Dissertations / Theses on the topic 'Letter formation'

This dissertation presents a reconstruction of the canonical formation of the New Testament Catholic Epistle collection.  Following on similar studies of the origin of 2 Peter, it presents a new hypothesis regarding the provenance of the letter of James: the letter was written in the second century in the hopes that it might forge together a literarily coherent and theologically robust non-Pauline letter collection, a “Jerusalem Pillars” collection to balance the “Pauline”.  This hypothesis, which originated out of assumptions derived from the final shape and contents of the collection itself, is first shown to be plausible on historical grounds, and then “proved” by an intertextual reading that demonstrates the redactional strategy of the second century author.  Thus, chapter one offers an in-depth analysis of the formation of the Catholic Epistle collection, chapter two takes a closer look at the letter of James to establish a second century Sitz im Leben for the text, and chapter three focuses on an intertextual reading of the literary parallels between James, 1 Peter, 1 John, and the letters of Paul.  Along the way, it provides a credible explanation for many of the obscurities surrounding the letter of James, namely, its late canonicity, its parallels with other apostolic letters, and its notorious lack of Christology, and further, it offers new insights into the historical formation of the New Testament canon.

Objective: This study investigated the prevalence of cross lateral preference (CLP) amongst young children. This study also explored whether the use of educational technology and the use of specific software can assist young children in the development of early letter and number formation, especially those identified as displaying CLP. Method: The study included fifty children aged 4-5 years, divided into two groups; the experimental group and the control group. The lateral preferences of hand, foot, eye and ear of both groups were assessed through the use of individual performance based assessments. The experimental group had daily access to the software on an interactive table for a period of eight weeks whilst the control group had no access to the software. Results: The prevalence of CLP amongst fifty 4-5 year olds was found to be 100% when all four indices of hand, foot, eye and ear were considered. The results from the univariate ANOVA analysis showed a statistically significant result for the experimental group only in respect of letter formation. No statistical evidence was found to suggest a relationship exists between attainment and CLP. Conclusions: The prevalence of CLP amongst fifty 4-5 year olds is much higher than previously reported, especially when the four indices of hand, foot, eye and ear are considered. The use of the specific software on the interactive table was successful in assisting young children with early letter formation.

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The dynamics in U.S.-Turkey relations in both 1964 and 2003 continued to be between a large global power and a medium regional power in the framework of a global threat that required regional cooperation. In both cases the priority of the global power was the fight against the global threat and this created expectations from the medium power ally in the region, who -in both cases- had its own reservations about the issue, considering its own national interests. The analysis of the 1964 Crisis shows that both U.S. and Turkey would have five main sources of influence over their foreign policy decisions leading to disagreement in 1964: the dynamics in the U.S. Turkish relations as one between a global power and a regional partner; domestic concerns of both countries; unaligned goals of the two parties; the international circumstances; and the influence of signaling failures and previous interactions. When we analyze the 2003 Crisis in light of these findings we see that all the main issues seem to be consistently relevant, though their effects might have changed slightly. Overall, both cases reveal that the above-mentioned five factors determine the outcome of interactions between large global powers and medium powers in the region.
1st Lieutenant, Turkish Army

O avanço das tecnologias da informação e da comunicação e o processo de globalização suscitam uma reorganização nos espaços acadêmicos para atender às demandas de uma clientela que vivencia as possibilidades da cultura digital. Com esse pano de fundo e refletindo sobre a inserção do discente em um novo contexto de ensino, esta investigação objetivou a análise da relação entre letramento digital e a formação de discentes. Foi um estudo de abordagem exploratória, de cunho quantiqualitativo, realizado no período de 2008 a 2009, no âmbito do Curso de Letras da Universidade do Estado do Pará, no campus de Belém, Moju, Paragominas e Vigia. A produção dos dados incluiu a análise dos Projetos Políticos Pedagógicos das licenciaturas da instituição e os dizeres dos discentes por meio da aplicação de questionário, e teve como aporte teórico, as idéias de Pretto (2004), Tardif (2007, 2008), Moscovici (2007) e Jodelet (2001), entre outros. Participaram desse estudo 150 alunos do Curso de Letras, sendo 74 integrantes de turmas do 1° ano (ano letivo de 2008) e 76 prováveis concluintes de 2009. Os resultados permitiram caracterizar o perfil dos discentes e sua familiaridade com as tecnologias digitais, identificar as representações que constroem sobre algumas mídias e a visão que revelam sobre a relação entre o uso dessas tecnologias e a formação que recebem nesta IES. Eles também indicaram que embora a IES registre, nos documentos oficiais, a necessidade do domínio de tecnologias pelos alunos, ele não é priorizado no Curso sob análise, tanto que o panorama não é propício à disseminação do uso do computador como ferramenta para a aprendizagem de processos tecnológicos, pois é percebido apenas como instrumento facilitador das tarefas do cotidiano acadêmico. A pesquisa apontou a necessidade de ampla reflexão sobre concepções que embasam não só a construção do desenho curricular desta licenciatura, bem como princípios que norteiam práticas pedagógicas nesse processo de formação.
The advance of the information and communication technologies and the process of globalization provokes a reorganization in the academic spaces in order to deal with the demands of a group who experience the possibilities of digital culture. Concerning this background and reflecting about the insertion of the student in a new context of teaching, this investigation aimed to analyze the relation between digital literacy and students’ formation. It was a study of an exploratory approach, of a quantitative and qualitative type, carried out in the period of 2008 and 2009, related to the Letters Course of the Universidade do Estado do Para (UEPA), in the campi of Belem, Moju, Paragominas and Vigia. The data production included the analysis of the Pedagogical Projects of the undergraduate courses of the institution as well as the speeches of the students that answered a questionnaire, and it had as theoretical base the ideas of Pretto (2004), Tardif (2007, 2008), Moscovici (2007) and Jodelet (2001), among other authors. 150 students of the Letters Course took part of this study, 74 of them were in the first grade classes (school year of 2008) and 76 students were probably going to graduate in 2009. The results allowed to characterize the students’ profile and their familiarity with digital technologies, to identify the ideas they construct about some media and the opinion they reveal about the relation between the usage of these technologies and the formation they receive in this university. The students also indicated that although this institution records in its official documents the necessity of students being competent concerning the usage of these technologies, this is not a priority in the analyzed course, once they are only perceived as an instrument that facilitates the tasks of academic daily. The research pointed to the necessity of a wide reflection on conceptions that are the base of both the construction of this undergraduate course and the principles that guide the pedagogical practices in this formation process.

