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Birkner, Nicola. "AIDS narratives : die literarische Imagination von Krankheit /." Münster : LIT, 2006. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=015025905&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA.
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Bartee, Seth James. "Imagination Movers: The Creation of Conservative Counter-Narratives in Reaction to Consensus Liberalism." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/73149.
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The purpose of this study was to explore what exactly bound post-Second World War American conservatives together. Since modern conservatism's recent birth in the United States in the last half century or more, many historians have claimed that both anti-communism and capitalism kept conservatives working in cooperation. My contention was that the intellectual founder of postwar conservatism, Russell Kirk, made imagination, and not anti-communism or capitalism, the thrust behind that movement in his seminal work The Conservative Mind.
In The Conservative Mind, published in 1953, Russell Kirk created a conservative genealogy that began with English parliamentarian Edmund Burke. Using Burke and his dislike for the modern revolutionary spirit, Kirk uncovered a supposedly conservative seed that began in late eighteenth-century England, and traced it through various interlocutors into the United States that culminated in the writings of American expatriate poet T.S. Eliot. What Kirk really did was to create a counter-narrative to the American liberal tradition that usually began with the French Revolution and revolutionary figures such as English-American revolutionary Thomas Paine.
One of my goals was to demystify the fusionist thesis, which states that conservatism is a monolithic entity of shared qualities. I demonstrated that major differences existed from conservatism's postwar origins in 1953. I do this by using the concept of textual communities. A textual community is a group of people led by a privileged interpreter—someone such as Russell Kirk—who translates a text, for example Burke's Reflections on the Revolution in France, for followers. What happens in a textual community is that the privileged interpreter explains to followers how to read a text and then forms boundaries around a particular rendering of a book. I argue that conservatism was full of these textual communities and privileged interpreters. Therefore, in consecutive chapters, I look at the careers of Russell Kirk, John Lukacs, Christopher Lasch, and Paul Gottfried to demonstrate how this concept fleshed out from 1953 and well into the first decade of the new millennium.Ph. D.
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Hinrichsen, Bonnie Lee. "Narratives and imagination| The potential to unleash critical reflection skills in demonstration of transformation." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3645822.
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The purpose of this case study was to qualitatively examine how narratives and imagination can be a source of transformative learning within adult Christian education. Participants in the study met the following criteria: (a) over the age of 25 and involved with normal life requirements; (b) capable of critical, reflective and problem solving thinking skills; and (c) currently involved with Christian education in their local United Methodist Church. Data were collected through both a pre- and post-interview, observations made during an eight week class, and through completed assignments. The results of this study indicated that an adult Christian education program that incorporated narrative, imagination, and critical reflection as teaching tools could impact the students in their spiritual transformation and assist them in implementing their faith into their everyday living. This study also confirms the complexity of the praxis aspect of transformative learning, and introduces the educator to myriad variables that pertain to adults and their ability to engage in transformative learning activities.
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Cassia, Antonella. "Saudi Arabia in the German-Speaking Imagination: Identity, Space and Representation." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612850.
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This research aims to explore how representations of Saudi Arabia in German travel literature, pilgrimage accounts and online media have transformed the Saudi Arabian space and its place in the European imagination. German travelers, pilgrims, and expatriates enter the foreign Saudi Arabian space, and decipher it in their narratives. The diachronic analysis of several representative texts by German authors from the 18th and 19th centuries narrating their journey to what is today known as Saudi Arabia, shows that the images conveyed in their writings should be conceived in a multidimensional way beyond the lens of historical analysis, taking into account notions of gender, personal motivations, nationality and religion. Analysis of pilgrimage accounts by German converts from the 20th and 21st century reveals an unreflected representation of Western societies and German people in the Middle East. These narratives play a fundamental role in building a bridge connecting Muslim immigrants living in the diaspora with German converts. However, to quote Marcia Hermansen (1999) "even though Western Muslim narrators avoid the excesses of their Christian precursors, they are not completely free from a colonial gaze and "Orientalist" attitudes": in their narratives both the desert and the Bedouins become an imagined and fictionalized trope. In the last part of my dissertation I explore the blogosphere produced by German expatriates living in Saudi Arabia, arguing that expatriate blogs have become a space for cultural representation and othering, that share similarities with the genre of travel writing.
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Boum, Aomar. "Muslims Remember Jews in Southern Morocco: Social Memories, Dialogic Narratives, and the Collective Imagination of Jewishness." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/195035.
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There are two temporally differentiated sources of information about Jews, no longer present in southern rural Moroccan communities, and the question is: which factor is paramount in the formation of memory? Is it the long-circulated narratives of shared life experiences between Muslims and Jews? Or do actual current events in the Middle East have greater weight in forming opinions, attitudes, and ideology about Jews and their relationship to Muslims?This dissertation examines the memories formed by successive Muslim generations about their former Jewish neighbors in southwestern Morocco. I am interested in how social memories of Muslims about erstwhile local Jews are generated, maintained, and reproduced through oral testimonies, personal narratives, images, urban sites, family manuscripts, personal experiences, and media. I interviewed four cohorts of great-grandparents, grandparents, parents, and young adults who allowed me to record their personal narratives, family and village stories, jokes and sayings in the spring, summer, and fall of 2004.Drawing on sources as diverse as personal narratives, family manuscripts, archeological evidence, Islamic legal manuscripts, media, and textbooks, I use a generationally stratified sample to understand how four age cohorts (all from the same region and whose life experiences correspond to specific historical events) think of, understand, and represent Jews. Using Labovian apparent-time sampling methodology, I argue that there is a strong correlation between the historical and ideological period and the attitudes of the cohorts about Jews. My data show that the fracturing of the traditional indigenous model of knowledge transmission has led to the emergence of new convoluted discourse about Jews. The young generation's knowledge about Jews is partly appropriated from Western and Christian anti-Semitic discourse before being "Islamized."
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Paris, Aline M.-J. "Women in the synoptic Gospels applying a hermeneutic of imagination to the healing and passion narratives /." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.
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Manalvo, José Carlos de Oliveira. "Narrativa e analogias na arquitectura." Doctoral thesis, Universidade de Lisboa. Faculdade de Arquitetura, 2016. http://hdl.handle.net/10400.5/13734.
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Bell, Nathan M. "Hermeneutic Environmental Philosophy: Identity, Action, and the Imagination." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1752374/.
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One of the major themes in environmental philosophy in the twenty-first century has broadly focused on how we experience and value the natural world. Along those lines, the driving question I take up in this project is if our ordinary experiences are seen as interpretations, what is the significance of this for our moral claims about the environment? Drawing on the hermeneutic philosophies of Hans Georg-Gadamer and Paul Ricoeur, I examine environmental interpretation as it relates particularly to identity, meaningful action, and the mediating function of the imagination. These three interconnected aspects show both our capability for new understandings related to the natural world, as well as problem of conflicting, yet equally valid, views on environmental value. To explore this tension further I consider the relevance of hermeneutic conceptions of truth and translation for environmental ethics. A hermeneutic notion of truth highlights the difficulties in making strong normative claims about the environment, while a hermeneutic view of translation is helpful in thinking about the otherness of nature and what this means for ecological values. In this project I am particularly interested in the conflict of environmental interpretation and the implications that a hermeneutic frame has for the limits of environmental understanding and value. I argue that hermeneutics and narrative theory shows that we can argue for direct moral consideration of ecological others or the natural world only as merely possible interpretations among others.
