesquisa foi tomado como conceito filosófico fundante. Ampliando este horizonte, busca-se cotejar a ideia de verdade apresentada por esta base empírica com elementos concorrentes na fabricação de sentido, tais como o dizer dos professores, da diretora, as reportagens que saíram nas mídias eletrônicas e impressas. Trata-se de uma pesquisa qualitativa de cunho híbrido: é bibliográfica, tendo em vista que o estudo sistematizado foi desenvolvido com base em material publicado em livros, revistas, jornais e redes eletrônicas; empírica, quando vai ao encontro da realidade escolar; e conceitual, quando remete o elemento empírico ali selecionado a uma reflexão teórica que não dispensa o aporte da tradição filosófica no entendimento do conceito de verdade. As reflexões filosóficas procuram se orientar pelo referencial teórico, entre os quais os mais importantes, o que nos ofereceram Nietzsche e Foucault, notadamente deste último, os seus conceitos de verdade, parresia e cuidado de si, como elementos que operacionalizam a análise discursiva sobre as verdades aqui apresentadas: de Isadora Faber e dos professores. Temos então, o imediatamente dado exposto ao que transcende, ou seja, a possibilidade de a verdade não ser de única fonte, mas sim, estar perspectivada e objetivada pelo dizer dos seus enunciadores.

Abstract : This dissertation is the result of a survey which seeks to bring out the speech of Isadora Faber, student with 12 years of age at the time and attending seventh grade in Municipal elementary school Maria Tomázia Coelho, the Municipal School of education (RME), located in the neighborhood of Florianópolis s Santinho (Northern Island). The speech was widely diffused Isadora on media in 2012 and also or mainly, on the profile of the social network Facebook, the notebook class: the truth . Seeks to investigate at first: why some professionals note with a certain estrangement, attitudes like Isadora which revealed, through his say franco, his displeasure with the precarious conditions of teaching and learning and infrastructure offered by your school? It is also objective of this research, expand the horizon formation, extending the possibilities of production of truths in school, and take into consideration other say about truth and not only those that have been traditionally prized in school, that is, the teachers at the expense of students. Methodologically, the search operation happens through interpenetraram procedures. Take the phenomenon as a case study because it may consider the research here is presented as a case study by unique features and unseen related to attitudes and reactions of actors involved with the facts that were presented during the creation and development of Isadora Class Faber and that such scathing shook the relationship between students and teachers of the school Maria Tang rabbit. It is an empirical study based on the experience of this author with the repercussions that the phenomenon caused the school Maria Tomázia rabbit and also in other school of that network, where an attempt was made to analyse, through a more refined look and distanced, the interpretation that teachers, and to a lesser extent, students had outside the advent of Daily case of Isadora Class Faber and which as a result did focus a critical interpretation of actions and relationships that existed at that school and that until then were not evident. interprets the phenomenon Isadora Faber from the empirical base consisting of a set of material elements as his/her profile from the social network Facebook, the notebook class: the truth and his book of the same name published in 2014. Considering that the term true appears in both the social network as in the title of the book, in this survey was taken as a fundamental philosophical concept. Expanding this horizon, collate the idea of truth by this empirical basis with competing elements in the production of meaning, such as the saying of the teachers, the principal, the reports that came out in the electronic and printed media. It is a qualitative research of a hybrid: is literature since the systematic study was developed based on material published in books, magazines, newspapers and electronic networks; empirical, while meeting school reality; and, when it refers the empirical element thereselected a theoretical reflection that cannot do without the contribution of the philosophical tradition in the understanding of the concept of truth. The philosophical reflections seek to guide by the theoretical reference, among which the most important, what we ve been offered Nietzsche and Foucault, notably, their concepts of truth, parresia and care of themselves, as elements that operacionalizam the discursive analysis about the truths presented here: Isadora Faber and teachers. We then immediately given exposed to that transcends, i.e. the possibility of the truth not be only source, but rather, be considered and objectified by saying its enunciators.