Le mémoire professionnel a été introduit en France comme outil de formation des enseignants en 1990-1991, lors de la création des IUFM (instituts universitaires de formation des maîtres). La recherche vise à élucider les fondements, la pertinence et les effets de cette réforme, à l'aide du cadre conceptuel offert par la méthode d’Edgar Morin. Le mémoire professionnel n'est pas étudié comme un objet isolé, simple reflet d'un parcours de formation mais dans ses interactions avec l'ensemble du système. Obligeant chacun à clarifier ses attentes, il offre, dans l'institution, un espace nouveau de dialogue et de discussion, source de conflits mais aussi de cohérence et de régulation. Le mémoire professionnel apparaît comme un moteur de changement qui instaure une dynamique positive. La direction des mémoires professionnels de lettres pose des problèmes particuliers. La recherche soulève la question de la médiation humaine complexe du professeur de lettres, indissociable de l’identité de la discipline. L'accent est mis sur les relations intersubjectives entre les élèves, les textes et le professeur. Les apports des théories de la réception et de la lecture aident à préciser la nature de la médiation enseignante dans la lecture littéraire. L'analyse porte aussi sur l'utilisation des manuels, piste de réflexion pour les mémoires professionnels. L'accent mis sur l’écriture subjective dans le mémoire professionnel tend à réhabiliter les sujets et la responsabilité pédagogique des choix didactiques. Ce nouvel outil de formation est bienvenu pour compenser la déshumanisation et la perte de sens actuellement constatées dans certaines pratiques de l'enseignement des lettres
When the Instituts Universitaires de Formation des Maîtres (University Institutes for Teacher Training) were created in 1990-1991, the professionnal dissertation was introduced in France as an instrument for training teachers. The present research has been conducted within the conceptual frame provided by Edgar Morin's method and its aim is to expound the grounds, relevance and effects of this reform. The professionnal dissertation is not brought here under survey as an isolated object but as interacting with the whole system. By compelling everyone to clarify their expectations, the professionnal dissertation opens up a new area for discussion and dialogue within the institution, bringing about conflicts but also consistency and regulation. As it seems, the professionnal dissertation initiates change and sets up a positive dynamics. Supervising professional dissertations in literature raises problems of its own. The present research brings up the question of the complex human mediation the literature teacher embodies, indissociable as it is from the identity of his discipline. Intersubjective relations between pupils, text and teachers are therefore emphasized. Theories of reception and of reading contribute to ascertain the nature of the didactic mediation. The analysis focuses also on the use of textbooks, a matter to be reflected upon in the professional dissertations. The emphasis laid on the subjective aspect of the writing process in the professional dissertation is consequential in rehabilitating the individuals and thier pedagogic responsibility for didactic choices. Such a new tool is a welcome counterbalance to the dehumanization and loss of meaning that certain literature teaching practices currently display

Contents: 1: Introduction and critical synthesis. 2: Tartan pimps: Gordon Brown, Margaret Thatcher and the new Scotland (Argyll Publishing, 2010). 3: Fickle man: Robert Burns in the 21st century (Sandstone Press, 2009). 4: The red cockatoo: James Kelman and the art of commitment (Sandstone Press, 2011). 5: Demolition proof: an art work at Glasgow Green station (New Glasgow Society, 2013).

This thesis seeks to take Dietrich Bonhoeffer’s prison experience seriously as a spiritually and theologically formative journey through liminal displacement. Using the anthropological theory of liminality as a lens for analysis, it offers a close reading of Bonhoeffer’s prison writings, examining the porous nature of the sociocultural and metaphorical boundaries of the prison space as expressed in notes, letters, essays, prayers, poetry, and theological letters. In doing so, the thesis suggests that Bonhoeffer’s dramatic transition into the prison space results in an “inbetween- ness” (Palmer et al. 2009) that suspends the prisoner “betwixt and between” (Turner 1967) light and dark, inside and outside, above and below, sacred and profane space, dislocation and located-ness, suffering and hope, life and death. Chronologically examining distinct phases of liminality – separation, transition, anticipation – the study shows a cumulatively transformative movement in which the prisoner is drawn ever more deeply into the reality of his own life, and an ever increasing relationality with others, with God, and with the suffering of those who inhabit the view from below. It is observed that by taking an active role in navigating liminality, Bonhoeffer encounters multiple turning points at the heart of betwixt space, which break up “default modes of perception,” (Wannenwetsch 2012) transforming the prison cell into a privileged place of insight that ultimately catalyses a transformative new vision of reality and the Christian life. Within liminality the borderlines and boundaries of the prison space remain just porous enough to create the possibility for alternative ways of viewing reality. Through theological, poetic, and polyphonic anticipation, Bonhoeffer risks imaginative resolve by reframing liminality as a Gethsemane-like displacement, stations on the way to freedom, and participation in the polyphonic nature of life. In it is concluded that Bonhoeffer’s prison experience represents a uniquely formative space in which he was drawn into participation in the life, sufferings, and death of Jesus Christ.