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Öhman, Niklas. "Med läsaren i centrum : Rosenblatts reader-responseteori som "narrative imagination"?" Thesis, Södertörns högskola, Lärarutbildningen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-26035.
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In this thesis – concerning didactics of literature – I perform a reading and theoretical analysis of two pivotal works within reader-response theory, more precisely: Literature as Exploration (1938) and The Reader, the Text, the Poem – The Transactional Theory of the Literary Work (1978), both written by Louise M. Rosenblatt. The object of this analysis is to examine whether Rosenblatts’ theory and methodology can be used to accomplish understanding for ”the other”, what Martha C. Nussbaum have called ”narrative imagination”. For a theoretical basis I use postcolonial theory, implicating a poststructuralistic och constructivistic understanding of language and linguistics. The reader-oriented theory and methodology of Rosenblatt – what she calls an aesthetic transaction, or a ”total situation” – has been discussed as problematic in relation to ”narrative imagination” mainly because reader has to be understood as centered, i.e. to be able to understand why a reader performs a specific reading Rosenblatt focus is fixed on the reader her-/himself, ignoring the linguistic, social and discursive context surrounding her/him. I have, with reference to postcolonial theory made the argument that teaching literature must be understood as a discursive practice in which context and discourse limits and influences the readers’ perception and appreciation, and thereby found Rosenblatts method restricted and unsatisfactory. Finally I have, in the light of the results above, proposed a postcolonial version of ”narrative imagination” in which ambitions to understand ”the other” is not formulated in terms of personal, empathic and cosmopolitic cultivation, but rather a reflective practice in which the limitations and principles of discourse is taken into account. A certain attitude or a certain reading must be recognized as a concretion of an institutional (social and linguistic) order of thought. This is a theoretical aspect that needs to be considered in future research, as well as in the classroom.
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Berrada, Fakhereddine. "The other Pynchon : narrative strategies and Thomas Pynchon's postcolonial imagination." Thesis, Cardiff University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399205.
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Chin, Gregory R. "The World-Pole: A Journey into the Imagination of a Discoverer." Thesis, Virginia Tech, 2016. http://hdl.handle.net/10919/73159.
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This thesis is an investigation of a tower known only from the ancient works of a discoverer. The discoverer, who holds witness to the wondrous composition of the monument, documents the tower through illustrative and literary terms as a record of the findings for the reader.Master of Architecture
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Zimmerman, Richard Prang. "The fiction that helps us to live." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.
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Rossi, Túlio Cunha. "Projetando a subjetividade: a construção social do amor a partir do cinema." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/8/8132/tde-26062013-093448/.
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Este trabalho investiga discursos e modelos de amor romântico construídos em filmes do cinema hollywoodiano, especialmente nas décadas de 1990 e 2000. Debate-se o papel do cinema na constituição de referências sobre a idealização e a experiência de relacionamentos amorosos e como esse contribui para reproduzir crenças e valores morais a respeito do amor que são pertinentes à modernidade e suas especificidades sociais, culturais e históricas. Nisso, observam-se no período analisado citações constantes de produções de outras épocas, indicando, especialmente em um contexto de grande presença de mídias audiovisuais na vida cotidiana, que o próprio cinema se utiliza como referência ao tratar do tema amor e reproduz isso como algo corriqueiro e culturalmente estabelecido.This research investigates the discourses and models of romantic love constructed in Hollywood movies, more specifically in the 90s and 2000s. One argue the role of cinema in constituting references about the idealization and experience of love relationships and how this cinema contributes on reproducing beliefs and moral values about love that are pertinent to modernity and its social, cultural and historical specificities. Thus, in the analysed period, it could be observed constant quotations of films from other times, suggesting, especially in a context of great presence of audiovisual medias in everyday life, that cinema uses itself as reference when it comes about love and reproduces it as a commonplace, culturally established.
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Marpeau, Elsa. "Les narrations dramatiques : imagination et mondes possibles de la comédie (1629-1663)." Paris 10, 2003. http://www.theses.fr/2003PA100114.
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Le récit dans la comédie des années 1630-1660 se présente comme une fonction exploratoire. D'abord, les narrations explorent les limites des interdits posés par les poétiques du XVIIe siècle, en contournant les impératifs d'unification, de bienséance et de vraisemblance. En contournant ainsi les règles, elles introduisent une discontinuité de la réception. Elles explorent en effet les frontières de l'intrigue scénique, en donnant à imaginer d'autres histoires ou d'autres personnages possibles, qui concurrencent la fin traditionnelle de la comédie. Par là, elles explorent également les frontières mêmes du genre, en introduisant des séquences génériquement hétérogènes à la comédie. Ainsi compensent-elles le relatif silence théorique, en confrontant au sein même du texte dramatique une intrigue visible comique avec des épisodes narratifs tragiques, romanesques ou épiques. Les récits offrent donc à la comédie une esthétique du contrepoint (théorique, dramaturgique, générique)The narrative in the comédies during the period 1630-1660 has an exploratory function. First of all, the narratives explore the limits set by the poetics of the XVIIe century, by circumventing the impératives of unification, rules of etiquette and of plausibility. By going around the rules in this way. They introduce a discontinuity in perception. They explore the boundaries of stage intrigue, by offering the possibility of other stories or characters, that compete with the traditional endings in comedies. Through this, they equally explore the very limits of the genre by inserting sequences that are generically heterogeneous to comedies. In this manner, they compensate for the theoretical silence by confronting within the drama itself a visible comic intrigue with tragic, romanesque or epic narrative episodes. Therefore, these narratives endow the comedies with the aesthetics of the counterpoint (theoretical, dramatic, generic)
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Rasongles, Marie. "L'artifice de l'écrivain" : représentation et imaginaire dans les fictions narratives de Théophile Gautier." Thesis, Université de Lorraine, 2014. http://www.theses.fr/2014LORR0279/document.