Cette thèse, sous la direction de Claude Jamain, interroge l’affirmation de Duncan selon laquelle elle n’invente pas sa danse qu’elle qualifie de naturelle. Afin de répondre à ce paradoxe, l’idée est de saisir l’élaboration de sa danse comme matière en termes kinesthésiques, moteurs et qualitatifs, en interactions avec les contextes historiques et culturels auxquels elle se confronte en Amérique, en Europe et à la charnière des XIXe et XXe siècles. Après une présentation des pratiques corporelles en Amérique, la thèse aborde la façon dont l’imaginaire de la nature en Amérique et les différentes visions de l’antique aux Etats-Unis d’Amérique et en Europe participent de l’élaboration de sa danse. La conclusion,loin d’apporter une réponse radicale, tendrait à considérer sa danse à la fois comme renaissance de l’antique et naissance d’une nouvelle danse
This thesis, directed by Professor Claude Jamain, questions Duncan’s assertion that she does not invent her dance, which she describes as natural, even though, it is immediately praised for its novelty. In order to deal with this paradox, this research seeks to capture the way she developed her dance as a discipline with its kinesthetic, motor and qualitative aspects,against the historical and cultural contexts she encountered in America and Europe at theturn of the 19th and 20th centuries. After a presentation of bodily-practices in the United States, the thesis shows how the imaginary view of nature in America and the differing visions of antiquity in the United States and in Europe feed the development of her dance.Our conclusion, far from offering a radical answer, would rather consider her dance as are birth of the antique, as well as a new emerging dance

O objetivo de nossa pesquisa é demonstrar que a intervenção psicológica durante o desencadeamento da primeira crise psicótica, pode ajudar de modo muito significativo, o terapeuta no seu trabalho clínico. O Estudo de Caso, objeto desta pesquisa, que chamamos de O Caso Clínico de Isadora, foi inspirado por nosso trabalho terapêutico com esta jovem paciente. Foi no decorrer deste trabalho que descobrimos a importância da intervenção psicológica, quando o paciente psicótico, desde a sua primeira crise, recebe, simultaneamente com o trabalho psiquiátrico, uma ajuda psicológica. Utilizando a estratégia da intervenção psicológica desde a primeira crise psicótica, nós conseguimos minimizar os seus efeitos desastrosos sobre a personalidade da paciente. A realização desta pesquisa só foi possível graças às narrativas que a paciente nos fez durante as sessões psicoterápicas, bem como graças a tudo o que ela própria escreveu sobre os seus sonhos e os seus delírios. Recolhemos os dados que nos pareceram mais importantes e, desse material clínico, tentamos fazer uma leitura psicanalítica, tendo como referência teórica a doutrina freudiana e os comentários de alguns discípulos de Lacan. Nós esperamos que esta pesquisa possa mostrar de que modo o paciente psicótico, após a intervenção psicológica, torna- se menos resistente ao processo psicoterapêutico, que vai ajudá-lo a reconstruir seu mundo interior, em condições mais favoráveis, levando em consideração a melhora de seu sistema defensivo, de sua capacidade de relação com a realidade e também com as pessoas que formam seu mundo ambiente, com as quais tenta conviver
The objective of this research is to demonstrate that psychological intervention during the first psychotic crisis can sinificantly help the therapist in his clinical work. The Case Study, object of this research, entitled The Isadora Clinical Case, was inspired by our clinical psychotherapeutic work with a young patient. During this clinical psychoterapeutic process we discovered the importance of the psychological intervention, when the psychotic patient, in her first crisis, receives psychological help simultaneously with the psychiatric treatment. Utilizing the strategy of the psychological intervention right from the first psychotic crisis, it was possible to minimize its desasterous effects on the patients personality. The implementation of this research was possible due to the patient narratives during psychotherapeutic sessions, as well from everything she wrote about her dreams and her delirius. We collected the data that seemed most important and, from this clinical material, we proceeded with a psychoanalytic reading, using as theoretical reference Freuds doutrine and the comments of some of Lacans disciples. We hope that this research will show how the psychotic patient, after psychological intervention, becomes less resistent to the psychotherapeutic process, which will help to rebuild his inner world, in more favorable conditions, having improved his defense system, his capacity to relate to reality, and also, with the persons that form his surrouding world that he tries to live with