Il appartient au catholicisme de proposer des théologies éthiques qui interroge la justice de l'organisation des sociétés humaines. Il appartient à la culture politique des États-Unis de nourrir le débat public sur le vivre-ensemble selon les catégories d'une 'religion civile'. Longtemps exclus du débat politico-religieux américain, la communauté catholique aux États-Unis a développé certaines attitudes sur le rapport foi-citoyenneté dans l'isolement du ghetto. Tout récemment, depuis l'élection de John F. Kennedy et l'ouverture du concile Vatican II, les catholiques américains ont pris une place toujours plus importante dans les débats nationaux sur les questions morales et éthiques dans le domaine de la justice sociale. L'église catholique aux États-Unis est devenue une public church, dans laquelle les laïcs ainsi que le clergé ont trouvé une nouvelle identité ecclésiale et une nouvelle responsabilité publique. Pendant la crise économique des années 1980, la communauté catholique a rédigé la lettre pastorale justice économique pour tous par le moyen d'un débat public. La méthodologie de cette rédaction était révolutionnaire car elle a suscité la participation active des laïcs dans un jugement prudentiel politico-religieux de l'économie nationale. Au carrefour de la religion civile américaine et de la doctrine sociale catholique, le processus de rédaction 'en public' révèle un nouveau rôle pour la communauté catholique aux États-Unis, celui d'une conscience morale pour la nation. La présente thèse trace l'étonnant chemin historique qui a mené cette communauté toujours minoritaire à une telle responsabilité publique. Elle esquisse des modèles heuristiques afin d'expliquer des mentalités et des comportements des participants au débat. Elle souligne des possibilités et des défis, civiques et ecclésiaux, ainsi occasionnées. Finalement, elle identifie les enjeux pour l'avenir d'une telle ecclésialité catholique et américaine
Catholicism has long employed theological ethics to evaluate the justice of the organization of human societies. The political culture of the United States has traditionally nourished public debate concerning the social contract with challenges drawn from its 'civil religion'. Long excluded from the American politico-religious debate, the catholic community in the United States developed a number of attitudes around faith and citizenship in the isolation of the ghettos. Since the relatively recent election of john f. Kennedy and the opening of the second Vatican council, American Catholics have been gaining an ever more important voice in national debates over moral and ethical issues in the area of social justice. The catholic church of the United States has become a public church in which the laity and the clergy have discovered a new ecclesial identity and a new public responsibility. During the economic crisis of the 1980's, the catholic community drafted a pastoral letter entitled economic justice for all through the means of a public debate. The methodology of composition was revolutionary because it enabled the active participation of the laity in a politico-religious prudential judgment of the relative morality of the national economy. At the crossroads of American civil religion and catholic social doctrine, the process of writing 'in public' reveals a new role for the catholic community in the United States, that of moral conscience for the nation. Our study traces the surprising history of this still minority community to such a public responsibility; it sketches several heuristic models to explain the mentalities and the behavior of the debaters. It highlights the possibilities and the challenges, both civic and ecclesial, thus posed. Lastly, it identifies what is at stake for the future of this catholic and American way of being church

Texte remanié de: Thèse de doctorat--Histoire médiévale--Paris 10, 2005. Titre de soutenance : Les "Lettres" de Pierre de la Vigne : histoire sociale d'un style médiéval, XIIIe-XVe siècle.
Bibliogr. p. 899-930. Notes bibliogr. Index.

La tesi intende fornire un contributo agli studi sulle modalità di lettura e di analisi dei testi messe in atto dagli autori cristiani del secondo secolo, in costante confronto con le stesse pratiche applicate dai contemporanei rappresentanti delle élites intellettuali non cristiane. La testualità riveste un ruolo centrale nel processo di formazione di un’identità cristiana e nella costruzione di un discorso che ne sia espressione e legittimazione. Ci si propone, dunque, di approfondire se e quanto la definizione di una normatività testuale, specificamente cristiana, sia debitrice a un confronto che si svolge a livello della lettura come base per l’interpretazione di un testo. I passi selezionati seguono la scansione dei diversi momenti di analisi testuale propri della τέχνη γραμματική: i dibattiti in merito alle variae lectiones, agli errori grafici e alle interpolazioni volontarie dei copisti, l’uso della tropologia, le riflessioni sulla dispositio e sull’ordo verborum, lo studio degli etimi, le valutazioni morfologiche e sintattiche. Questo metodo favorisce un tentativo di campionatura dei testi volto a far emergere l’utilizzo delle modalità di lettura tradizionali nelle opere degli autori cristiani del secondo secolo.
This thesis aims at contributing to the studies on reading practices of text analysis applied in the second century by Christian authors, in comparison with the same tools used by contemporary non-Christian intellectuals. Textuality had a key role in the process of formation of Christian identity and construction of the discourse through which Christianism was expressed and legitimized. It is therefore important to examine how textual debates influenced the constitution of a normative canon of Scriptures. The selected passages are gathered according to the different steps of text analysis in ancient grammar: discussions on variae lectiones, graphic errors and voluntary interpolations made by copyists, the use of tropology, reflections on dispositio and ordo verborum, studies in etymology, morphological and syntactic analysis. This method fosters an attempt to textual sampling in order to identify the use of traditional reading practices in the works of second-century Christian authors.