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Partant du constat commun des critiques qui, depuis les témoignages contemporains de l’auteur jusqu’à aujourd’hui, voient dans l’écriture gautierienne le moyen de réaliser des « tableaux à la plume », s’est posée la question des spécificités respectives de chacune des disciplines artistiques. Si Gautier ne définit pas explicitement ce qu’il entend par « l’artifice de l’écrivain », il fait néanmoins ce dernier expressément inférieur à celui du peintre. Face à la production picturale, comme expression patente et instantanée de la beauté, il déplore l’entreprise littéraire qui, pour convertir le verbal en visuel, postule un développement successif là où les arts figuratifs spéculent sur le simultané. De fait le temps, picturalement figé, participe en revanche de l’acte même d’écriture ; c’est donc précisément ce dernier qu’il faut à toute force terrasser, pour que se révèle, comme seul dessein de l’artiste, la recherche et le désir du beau éternel et général. Au-delà de ces considérations, le recoupement de ces deux motifs —de la peinture, comme représentation formelle ; de l’écriture, comme représentation imaginaire— permet d’envisager l’œuvre narrative comme le défi lancé par un rapin contrarié, persuadé que le pinceau, exprimant visuellement ce que l’écriture ne peut convoiter que par le truchement de l’imaginaire, serait un artifice a priori plus pertinent que la plume. Quand le premier suspend le processus entropique qui galvaude la beauté, la seconde repose sur une dynamique qui, faute d’arrêter le temps, va s’efforcer de l’étirer pour en euphémiser les incidences. À la statique picturale, l’écriture vient objecter sa mécanique narrative ; laquelle, sans prétendre immobiliser un temps auquel elle est intrinsèquement soumise, exploite au contraire ce ressort pour perpétuer artificiellement la beauté et le désir qui en procèdeFrom accounts given in the time of the author to those collected nowadays, critics have always seen in Gautier's writing the means to create “tableaux à la plume”. The question of the specificities of each and every artistic form thus arises from this remark. Even though Théophile Gautier does not overtly explain what he means by “l'artifice de l'écrivain”, he nevertheless makes it explicitly appear as inferior to the painter's device. Since the expression of Beauty by figurative arts is obvious and immediate, Gautier deplores the fact that literature, on the other hand, demands a process that unfolds in time in order to turn a word into an image. Indeed, time is fixed by the painting while it is part of the very dynamics of literature. Time must then be annihilated in order for the artist's only purpose to affirm itself as the quest for and desire of eternal and general Beauty.Beyond those considerations, the intersection between painting -as a formal representation- and writing -as imaginary representation- allows one to consider the narrative work as a challenge that a frustrated novice painter set for himself. The paintbrush can express visually what writing can only claim through the means of imagination, which leads Gautier to believe the paintbrush to be a more relevant device than the pen a priori. Whereas the brush suspenses the entropic process that necessarily tarnishes Beauty, the pen not only proves incapable of stopping time but even attempts to stretch it in order to euphemize its incidents. Therefore, the pictorial statics opposes the narrative mechanics. Without claiming to stop the time to which it is intrinsically subdued, writing rather uses this competence to immortalize in an artificial way both Beauty and the desire that precedes it
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Gurgel, Ivã. "Elementos de uma poética da ciência: fundamentos teóricos e implicações para o ensino de ciências." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-09092010-105921/.
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O objetivo central desta tese é discutir o papel das narrativas no pensamento científico e no ensino de ciências. Partimos de uma revisão histórica das pesquisas em ensino-aprendizagem para mostrar que a dimensão epistemológica do processo de construção do conhecimento se enfraquece em detrimento à compreensão mais profunda dos aspectos semióticos e discursivos das interações em sala de aula. Em seguida, discutimos as atuais pesquisas em argumentação e questionamos se os modelos adotados são suficientes para apreender todas as formas de pensar legítimas da ciência. Principalmente problematizaremos a possibilidade de novos modos de argumentar aparecerem quando enfrentamos situações que envolvem a presença de uma novidade. Para responder esta questão inserimos nosso estudo em um campo de reflexões que pode ser denominado poética da ciência. Na contiuidade tomamos textos originais como fonte de investigação para a compreensão da formação discursiva da ciência. Discutimos os textos O Mensageiro das Estrelas, de Galileu, Experiências Relativas ao Efeito do Conflito Elétrico sobre a Agulha Imantada, de Oersted, e Sobre as Atrações Mútuas entre Condutores Elétricos, de Ampère. Com a análise destes textos, verificamos que o padrão de argumentação se caracteriza linguisticamente como uma narrativa. Tomando em conta esse caráter da ciência, questiona-se qual é o papel das narrativas no pensamento humano. Retomamos os trabalhos de Vigotski e Bruner para caracterizar a narrativa como um modo de organização do real. Essas considerações nos levam a pensar em como isso pode afetar o cotidiano escolar. Nossas reflexões nos indicam que as atividades escritas podem ser fundamentais para a elaboração do pensamento em uma atividade que envolva a imaginação. Na última etapa o estudo se volta a uma escola onde foi realizado um conjunto de atividades de ensino-aprendizagem que envolviam a produção escrita. Dois tipos de gênero textual foram trabalhados, narrativas e cartas. Ao final analisamos as condições de produção de narrativas científicas pelos alunos e discutimos seu papel na aprendizagem de ciências.The objective of this thesis is to discuss the role of narrative in scientific thought and science education. We start from a historical review of research on teaching and learning to show that the epistemological dimension of the construction of knowledge rather than weakens the deeper understanding of the semiotic and discursive aspects of the interactions in the classroom. Then we discuss the current research on argumentation and questioning whether the models adopted are sufficient to capture all legitimate ways of thinking of science. Mainly questioning the possibility of new modes of reasoning appear when we face situations that involve the presence of a novelty. To answer this question we insert our study in a field of reflections that can be called poetic science. In contiuidade take original texts as a source of research for understanding the discursive formation of science. We discuss the texts of the Messenger of Stars, Galileo, Experiments on the Effect of conflict on the Electric Needle magnet of Oersted and Attractions On the mutual between conductors Electrical, Ampère. By analyzing these texts, we find that the standard of argumentation is characterized linguistically as a narrative. Taking into account the nature of science, wonders what is the role of narrative in human thought. We resume the work of Vygotsky and Bruner to characterize the narrative as a way of organizing reality. These considerations lead us to think about how this may affect the school routine. Our reflections on the writings indicate that the activities may be critical to the development of thought in an activity that involves the imagination. In the last step the study turns to a school where we performed a set of teaching-learning activities that involved writing production. Two types of genre were worked, narratives and letters. At the end we analyze the conditions of production of scientific narratives by students and discussed its role in learning science.
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Faggionato, Monica. "La rappresentazione umoristica della società italiana nella narrativa di Stefano Benni." Thesis, Université Côte d'Azur (ComUE), 2016. http://www.theses.fr/2016AZUR2035/document.
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L’étude des romans et des recueils de récits publiés par Stefano Benni entre 1976 et 2009 a pour but d’illustrer la poétique de cet écrivain à travers l’analyse des éléments thématiques, stylistiques et philosophiques qui la composent. Dans la première partie les thèmes déclinent la valeur de la narration orale et des lieux de socialisation, l’exploration de mondes imaginaires et de leur richesses, la solitude de l’individu, l’enfance avec sa capacité d’imagination et la vieillesse avec sa capacité de mémoire. Le repérage thématique effectué dans la première partie a montré que la production de Benni n’est conçue qu’à l’intérieur du contexte social contemporain, qui est à l’origine d’un travail autour de la parole et de sa signification. Cette partie de la recherche a été indispensable pour identifier les étapes motivationnelles qui déclenchent chez Benni la naissance du texte. L’identification du pouvoir cognitif que Benni reconnaît à la littérature a conduit à étudier, dans la troisième partie, l’arrière-plan philosophique dont s’inspirent la poétique et la vision du monde de Benni. Le processus de la création littéraire chez Benni part de l’observation du réel pour ensuite migrer vers une transfiguration humoristique en laquelle l’écrivain transpose aussi la tension qui s’engendre entre le sentiment individuel conditionné par les faits et la description représentative des faits mêmes. L’écrivain humoriste active ainsi des mécanismes de prise de conscience, de fraternité dans l’angoisse, de confiance dans le changementThis study of the narrative works by Stefano Benni published between 1976 and 2009 aims to illustrate his poetic style through the analysis of its thematic, stylistic and philosophic elements. Themes have been identified to reflect Benni’s values: the importance of oral communication and socialization, the power of imagination to explore new worlds and new solutions, the importance of human diversity in the contemporary society, childhood with its visionary capacity and old age with its memory. Benni’s body of work exists within a contemporary social context. To the reader this is evident on every page due to his careful choice of words and rhythm. All forms of his humor are examined in order to recognize it as the most representative language for the contemporary complexity. This part of the research was essential to identify the motivation behind Benni’s writings. The cognitive power associated with his literature led us to study Benni’s philosophic background and his vision of the world in the third section. The literary process enables the writer to juxtapose the tensions that exist between individual feelings and emotions with the events surrounding a given situation. In this way humor and imagination stimulate empathy, awareness and a faith in change
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Watson, Kelly Lea. "“I Laid my Hands on a Gorgeous Cannibal Woman”: Anthropophagy in the Imperial Imagination, 1492 – 1763." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1277083981.
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Mrovlje, Maša. "Judging for the world : philosophies of existence, narrative imagination, and the ambiguity of political judgement." Thesis, University of St Andrews, 2015. http://hdl.handle.net/10023/7450.
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The thesis inquires into the theme of political judgement and aims to rethink it from the perspective of twentieth-century philosophies of existence. It seeks to take up the contemporary challenge of political judgement that remains inadequately addressed within recent theorizing: how, given the modern breakdown of metaphysical absolutes, to reinvigorate the human capacity for political judgement as a practical activity able to confront the ambiguous, plural and complex character of our postfoundational world. Against this background, the thesis aspires to reclaim the distinctly historical orientation of twentieth-century existentialism, in particular the work of Jean-Paul Sartre, Simone de Beauvoir, Albert Camus and Hannah Arendt. It draws on their aesthetic sensibility to resuscitate the human judging ability in its worldly ambiguity and point towards an account of political judgement capable of facing up to the challenges of our plural and uncertain political reality. Retrieving their vigilant assumption of the situated, worldly condition of human political existence and the attendant perplexity of judging politically, the aim of the thesis is to suggest how the existentialists' insights can be brought to bear on contemporary problematics of political judgement that seem to elude the grasp of abstract standards and predetermined yardsticks.
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Poligicchio, Andréa Gonçalves. "Teatro: materialização da narrativa matemática." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-23042012-152833/.
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Constantemente questionado, o ensino de Matemática tem sido objeto de estudo e não faltam propostas para sugerir modificações no currículo, na metodologia, nos recursos e abordagens vigentes. É comum constatarmos dificuldades de aprendizagem relacionadas ao grau de abstração inerente à linguagem matemática. Partindo do referencial teórico estabelecido, fizemos um estudo acerca das principais competências que a Educação Básica pretende desenvolver em seus alunos, uma vez que a função principal da educação é a formação pessoal. O ENEM (Exame Nacional para o Ensino Médio) pretende avaliar o desenvolvimento de cinco competências básicas, sendo elas: expressão em diferentes linguagens, compreensão de textos e fenômenos, capacidade de argumentação ou análise, capacidade de decisão ou de síntese e capacidade de contextuação. Machado (2009) propõe o desenvolvimento da capacidade de imaginação, ou seja, da extrapolação de contextos, complementar à capacidade de contextuação, pois, segundo o autor, precisamos lidar com problemas de nossa realidade e igualmente saber resolvê-los. As abstrações matemáticas residem especialmente no polo das extrapolações, ou da imaginação. E, nesse aspecto, verificamos que há uma relação natural entre a Matemática e os contos de fadas, como também entre a Matemática e o Teatro, este último diretamente relacionado à imaginação vivida pelos atores na representação de personagens em histórias fictícias. Se, tanto o Teatro como a Matemática auxiliam no desenvolvimento da competência de abstração, nosso trabalho de pesquisa foi o de investigar a natureza e a estrutura de ambos, para estabelecer entre eles uma produtiva articulação. Neste estudo percebemos que o Teatro, originário da Grécia Antiga, surge ao lado da consciência de que todos nós representamos papéis no decorrer de nossas vidas: somos filhos, pais, funcionários, empregadores, clientes, vizinhos, religiosos, partidários etc. É própria da condição humana a necessidade da fuga (ultrapassagem) da realidade por meio das abstrações e o Teatro foi uma solução encontrada para superar o mundo das circunstâncias determinadas. O trabalho com peças teatrais nas escolas favorece o desenvolvimento da competência de abstração tão necessária à apropriação da linguagem matemática. Há também afinidade estrutural entre o Teatro e a Matemática, já que ambos possuem coerência lógica na narrativa e no desenvolvimento do algoritmo, respectivamente, que conduzem à moral da história e às resoluções de problemas, concomitantemente. Concordamos com Ortega y Gasset (2007) quando considera que o Teatro é metáfora corporificada, pois materializa as abstrações inerentes à representação teatral. Em consequência disso, acreditamos que o Teatro é uma possibilidade de materialização dos conceitos e narrativas nas aulas de Matemática.Often questioned, the teaching of Mathematics has been studied and lots of proposals are given to suggest changes in curriculum, methodology, resources and current approaches. It is common to find learning difficulties related to the level of abstraction inherent in the mathematical language. Based on the theoretical framework established, we studied of the main competence that basic education intends to develop on students. ENEM (Exame Nacional para o Ensino Médio) intends to evaluate the development of five basic competences, which are: expression in different languages, understanding texts and phenomena, the capacity for reasoning and analysis, decision making ability or capacity of synthesis and contextualization. Machado (2009) proposes the development the capacity for imagination, that is to look beyond contexts, ability which in an additional because, according to the author, we must deal with problems of our reality and also know how to solve them. The mathematical abstractions reside especially in the center of extrapolation or imagination. In this respect we find that there is a natural connection between Mathematics and fairytales, but also between Mathematics and Theater, and Theater is related to the imagination experienced by actors in the representation of characters in fictional stories. If both the Theater and Mathematics help in the development of the mathematical abstraction competence, our research was to investigate the nature and structure of both to establish a productive articulation between them. In this research we realized that the Theater, originating in ancient Greece appears next to the consciousness that, as individuals we represent different roles throughout our lives, either as children, parents, employees, employers, customers, neighbors, religious, partisans etc. It is proper to the human condition the need of escaping (overrunning) of reality by means of abstractions and the Theater was a solution found to overcome the world of certain circumstances. The project of Theater in schools encourages the development of competence required for abstraction as the appropriation of the mathematics language. There is also structural affinity between the Theater and mathematics, as both have logical coherence in the narrative and the development of the algorithm, respectively, leading the moral and problems resolution simultaneously. We agree with Ortega y Gasset (2007) when he considers that the Theater is an embodied metaphor, materialized as the abstractions inherent in Theater. As a result we believe that Theater is a possibility of realization of the concepts and narratives in math classes.
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Parzuchowski, Kimberley. "The Enchantment of Ethics: Empathy, Character, and the Art of Moral Living." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/19722.