Drawing on sociological conceptualisations of the formation of group identities, this study investigates the formation of a ‘French’ identity in the sixteenth, seventeenth and early eighteenth centuries. Whilst championing a symbiotic relationship between theoretical frameworks and the historical case study, I consider how a twin discourse of barbarity, both forged and recorded in the first French monolingual dictionaries, was invested in a social practice in order to form an elite and restricted intra-European ‘social identity’, which would later be rearticulated as a national identity at the end of the eighteenth century. My main thesis is that the methodisation of – what I typologise as – Gallocentric travel to distant extra-European lands and the accounts resulting from such travel was mirrored in the culture of travel to England and travel writing, itself a practice employed as a further vehicle in the assertion and consolidation of the language of ‘Frenchness’. To evidence this, I examine how the language of barbarism, first employed in the sixteenth century in relation to Eastern and Amerindian peoples, was reattributed to the lower English classes in the seventeenth century to construct a sense of superior ‘Frenchness’ within Europe and with it, a French ‘social identity’. In turn, I study how in the wake of the Glorious Revolution exponents of a counter-culture of anti-Gallocentric travel challenged this particularised narrative on ‘Englishness’ and looked to upturn the language of barbarity. Overall, my study drives towards putting forward a fresh analysis of Voltaire’s 1734 Lettres philosophiques. I argue for a new reading of this canonical text in light of my study of the language of ‘social identity’ and cultures of (anti-)Gallocentric travel and travel writing. In this, I suggest Voltaire’s ambivalence in the face of increasingly ‘enlightened’ thought.

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This dissertation makes an analysis of the impact of the formation of Portuguese Language teachers, graduates of the Full Modular Licentiate (LLP) in Letters at Goiás State University (UEG), on teaching practice in basic education. It consists of a qualitative research, along the lines of a case study, associated to life stories and content analysis. A documental analysis of the Pedagogical Policy Project of the LLP at the UEG Letters Course was undertaken and, in parallel, the professional practice of two female teachers of Contract II - 2001/2004, with more than twenty years of teaching experience, was observed in order to analyze the organization of the Course and identify the professional profile of these two teachers. In order to discuss the context of public policies in which this Program for Workers in Education arose, certain documents of the Ministry for Education and the National Council for Education (MEC/CNE) are used as a basis, as well as studies by theoreticians who take a critical stand such as, Azevedo (1997); Bianchetti (1997); Torres (1998); Faleiro and Toschi (2001); Pino (2003); Brzezinski (2003); Saviani (2006). Nóvoa (1995); Veiga (1996); Catani et al (2001); Bussmann and Abbud (2002); Chauí (2003) and Brzezinski, Carneiro and Brito (2005) are quoted as a basis for the discussion on the Goiás State University and the LLP Program. The Contract II (2001-2004) Letters Course is analyzed starting from the project itself and supported by formulations from Alarcão (1996); Garcia (1999); Tardif (2000); Libâneo (2002); and Brzezinski, Carneiro and Brito (2004). The results show that while the Contract II LPP/UEG Letters Course, on the one hand, contributed to lay teachers obtaining their desired professional qualification demanded by law, but on the other, its impact on the professional practice of these teachers was regarded as timid in basic education.
Esta dissertação contém uma análise do impacto da formação do professor de Língua Portuguesa, egresso do curso de Licenciatura Plena Parcelada em Letras/UEG, na prática docente de educação básica. É uma pesquisa qualitativa, na modalidade estudo de caso associado à história de vida e à análise de conteúdo. É feita uma análise documental do Projeto Pedagógico da LPP em Letras da UEG e, paralelamente, observada a prática escolar de duas professoras do Convênio II, 2001/2004, com mais de vinte anos de experiência docente, buscando verificar a organização do curso e identificar o perfil dessas profissionais. Com o intuito de discutir o contexto das políticas públicas em que surge o Programa de Universidade para os Trabalhadores da Educação, são tomados por base alguns Documentos do MEC/CNE e teóricos que problematizam a questão, como Azevedo (1997); Bianchetti (1997); Torres (1998); Faleiro e Toschi (2001); Pino (2003); Brzezinski (2003); Saviani (2006); entre outros. Nóvoa (1995); Veiga (1996); Catani et al (2001); Bussmann e Abbud (2002); Chauí (2003); e Brzezinski, Carneiro e Brito (2005) são citados para referendar a discussão sobre a Universidade Estadual de Goiás e o Programa da LPP. O Curso de Letras do Convênio II (2001-2004) é analisado a partir do próprio projeto e com apoio nas formulações de Alarcão (1996); Garcia (1999); Tardif (2000); Libâneo (2002); e Brzezinski, Carneiro e Brito (2004). Os resultados revelam que, por um lado, o curso de Letras do Convênio II LPP/UEG contribuiu para que os professores leigos obtivessem a qualificação profissional almejada e exigida pela atual legislação; mas que, por outro, apresentou um tímido impacto na atuação profissional desses professores, na Educação Básica.