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My dissertation explores the role of narrative in the cultivation of empathy for ethical attitudes and behaviors. I begin by exploring an uncommon view of human nature, concluding that we are not autonomously individualistic rational deciders but ultrasocial moral intuitionists. Our intuitions are developed through our social engagements and the moral imagination. Intersubjective relations run deep in our psychology and provide the basis by which we shape the meaning of our lives as individuals in communities. It is because of this that we need to reconsider and redesign our moral cultivation programs both for the child-rearing years and throughout adult life. I look at empathy, the means of our mutual understanding, care, and help, as a key site for moral cultivation. I explicate the neurophysiological bases of empathy, both conscious and unconscious. Empathy is on the continuum with very primitive, automatic mirroring systems, which through varying levels of mimicry facilitate social cognition and moral insight and action. It is thus the ideal means of cultivating a skillful morality.
Empathy enables us to enter the worlds and feelings of others in rich and full-bodied ways and so can reveal others in their full subjectivity. Such experiences can incite empathic regard and compassionate action, but empathy, like all of our psycho-social capacities, requires cultivation to develop its skillfulness in practice. Narrative is an obvious means of cultivating empathy because it is humanity’s primary meaning-making structure, utilizing the empathic imagination to seduce us into the inner worlds of others. Through narrative dramatizations of experience, we learn to see and feel from another’s point of view, sensitizing us to their inner states and outward behavior. Such sensitivity can facilitate improving our moral attitudes and action by dislodging preoccupation with self-concern and instigating higher regard for others. In narratives we can imaginatively practice various moral actions, witnessing possible results.
Reflective engagement can then bring the moral insights of these imaginative experiences to life in our practical worlds by attuning us to what is morally salient. Narrative engagement is thus a natural and vital part of shaping empathic moral perception for compassionate action. By reading and feeling with others reflectively, we can expand empathy for the pluralistic communities in which we live, make meaning, and grow.
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Lopes, Marcos Felipe de Brum. "Mario Baldi: fotografias e narrativas na primeira metade do século XX." reponame:Repositório Institucional da UFF, 2014. https://appdesenv.uff.br/riuff/handle/1/311.
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Esta Tese de Doutorado em História Social tem como objeto de estudo a obra do fotógrafo Mario Baldi, austríaco radicado no Brasil a partir de 1921. A trajetória profissional de Baldi foi marcada pela fotografia etnográfica e jornalística, com ênfase nos povos indígenas brasileiros. O objetivo do estudo é abordar as representações da alteridade cultural presentes na produção do fotógrafo, desde sua imigração até os anos 1950. A pesquisa apresenta também o círculo de sociabilidades do fotógrafo e o circuito das suas imagens, com o objetivo de delinear suas práticas fotográficas e como elas compuseram a experiência fotográfica brasileira na primeira metade do século XX.
This doctoral thesis hás the work of the photographer Mario Baldi as its object of study. Baldi, an Austrian who immigrated to Brazil in 1921, dedicated his career as a photographer to ethnography and journalism, especially among Brazilian indigenous peoples. The aim of this study is to address the representations of cultural otherness in the photographer’s work, since his immigration until the 1950s. The research stresses as well the social relations of Baldi and the circuits of his images, so that one can grasp the Brazilian photographic experience in the twentieth century through his photographic practices.
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Bezerra, Sandra Nancy Ramos Freire. "Oralidade, memÃria e tradiÃÃo nas narrativas de assombraÃÃes na RegiÃo do Cariri." Universidade Federal do CearÃ, 2011. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=6743.
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FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgicoEsta dissertaÃÃo, realizada para o Mestrado em HistÃria do Programa de HistÃria Social da Universidade Federal do Cearà (UFC), tem como objetivo historicizar o conteÃdo das crenÃas em assombraÃÃes que se difundem e se constroem nas narrativas orais do Cariri, num universo cultural de longa duraÃÃo. Como objeto da HistÃria Cultural, com suas implicaÃÃes teÃricas e metodolÃgicas, a problemÃtica està impressa em determinados suportes: na imagem xilogrÃfica, na poesia do cordel e na vocalidade captada nos depoimentos orais. Os resultados indicam a presenÃa de traÃos residuais atualizados de influÃncia demonolÃgica advindos da Idade Moderna europeia. Tais elementos apontam para um conjunto de indagaÃÃes pouco exploradas na produÃÃo historiogrÃfica da regiÃo. Por isso, nosso interesse na apropriaÃÃo desse objeto como indicador de compreensÃo histÃrica cultural no Ãmbito do Cariri.
This thesis, performed at the Masters in History of the Program of Social History of the Federal University of Cearà (UFC), has as objective historicize the content of beliefs in apparitions that spread through and built on oral narratives of Cariri, a cultural universe of long duration. As the object of Cultural History with its theoretical implications and methodological, the issue is printed in certain media: in the xylographical image, into the poetry of twine, and in the vocality captured in oral testimony. The results indicate the presence of residual traces of updated demonological influence originated from the Modern Age. Such elements point out to a set of questions little explored in historiographical production of the region. For this reason, our interest in ownership of this object as an indicator of historic cultural understanding on the Cariri.
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Laas, Johannes Jurgens. "Verbeelding as verhaalskeppende aktiwiteit in narratiewe pastorale terapie." Thesis, Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09302004-113726/.
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Anderson, Robin. "Bridging the Past and the Present: The Historical Imagination in the Criticism and Narrative Poetry of C. S. Lewis." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/25482.
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C. S. Lewis is best known as the author of The Chronicles of Narnia, but Lewis’s poetry tends to be treated separately from his other works, or as an antecedent to his more famous prose works. This thesis shows that Lewis’s paradoxical views of literary history, cultural death, reason and imagination are reflected in his narrative poems. George Watson says that Lewis was “a paradoxical thing, a conservative iconoclast, and he came to the task well-armed” (1). He is both a traditionalist and a rebel against his times. I explain Lewis’s paradoxes in terms of the concepts of history, memory, reason and imagination, and show that Lewis’s position was a negotiation of his own historical and cultural context. Lewis’s poems and scholarly work indicate that his approach to historical terms is first to underline divergence, and then to emphasize a use of seemingly polarized terms in order to unify them.
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Guedes, Carlos Eduardo Paletta. "Para além da dogmática: a imaginação narrativa no ensino jurídico." Universidade Federal de Juiz de Fora (UFJF), 2017. https://repositorio.ufjf.br/jspui/handle/ufjf/4812.
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A presente pesquisa parte de uma análise crítica da educação jurídica brasileira, primordialmente voltada para a linguagem oficial do Estado, pouco reflexiva, enciclopédica e afastada de qualquer imaginação ou empatia. Nesse contexto, iniciativas inovadoras que quebrem esse paradigma merecem ser pesquisadas, tal como a disciplina Instituições de Direito, da Universidade Federal de Juiz de Fora, com seu método pedagógico que inclui filmes e plataforma online, objeto dessa dissertação. A pergunta de pesquisa consiste em verificar se a disciplina Instituições de Direito, na forma como foi estruturada e organizada, pode auxiliar na promoção do pleno desenvolvimento do educando no processo de formação jurídica, para além de uma análise dogmática estrita. Utilizando o conceito de cultivo da humanidade de Martha C. Nussbaum como marco teórico, realizou-se uma pesquisa empírico-qualitativa a partir de dois filmes trabalhados em aula (Grande Sertão: Veredas e Senhor das Moscas) e textos produzidos pelos estudantes, como unidades de análise, a fim de verificar se aquele método desenvolvia as capacidades elencadas por Nussbaum, notadamente a imaginação narrativa. A análise qualitativa indica que as inovações têm se mostrado eficazes ao desenvolver essas capacidades, incluindo uma maior percepção cívica e empática por parte dos estudantes.
The present research begins with a critical account of Brazilian legal education, devoted primarily to official State language, lack of reflexiveness, encyclopaedic and far from any imagination of empathy. In this context, innovative initiatives that break this paradigm deserve to be researched, such as the focus of this dissertation, the discipline Institutions of Law taught at the Universidade Federal de Juiz de Fora, which adopts a pedagogical method, which encompasses movies and an online platform. The research question is whether Institutions of Law, as it has been conceived and organized, may contribute to the development of the student in the acquisition of juridical skills beyond the exclusive dogmatic analysis. Using Martha C. Nussbaum concept of cultivating humanity as theoretical reference, empirical-qualitative research was implemented, taking two movies presented during the classes (Grande Sertão: Veredas and Lord of the flies) as well as the collaborative texts elaborated by the students as units of analysis, so as to verify if this method has been effective in fostering the capacities Nussbaum describes, especially the narrative imagination. The data and the qualitative analysis indicate that those innovations have been successful in developing those capacities, especially an increased civic and empathic perception.
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Izgi, Hilda. "Etniskt utanförskap i skönlitterär läsning – normbrytande eller reproduktion av fördomar?" Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31975.
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Purpose: The purpose of this study is to clarify and analyze alienation, as a social phenomenon described in two teenage books. The study will also examine the creation of sympathy towards main characters and what impact the novel as a whole could have on it. The intention is also to uncover the role of the Other, as well as to visualize the creation of distance between different ethnic groups. Method: The study is based on a qualitative text-analysis. It includes four different dimensions, including the author’s background and the researcher´s interpretation. Conclusion: The study demonstrates that it´s possible to find values in both of the novels, and therefore makes it possible to create opinions and statements that may contribute to alienation. It also demonstrates that alienation can appear in different forms based on the characters different background. Question formulation: What attitudes and values towards immigration, ethnicity and alienation can be found in the two novels? How are they conveyed in the two novels? What differences and similarities could be found in the characters' ethnic alienation?
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Holgate, Jane. "Transcultural tango : an ethnographic study of a dance community in the East Midlands." Thesis, De Montfort University, 2015. http://hdl.handle.net/2086/12260.
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This thesis examines the practice of an Argentine Tango dance community in the East Midlands, England. It is an ethnographic study whose objectives are to investigate this instance of a local transcultural dance practice in order to learn about participants’ motivations; their experience of and identification with Argentine Tango; and the meanings produced in the process of their participation. As a social dancer, teacher and insider researcher, I employ embodiment as a key methodological strategy in order to engage with and share the experience of dancing with participants; to gain sensory understanding and bodily knowledge of the practice; and in the process to gain access to further avenues of meaning-making amongst participants. The study considers questions arising directly from my teaching role to do with the transmission and reproduction of the dance, authenticity, the production of meaning, the construction and performance of identity and the imaginative construction of post-modern cultural practices. The nature of space and place is considered, as is Turner’s distinction between liminoid and liminal activity with regard to ritual and communitas in relation to Argentine Tango. Alongside participant discussions, I explore various perspectives on the cosmopolitan appropriation and exoticisation of Argentine Tango; the diffusion, re-territorialisation and globalisation of Argentine Tango since the late 1980s. Data was produced using ethnographic tools, including video recording, shared reviewing and feedback from participants. The thesis analyses findings to show how participants project narratives of the imagination into their dancing, thereby providing frameworks of meaning which crucially underpin and sustain this practice. These imagined narratives are compared to journeys, both literal and of the imagination, enabling the creative construction of new identities, the exploration of self in relation to others and an escape from everyday life in postmodernity.
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Lessinger, Enora. "The Translation of Silence in K. Ishiguro’s Novels ˸ testing the Explicitation Hypothesis on Unreliable Narratives." Thesis, Paris 3, 2019. http://bibnum.univ-paris3.fr/webclient/DeliveryManager?pid=323335.
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Cette thèse explore la traduction de quatre romans de Kazuo Ishiguro en cinq langues : le français, l'espagnol, l'hébreu, le portugais et le turc. La centralité de l'implicite et du non-dit dans le pacte narratif appelle à une participation active du lecteur implicite, ce qui a naturellement des conséquences sur le procédé de traduction : d'une part, le traducteur est en premier lieu un lecteur, et de l'autre la traduction comporte un risque communicationnel accru (Becher 2010a). Afin d'explorer le défi lié à la recréation de la poétique du silence à l’œuvre dans la stratégie narrative de ces romans, le présent travail croise l'étude des universaux de traduction à celle de la poétique narrative, testant au niveau narratif l'hypothèse de l'explicitation proposée par Blum-Kulka en 1986. Cet universel de traduction potentiel postule l'existence d'une tendance à l'explicitation dans le passage du texte source au texte cible. L'approche narratologique adoptée ici constitue une nouvelle perspective dans l'étude de l'explicitation en traduction. Les approches linguistique et cognitive sont présentes avant tout pour permettre de situer l'approche narratologique dans le champ de l'étude de l'explicitation. Les résultats obtenus montrent une tendance globale à l'implicitation de la stratégie narrative dans les récits caractérisés par un pacte narratif collaboratif. Cette implicitation peut prendre la forme d'un remplissage des blancs narratifs et d'une résolution de l'ambiguïté du texte, ou passer par la disparition d'indices textuels permettant au lecteur implicite d'accéder au sous-texte. Ces résultats suggèrent que l'universel de traduction en jeu n'est pas l'explicitation, mais plutôt la réduction de voix narratives complexes (Chesterman 2010)This thesis explores the translations of four of Kazuo Ishiguro’s novels into five target languages – French, Hebrew, Portuguese, Spanish and Turkish. The centrality of the implicit and the unsaid in the narrative pact entails the implied reader’s active participation and naturally has consequences on the translation process, both because the translator is initially a reader and due to the increased communicative risk involved in translation (Becher 2010a). In order to explore the challenge of recreating the verbal restraint and poetics of silence at work in these novels’ respective narrative strategies, this investigation crosses the study of translation universals with that of narrative poetics, testing at the narratological level the explicitation hypothesis put forward by Blum-Kulka in 1986. This potential universal of translation posits the existence of a tendency towards greater explicitness in target texts than in corresponding source texts. The focus on narrative poetics adopted here constitutes a new approach to the study of explicitation in translation; linguistic and cognitive explicitness are considered chiefly in order to situate narratological explicitness in relation to them. The results obtained show a generalised tendency towards implicitation of the narrative strategy in unreliable narratives, i.e. in narratives where indirectness is a central narrative device. This implicitation can correspond to blank-filling and resolution of ambiguity, or to the disappearance of the textual clues pointing the implied reader to the subtext below the surface narrative. This in turn suggests that the translation universal at play here is not explicitation but reduction of complex narrative voices (Chesterman 2010)
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Oliveira, Antonio Marcos Vieira de. "Ditos populares em músicas do cancioneiro popular: uma abordagem cognitiva." Universidade do Estado do Rio de Janeiro, 2012. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=3866.