Frederico José de Santa-Anna Nery, o barão de Santa-Anna Nery, nasceu em Belém do Pará no dia 28 de maio de 1848. Após seus 14 anos de idade, passou a viver na Europa, onde desenvolveu diversas atividades, destacando-se como jornalista. Tornou-se redator-chefe de diversos jornais e revistas em Paris onde fixou residência a partir de 1874 que tinham o intuito de divulgar o Brasil e, secundariamente, os demais países da chamada América Latina na Europa. Deste modo, esta tese se propõe a analisar a significação histórica da experiência de Santa-Anna Nery como propagandista do Brasil na Europa em fins do século XIX. Buscase, nesse contexto, compreender de que forma o personagem em foco atuou como agente ou reprodutor de uma ideia de Brasil na Europa. Para tanto, a análise de sua trajetória, de sua formação e de seus círculos sociais, que lhe auxiliaram em sua missão patriótica, se mostraram metodologicamente necessários. Ao viver e participar da transição entre o princípio da nacionalidade e da ideia nacional, Santa-Anna Nery representou esses intelectuais pequeno-burgueses que transformaram o patriotismo em nacionalismo quando forneceram à consciência nacional, encarnado na língua, na religião, no folclore, na raça, no território, os critérios da definição de nacionalidade. Auxiliando, e muito, na divulgação e consolidação da latinização da nação e do território brasileiro. Por fim, defende-se que o esquecimento deste autor por parte da historiografia brasileira republicana deve-se ao fato de ele ter tido estreitas relações tanto com a antiga monarquia, quanto com a Igreja Católica; além de seu suposto envolvimento com o chamado jacobinismo, durante o governo de Prudente de Moraes. A sondagem feita na vida e obra do autor pode contribuir para tirar uma espécie de véu do período que envolve o apagar do Império e o despertar da República no Brasil
Frederico José de Santa-Anna Nery, Baron of Santa-Anna Nery, was born in Belém (the capital of Brazilian state Pará) on May 28, 1848. At fourteen, he moved to Europe and then worked in several activities, succeeding as a journalist. Became editor-in-chief of a variety of newspapers and magazines in Paris where he settled since 1874 designed for promoting Brazil as well as the other countries of the so-called Latin America in Europe. So, this thesis aims to analyze the historical significance of the experience of Santa-Anna Nery as a propagandist of Brazil in Europe in the late nineteenth century. The quest, in this context, is to grasp how the concerned character acted as an agent or as a reproducer of a certain concept of Brazil in Europe. For this purpose, the analysis of his trajectory, his training and his coteries, that assisted him in his \"patriotic\" mission, proved to be necessary methodologically. Living and taking part of the transition between the \"principle of nationality\" and the \"national idea\", Santa-Anna Nery represented the \"petty-bourgeois intellectuals\" that turned \"patriotism\" into nationalism by providing to the \"national consciousness\" embodied in language, religion, folklore, race, territory the criteria of the definition of nationality. This process greatly helped the promotion and setting of the \"Latinization\" of the country and of the Brazilian territory. Lastly, it is argued that the neglect of this author by the Brazilian republican historiography is due to the fact he had close relations with both the old monarchy and the Catholic church, apart from his alleged implication with the so-called \"Jacobinism\" during the government of the president Prudente de Moraes. The survey conducted in the author\'s life and work can contribute to remove the veil of the period between the fading of the Empire and the awakening of the Republic in Brazil

Esta dissertação é um estudo sobre a influência exercida por Mário de Andrade na formação humana e no processo criativo do poeta Carlos Drummond de Andrade, a partir do encontro do mineiro com o movimento modernista brasileiro. Utilizando como corpus a correspondência trocada entre os dois poetas, durante o período de 1924 até 1945, incluída integralmente na obra Carlos & Mário (2002), buscamos apontar o movimento de doação compartilhada que ocorreu entre eles, a atuação recíproca na construção da amizade, tomando por base a premissa de que cartas são veículos de subjetividade, instrumentos que desencadeiam trocas, adesões e sociabilidades, e, quando trocadas entre escritores, deixam de ser simples relatos biográficos e extrapolam seus limites, passando a ser um objeto de investigação literária. Por vivenciarem o contexto revolucionário do movimento modernista, os dois artistas encontraram na escrita epistolográfica um espaço estratégico para o debate e a formulação de seus pensamentos e ideais. Nesse sentido, procuramos esclarecer a importância da formação estética de Mário no combate à resistência passadista drummondiana; o esforço do escritor paulista em apresentar, com a paciência didática de um professor-amigo, as ideias modernistas presentes em sua plataforma teórica, fontes inovadoras de ensinamentos poéticos; e a gradativa incorporação, pelo poeta mineiro, das lições do amigo Mário de Andrade, a tal ponto que os dois correspondentes passam a dialogar não mais como mestre e discípulo, mas como intelectuais e artistas de igual porte e autonomia de pensamento
This dissertation is a study about the influence wielded by Mário de Andrade in the human formation and in the creative process of the poet Carlos Drummond de Andrade, from the meeting between Minas Gerais author and the Brazilian modernist movement. Using as corpus the correspondence between the two poets, during the period of 1924 to 1945, included in the work Carlos & Mário (2002), we seek to show the shared donation movement that took place between them, the mutual acting in the construction of friendship, based on the premise that letters are ways of subjectivity, instruments that trigger changes, adhesion and sociability, and when exchanged between writers, they are no longer simple biographical accounts and exceed their limits, becoming an autonomous literary object. For experience the revolutionary context of the modernist movement, the two artists met in the letters writing a strategic space for debate and formulation of their thoughts and ideals. In this sense, we try to clarify the importance of the aesthetic formation of Mário in combating the drummondiana nostalgic resistance; the effort of the São Paulos writer in presenting, with the patience of a didactic teacher-friend, the modernist ideas present in his theoretical platform, innovative sources of poetic teachings; and the gradual incorporation of Mário de Andrades friends lessons by Drummond, to the point that the two corresponding start to dialogue not as master and disciple, but as intellectuals and artists of equal size and autonomy of thought