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Nesta dissertação, analisam-se alguns ditos populares retomados em músicas do cancioneiro popular, com base na teoria da metáfora conceptual (Lakoff e Jonhson, 1980; Kövecses, 2002), e na teoria da integração conceptual (Fauconnier e Turner, 2002). Busca se investigar se a projeção metafórica presente no dito empregado em situações cotidianas se sustenta, quando o mesmo é retomado em uma letra de música. Este estudo encontra sua justificativa em uma das assunções basilares da linguística cognitiva de que as metáforas conceptuais estão presentes tanto nas conversas cotidianas quanto nas manifestações literárias e artísticas. Pretende se, assim, observar a multidirecionalidade dos processos de significação desse tipo de construção linguística, a fim de postular seu poder projetivo e metafórico na mente dos falantes. Dentro do repertório de construções proverbiais em português, é perceptível a construção proverbial condicional com a configuração sintático semântica [x P Q], entre as quais foi escolhida como objeto de estudo a configuração [Quem P Q]. A escolha das músicas foi aleatória, já que não se buscou um gênero ou estilo específico, mas canções que possuíssem ditos populares em suas letras. Na análise, de cunho interpretativo, procedeu-se a identificação do papel da metáfora conceptual presente no dito empregado em situações cotidianas e nas 10 músicas selecionadas para este estudo. Em seguida, postularam-se redes de integração conceptual subjacente ao sentido dos ditos nas interações em geral e nas músicas, de modo a explicar que as diferenças de sentido observadas ou não nos ditos transpostos para letras de músicas estão relacionadas ao tipo de rede de integração conceptual ativado durante o processo de mesclagem. As redes de integração postuladas para explicar a construção de sentido dos ditos e destes nas músicas analisadas, revelam compressões das relações de CAUSA EFEITO, MUDANÇA, IDENTIDADE, ANALOGIA DESANALOGIA e TEMPO, devido, sobretudo, ao papel que os ditos desempenham ao ilustrar cenas da vida das pessoas. Entre as metáforas que estruturam os ditos, nas interações e nas músicas, encontram-se A VIDA É UMA VIAGEM / A VIDA É UM TRAJETO QUE DEVE SER PERCORRIDO COM CAUTELA / VIDA É UM JOGO DE AZAR; TEMPO É LOCAL PARA ONDE ALGO SE DESLOCA; DIFICULDADES SÃO IMPEDIMENTOS (IN) TRANSPONÍVEIS; RELIGIÃO É UMA TRANSAÇÃO COMERCIAL; MORAL É UM OBJETO PRECIOSO (MAS FRÁGIL COMO O VIDRO); EXAGEROS SÃO GOLPES INCERTOS. Espera-se que a hipótese aventada com este estudo motive outras pesquisas sob o escopo teórico da Linguística Cognitiva; em especial, as teorias da metáfora e da mesclagem conceptual, as quais revelaram um potencial descritivo promissor para análise de fenômenos semântico-pragmáticos da língua portuguesa, como os ditos populares, construções situadas no topo da escala de idiomaticidadeIn this dissertation, some popular sayings found in folk songs, based on conceptual metaphor theory (Lakoff and Johnson, 1980; Kövecses, 2002), and conceptual integration theory (Fauconnier and Turner, 2002) are analyzed. We investigate if this metaphorical projection in those popular saying is sustained in everyday situations, when it is taken up in a lyric. This study finds its justification in one of the basic assumptions of cognitive linguistics that conceptual metaphors are present both in everyday conversations and in the literary and artistic manifestations. The aim is to observe the processes of significance of this type of linguistic construction in order to posit its power projective and metaphorical in the speakers minds. Within the repertoire of proverbial constructions in portuguese, it is noted the proverbial conditional construction with this syntax semantics configuration [x PQ], among these, it was chosen as the object of this study the setting [About PQ]. The choice of songs was random, since no attempt was made to a specific genre or style, but songs that possess popular sayings in his lyrics. In this analysis, interpretive nature, we proceeded to identify the role of conceptual metaphor in that this employee in everyday situations and in the 10 songs selected for this study. Then, it was postulated conceptual integration networks underlying the effect of said interactions in general and in music, in order to explain the observed differences in meaning or not the sayings translated into lyrics. Those songs are related to the type of conceptual integration of network activated during the merge process. The network integration postulated to explain the construction of meaning of these sayings and the songs are analyzed and it shows the compression of the relations of CAUSE AND EFFECT, CHANGE, IDENTIDY, ANALOGY AND DISANALOGY, TIME, due mainly to the role that those plays illustrate scenes of people's lives. Among the metaphors that structure those popular sayings in the interactions and in the songs are: LIFE IS A JOURNEY / LIFE IS A PATH TO BE TRAVELED WITH CAUTION / LIFE IS A GAMBLING GAME, TIME IS A PLACE WHERE SOMETHING MOVES; DIFFICULTIES ARE BARS (IN) TRANSPOSABLE; RELIGION IS A COMMERCIAL TRANSACTION, MORAL IS A PRECIOUS OBJECT (BUT FRAGILE AS GLASS). It is expected that the hypothesis of this study will motivate further research on the theoretical scope of Cognitive Linguistics, in particular, theories of metaphor and conceptual blending, which revealed a potential promise for descriptive analysis of semantic-pragmatic phenomena of Portuguese as the sayings popular construction on the top idiomatic scale
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Marineau, Hélène. "Le Concept d'aventure dans la prose narrative française du vingtième siècle." Paris 8, 2007. http://www.theses.fr/2007PA083151.
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L'objet de cette thèse est de cerner, à travers un parcours libre qui appréhende les œuvres de Robert Louis Stevenson, de Marcel Schwob, de Pierre Mac Orlan et de Blaise Cendrars, le lieu commun, par excellence, de la littérature, à savoir l'aventure. Définissant cette dernière a priori, les études génériques ne peuvent rendre compte de la construction performative de ce lieu en fonction du contexte historico-littéraire, ni de l'urgence à le reconstruire, en cette fin de dix-neuvième siècle, et de manière encore plus pressante au cœur de la Première guerre mondiale, et passent à côté des enjeux épistémologiques et ontologiques d'une réflexion sur l'imagination qui se profile derrière l'aventure. A l’âge du rationalisme et du positivisme historique, le rapport à la représentation, négocié par la raison, s'attache avant tout aux contenus et la littérature d'imagination, assimilée à l'affabulation, tend à être exclue de la course à la territorialisation des savoirs. Les écrivains d'aventure démontrent que l'imagination n'est pas un contenu mais un outil cognitif indispensable sans lequel il est, par ailleurs, impossible de représenter la réalité. Cet outil, également partagé entre tous, permet un rapport de principe, et non de contenu, à la représentation, au savoir comme à la subjectivité sur lequel repose les fonctions sociales et politiques de la littératureThrough adventure, literature's topos, par excellence, Robert Louis Stevenson, Marcel Schwob, Pierre Mac Orlan and Blaise Cendrars, demonstrate the urgency, in an age of rationalism and historical positivism, to restore imagination as a cognitive tool in its essential social and political functions in the making of any human community. Apologist of the romance, Stevenson excavates the common ground between novel and romance, as well as history and literature, namely the art of narrative that is the point of view from which to consider the representation of reality. Whereas the novel and history tend to approach reality as content, the romance points to its principle of creation. The shifting of point of view from reality to representation, from content to principle, allows for the emergence of another conception of subjectivity as well as another relation to knowledge. Following Stevenson, French authors, especially in the context of World War One, extend Stevenson's epistemological and ontological questions at stake in his adventurous reflection on imagination beyond the literary debate to society at large
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Öhman, Niklas. "Narrativ föreställningsförmåga: ett spivakianskt ”hopp i den andres sjö”? : Nussbaum, Spivak och att (med skönlitteratur) skapa förståelse för den Andra." Thesis, Södertörns högskola, Lärarutbildningen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-24100.