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Analysis continual education of pedagogical coordinators from Secretaria Municipal de Educação, São Luís - SEMED - in the period from 2002 to 2004, which had as its basic proposal, lettered situations. To carry on this research, as analysis indicators, there were representations of the involved subjects in the molding process. The representations were identified through memory formation, built up by pedagogical coordinators, selected randomly, for sample. Besides these representations, we tried to reveal the representations present in the texts published by SEMED and in the speech of subjects responsible for planning, implantation and evaluation of the continual development proposal. After the confrontations of the representations it s possible to identify some patterns that characterize and found the investigated continual education. To carry out this socio-pedagogical study we had as support Moscovici, Bourdieu, Piaget and Chartier in the international field and in the national field we had Pereira, Bianchetti, Magda Soares, Farias and Cardoso beyond the documents elaborated by the continual education. It was made a qualitative investigation and an observation study of case dialoguing to the relevant theoretical production to the elected categories.
Análise da formação continuada de coordenadoras e de coordenadores pedagógicos da Secretaria Municipal de Educação de São Luís-MA- SEMED - no período de 2002 a 2004, que tinha como proposta básica situações de letramento. Para a realização deste estudo foram utilizadas, como indicadores de análises, as representações de sujeitos envolvidos no processo formativo. As representações foram identificadas através de Memoriais de formação, construídos por coordenadoras e coordenadores pedagógicos, selecionados aleatoriamente, para amostra. Além destas representações, buscamos desvelar as representações presentes nos textos editados pela SEMED e nos discursos de sujeitos responsáveis pelo planejamento, implementação e avaliação da proposta de formação continuada. As representações, ao serem confrontadas, identificaram os possíveis paradigmas que caracterizam e fundamentam a formação continuada investigada. Neste estudo sócio-pedagógico contamos com o apoio de Moscovici, Bourdieu, Piaget e Chartier, no campo internacional e com Pereira, Bianchetti, Magda Soares, Farias e Cardoso, no campo nacional, ao lado da documentação produto da formação continuada. Nossa opção investigativa de abordagem qualitativa se processou como um estudo de caso de observação, dialogando com a produção teórica pertinente às categorias eleitas.

Cette recherche s'inscrit dans le contexte de la formation initiale des enseignants de français langue étrangère et s'intéresse à l'introduction des technologies de l'information et de la communication (TIC) dans les pratiques pédagogiques. Notre travail s'interroge sur les apports d'un dispositif de télécollaboration (SLIC – Second Life Interculturel) mettant en relation de futurs enseignants de Master FLE de l'université Blaise Pascal avec des apprenants de FLE de Carnegie Mellon University à Pittsburgh (États-Unis) autour de la réalisation de tâches collaboratives à visée interculturelle au sein du monde virtuel Second Life. Ce projet s'appuie sur deux dimensions de la formation des enseignants : la mise en situation et la réflexivité. L'objectif de cette thèse est de comprendre comment se construit la relation pédagogique entre futurs enseignants et apprenants de français langue étrangère lorsqu'ils sont amenés à travailler ensemble dans le cadre d'un dispositif de télécollaboration au sein d'un monde virtuel et que les étudiants français ont un rôle d'animateur. Cette recherche a deux visées : d'une part une visée descriptive en analysant les tâches, les interactions des participants et leurs verbalisations en vue de comprendre leurs comportements et les relations qu'ils tissent. D'autre part, cette recherche a une visée plus praxéologique dans le sens où les résultats nous permettent d'identifier des éléments de réflexion permettant d'améliorer la formation des enseignants de FLE aux TICE. Notre cadre théorique se situe dans le domaine de l'apprentissage des langues médiatisé par les technologies. Il relève de l'analyse des interactions et de la sociologie goffmanienne, et s'appuie essentiellement sur le modèle interactionniste de la relation interpersonnelle qui l'envisage selon deux dimensions : une dimension verticale qui concerne le système de places (hiérarchie vs. égalité) et une dimension horizontale (distance vs. proximité). Nous avons adopté une approche ethnographique. Les données recueillies ont été structurées sous forme de corpus d'apprentissage afin de les analyser en contexte. Dans une perspective inductive et émique, nous croisons différents types de données pour leur donner du sens et répondre à nos questions de recherche. Dans un premier temps, nous avons étudié le contexte du point de vue des caractéristiques des participants, de leurs attentes, du scénario pédagogique et de la manière dont les participants occupent l'espace interactionnel durant les séances dans le monde virtuel. Nous avons ensuite analysé le positionnement réciproque des participants dans leur manière de se présenter et avons croisé leurs différentes perceptions des rôles endossés par chacun. Enfin, nous avons examiné les décalages entre la prescription, la perception et la réalisation de deux tâches collaboratives. Notre recherche a permis de mettre en lumière la complexité de la construction de la relation pédagogique entre futurs enseignants et apprenants à travers l'étude de quelques observables permettant de reconstruire l'émergence et le développement de cette relation. Nous avons montré que les étudiants français tendent à créer un rapport hiérarchique avec les étudiants américains tout en essayant de développer une relation de proximité. Les apprenants américains acceptent la dimension hiérarchique mais tiennent à garder leurs distances. Ainsi, nous avons pu observer l'établissement d'un contrat didactique, proche de celui que l'on rencontre dans un contexte institutionnel où les rôles d'enseignant et d'apprenant sont fortement marqués
This research focuses on the integration of Information and Communication Technology (ICT) in the initial training of teachers of French as a Foreign Language and on pedagogical communication. Our work examines the contribution of a telecollaborative project (SLIC: Second Life Interculturel). This project involved students from Université Blaise Pascal (Clermont-Ferrand, France) enrolled in a Master's program in French language teaching using ICT and advanced-level undergraduate students of French from Carnegie Mellon University (Pittsburgh, United States). For all SLIC participants, the main objective was the development of intercultural communicative skills through collaborative tasks in the virtual world Second Life. This project was designed to take two important aspects of teacher training into consideration: active and reflexive learning.The aim of this thesis is to understand how students manage to develop pedagogical relationships online when involved in a telecollaborative project using a virtual world and how the teachers in training adopt the role of discussion leader. This study has two goals: firstly, a descriptive one, analyzing tasks and online interactions in order to better understand the actions of participants, as well as the relationships they build. Secondly, this thesis has a praxeological aim since the results allow us to identify some elements for reflection concerning the improvement of ICT integration in teacher training.The Computer-Assisted Language Learning domain provides the theoretical background for this thesis. The latter draws on theoretical foundations in interaction analysis and sociology. We use the interactionnist model of the interpersonal relationship considering two dimensions: a vertical dimension which concerns the rank system (hierarchy vs. equality) and a horizontal dimension (distance vs. closeness).We adopted an ethnographic approach. We collected and structured data into a LEarning and TEaching Corpus (LETEC) in order to analyze them in context. We crossed-analyzed different data types from the perspectives of the participants, adopting a "data first" procedure. First, we studied the context, looking at the students' characteristics, their expectations, the learning design and the way they occupied the interactional space during their working sessions in Second Life. Then, we analyzed their mutual positioning by examining the way in which the participants present themselves and the mutual perceptions they had of the role(s) played by each member of the group. Finally, we studied the gaps between prescription, perception and the realization of two collaborative tasks.Our research allowed us to highlight the complexity of the development of online pedagogical relationships between teachers in training and learners of French. We showed that the teachers in training tended to create a hierarchical relationship while trying to develop some closeness. The learners of French accepted the hierarchical dimension but kept their distances. Hence, we were able to identify the construction of a learning contract very close to what is usually observed in an institutional context in which the roles of the teacher and the student are heavily marked

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This work applies to the theme of teaching training in Language Teaching, more specifically it approaches the (inter)discourses about the teacher training of Portuguese Language in the BA Language Teaching (Portuguese) course, in the Federal University of Sergipe (UFS). Our main matter was to investigate which (inter)discourses the subjects-students concluding the BA in Language Teaching (Portuguese) at UFS dominate about the conceptions of the Portuguese language, speech, grammar and teaching by the end of their course. We assume the hypothesis that the subject-student concluding the BA in Language Teaching (Portuguese) has the unsystematic domain on the notions of key-concepts related to the Portuguese Language teaching. To achieve this purpose, we have constituted our analysis corpus of the following documents: the Pedagogical Project text (PP) of the BA in Language Teaching (Portuguese) at UFS; some disciplines syllabus consisting the course curricular structure; and texts of answers to questionnaires applied to the concluding students about the conceptions of the Portuguese language, speech, grammar and teaching. To proceed to the analyses, we have adopted the theoretical inputs of the French Analysis of Discourse (AD) (Foucault, Pêcheux, Orlandi, Possenti, Maingueneau). It is, at last, a qualitative research of theoretical-analytical character, with documental analysis and also the analysis of interviews held through the application of questionnaires to concluding students of the 2011.1/2 term. Our analysis found that the PP-UFS follows a guidance already preset by official documents and tries to follow an update line with the new theoretical tendencies of language sciences. Regarding conclusive subject students, we find that, in most cases, they hold no systematic field of conceptions of language, speech, grammar, teaching of Portuguese; "innovative theoretical proposals" of linguistics are revealed, in an unsystematic way in the speeches (as interdiscourses) that make up the discursive repertoire on the conceptions of the terms in question as a "tangle of linguistic theories" poorly understood; and also hold a Portuguese Language teaching concept that oscillates between the normative-grammatical speech of tradition and the speeches of "innovative linguistic theories." This attempt therefore to show in line with the discourse of "innovation", the speeches of the subjects students are affiliated to the theme of denial "partial" rules of grammar as Portuguese Language teaching object.
Ce travail aborde le sujet de la formation en Lettres, plus exactement, les discours des furturs enseignants de Langue Portugaise sur cette formation, pendant la Licence en Lettres Portugais, de l‟Université Fédérale de Sergipe (UFS). Ainsi, il est question de vérifier quels discours dominent les sujets-étudiants de cette licence sur les conceptions de langue, langage, grammaire e enseignement de Langue Portugaise, à la fin de cette formation supérieure. Notre hypothèse initiale est que ce sujet-étudiant a une maîtrise non systématique des notions de l‟enseignement de Langue Portugaise. Pour ce faire, nous avons constitué un corpus d‟analyse à partir des documents suivants: le texte du Projet Pédagogique (PP) de la Licence en Lettres Portugais de l‟UFS; le programme de certaines disciplines prévues dans la structure du cursus; et les textes des réponses aux sondages faits auprès des étudiants sur les conceptions de langue, langage, grammaire et enseignement de Langue Portugaise. Pour procéder aux analyses, nous avons adopté les apports théoriques de l‟Analyse du Discours (AD) française, à partir des contributions apportées par Foucault, Pêcheux, Orlandi, Possenti, Maingueneau. Il s‟agit donc d‟une recherche qualitative de nature théorique-analytique, avec l‟analyse de documents et des sondages realisés auprès des étudiants finissant la formation au deuxième semestre de 2011.1/2. Notre analyse a révélé que le PP-UFS suit une orientation déjà présélectionnée par des documents officiels et essaie de suivre une ligne de mise à jour avec les nouvelles tendances théoriques des sciences du langage. En ce qui concerne les étudiants soumis concluants, nous constatons que, dans la plupart des cas, ils ne détiennent aucun champ systématique des concepts de langue, la langue, la grammaire, enseignement du portugais; "propositions théoriques innovantes» de la linguistique sont révélés, de façon non systématique dans les discours (comme interdiscours) qui composent le répertoire discursif sur les conceptions des termes en question comme un «enchevêtrement de théories linguistiques" mal compris; et également détenir un enseignement concept de langue portugaise qui oscille entre le discours normatif et grammatical de la tradition et les discours des "théories linguistiques innovantes." Cette tentative donc à montrer en ligne avec le discours de l'innovation, les discours des sujets étudiants sont affiliés au thème du refus des règles "partiel" de la grammaire en langue portugaise objet d'enseignement.
Este trabalho se inscreve na temática da formação docente em Letras, mais especificamente aborda a formação docente dos futuros professores de Língua Portuguesa no curso Letras-português Licenciatura, da Universidade Federal de Sergipe (UFS), e teve como principal objetivo analisar os (inter)discursos que norteiam a formação docente pretendida para os sujeitos-alunos do referido curso. Partimos da hipótese de que o sujeito-aluno concludente do curso de Letras-português Licenciatura tem um domínio assistemático acerca de conceitos-chave relacionados ao ensino de Língua Portuguesa. Para atingir o nosso objetivo, os dados de nosso corpus foram gerados a partir da análise de documentos (o texto das Diretrizes Curriculares para os Cursos de Letras; o Projeto Pedagógico do curso Letras-português Licenciatura da UFS e de outras IES; as ementas de algumas disciplinas constantes da estrutura curricular do curso) e dos textos das respostas de questionários aplicados aos sujeitos-alunos concludentes dos períodos 2011.1/2. Trata-se, enfim, de uma pesquisa qualitativa de caráter teórico-analítico e, para proceder às análises, adotamos os aportes teóricos da Análise do Discurso (AD) francesa, a partir de autores como Foucault, Pêcheux, Orlandi, Possenti, Maingueneau. Nossas análises constataram que o PP-UFS segue uma orientação já pré-definida pelos documentos oficiais e procura seguir uma linha de atualização com as novas tendências teóricas das ciências da linguagem. Em relação aos sujeitos-alunos concludentes, constatamos que, em sua maioria, eles não detêm um domínio sistemático das concepções de língua, linguagem, gramática, ensino de Língua Portuguesa; as “propostas teóricas inovadoras” da Linguística se revelam, de forma assistemática nos discursos (como interdiscursos) que compõem o repertório discursivo sobre as concepções dos termos em questão, como um “emaranhado de teorias linguísticas” pouco compreendidas; e, ainda, detêm uma concepção de ensino de Língua Portuguesa que oscila entre o discurso normativo-gramatical da tradição e os discursos das “teorias linguísticas inovadoras”. Nessa tentativa, portanto, de se mostrar em consonância com o discurso da “inovação”, os discursos dos sujeitos-alunos se filiam ao tema da negação “parcial” da gramática normativa como objeto de ensino de Língua Portuguesa.

The study examined the relationship between reversals and several factors in 141 Grade 2 mainstream learners from average classes in Department of Education schools. The sample consisted of 77 female learners and 64 male learners. 55 of the 141 learners were older than 8 years and 131 of the 141 learners were right-handed.The study made use of correlational research where two or more variables are compared by measuring differences and looking for a relationship. Incorrect letter formation, gender and reversals in reading showed a statically significant difference between the group who had reversals compared to the group that did not have reversals in the class program that was used to identify learners with reversals. Furthermore the data collected only on the learners with reversals showed a mean scaled that was below average for position in space, figure ground and visual closure as well as for the motor-reduced quotient of the Developmental Test of Visual Perception -2. This group also displayed a high percentage of learners with difficulty with directionality as well as with crossing their midline. The results of the study were limited by the research design, as well as the lack of standardized tests available to test some aspects. Difficulty in gaining permission from parents to include learners in the study was also experienced which limited the final sample size. Further studies focussing on the treatment of the factors that showed a statistically significant relationship with reversals was recommended as well as placing more emphasis correct letter formation when teaching handwriting and publishing the results of this study in a journal accessible to educators and therapists was recommended. Copyright
Dissertation (MOccTher)--University of Pretoria, 2009.
Occupational Therapy
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