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This survey is a theoretical analysis concerning didactics of literature, in which I problematize what Martha C. Nussbaum describes as ”narrative imagination”. By using postcolonial theory, more specific: Gayatri Spivaks essay ”Can the Subaltern Speak?” and her theoretical formula ”a leap into the other’s sea”, I try to answer the following question: Can ”narrative imagination” be understood as a manifistation or concretisation of ”a leap into the other’s sea”? The answer that is given concerning my general question is simply: No. Nussbaums’ reader is far to active, whereas Spivak strongly argues that hearing and/or listening to the subaltern requires a state of self-suspendedness. Nussbaum also shows a great belief in literature as a representation of something truly real, but also as a representation of the Other. Drawing on Spivaks critique of Deleuze and Foucault, I have suggested that representation of this kind should, from a poststructuralistic and Marxist point of view, be seen as a theoretical misstake, for: representation postulates objectiveness or/and transparentness. Finally Nussbaums goals, in terms of cultivating the humanity, has been problematized. Her cosmopolitan and democratic approach is based upon – a form of – universalism and an ambition towards consensus, which – again: from a poststructuralistic perspective – is highly debatable. With this background I have concluded two implications concerning didactics of literature: Firstly, there are plenty of voices not represented by literature, a fact that needs to be considered. Thus, to base a world citizenship, a democracy or an understanding of the Other on works of literature is to restrict ”the world” or ”the Other” to the fictional, literary characters that has been written. Secondly Spivak urges us to reflect on the reader as an interpreter. A total suspension of the self is a naive statement – but she is right to point to the occidental subject as a member and reproducer of postcolonial discourse.
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Ferreira, Lourdes Nazaré Sousa. "Narrativas míticas nas obras Série Lendas Amazônicas de Waldemar Henrique e Orfãos do Eldorado de Milton Hatoum: marcas identitárias amazônicas." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/14709.
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Previous issue date: 2012-10-26The thesis proposes detect by analyzing compositions of five so-called "Amazon Legends Series" by Waldemar Henrique Pará, and the novel "Orphans of Eldorado", the Amazon Milton Hatoum, the marks of mythic narratives in shaping regional identity.The Amazonian mythic narratives are based on imaginary hillbilly rich and fantastical episodes, which now serve as the theme over the years, for inspiration and poetic literary constructions. Authors like Waldemar Hatoum and stand out, such as promoters and imaginary in his works reveal the values, beliefs, experiences and behaviors experienced by his characters in the Amazon region. A collection of (poetry) songs of poet and composer Waldemar Henrique translates through mythic narratives sung, the riverine life full of language itself in the Amazon region and indigenous traditions, enriched content about seduction, charm forest, private wealth, religiosity; respect for beings of the forest. The poet seems to perpetuate the Amazonian culture through art spoken and sung. In Hatoum, narratives of native people reveal a space full of conflict, establishing his characters search for a perfect place, the lost Eden in the early times and continually sought by man. Waldemar and Hatoum show that the myths and legends, even if understood as a product of the imagination, in fact interfere with those who believe in them and mark the characterization of identity Amazon. The adopted methodological resources are divided into literature, documentary and analysis tools (and narrative compositions) of the authors in question.To achieve the objectives, the research develops a descriptive way, which shows that Waldemar and Hatoum, record that the Amazon myths still flourish robust, contributing to a polyphony of voices heard in the region, disclosing a place of vast imaginary dimensions, whose inventory accounts, will never be closed
A Dissertação propõe detectar por meio da análise de cinco composições das chamadas Série Lendas Amazônicas , do paraense Waldemar Henrique, e da novela Órfãos do Eldorado , do amazonense Milton Hatoum, as marcas das narrativas míticas na formação identitária regional. As narrativas míticas na Amazônia são fundadas no imaginário caboclo e ricas de episódios fantásticos, os quais passaram a servir de temática ao longo dos anos, para a inspiração poética e construções literárias. Autores como Waldemar e Hatoum destacam-se, como divulgadores desse imaginário e revelarem em suas obras os valores, as crenças, experiências e comportamentos vivenciados pelas suas personagens no contexto amazônico. A coletânea de (poesias) canções do poeta e compositor Waldemar Henrique traduz, por meio de narrativas míticas cantadas, a vida ribeirinha recheada de linguajar próprio da região amazônica e de tradições indígenas, enriquecidas de conteúdos sobre sedução; encantos da floresta; riquezas particulares, religiosidade; respeito aos seres da mata. O poeta parece querer perpetuar a cultura amazônica por meio da arte falada e cantada. Em Hatoum, as narrativas do povo nativo revelam um espaço cheio de conflitos, estabelecendo a busca de suas personagens por um lugar perfeito, o Éden perdido no início dos tempos e continuamente procurado pelo homem. Waldemar e Hatoum mostram que os mitos e as lendas, mesmo sendo compreendidas como produto do imaginário, interferem na realidade daqueles que nelas acreditam e marcam a caracterização da identidade amazônica. Os recursos metodológicos adotados dividem-se em pesquisa bibliográfica, documental e análise dos instrumentos (composições e narrativa) dos autores em questão. Para alcançar os objetivos, a pesquisa se desenvolve de forma descritiva, a qual mostra que Waldemar e Hatoum, registram que na Amazônia os mitos ainda vicejam robustos, contribuindo para uma polifonia de vozes ouvida na região, divulgando um lugar de amplas dimensões imaginárias, cujas contas do inventário, jamais serão fechadas
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Sundholm, Mårten. "Vad betyder n-ordet för unga läsare? : Reaktioner på rasistiska tendenser i Mark Twains The Adventures of Huckleberry Finn." Thesis, Uppsala universitet, Litteraturvetenskapliga institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-200950.
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Bendixen, Christine. "Voices for Change : Hopes and costs for empowerment - a study on women's claims in the Egyptian revolution." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-138580.
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This study investigates women’s possibilities to actively participate in societal change in Egypt. It aims at enhancing the understanding of structural conditions for women’s agency and how these enables and/or restrains women’s participation in the aspiration for societal change as well as their aspiration to live a ‘full life’. Egypt was chosen as a field for studying women’s understanding of their opportunities of participation and empowerment before and during the revolution. The informants in the study are all consciously working for awareness and equality in society. Formal education in Egypt is criticized and the country suffers from a high illiteracy rate, making informal education an important way to attain knowledge that can assist women in their quest for societal change. The acknowledgment of participation as a human right is one of the issues women are fighting for in Egypt today. A specific interest in this study is what motivates some women to oppose social, cultural and political structures despite the often high personal cost, and how informal (educational) channels are being used in the quest for societal change. The theoretical construction in which the analysis is carried out is based on frictions between societal structures and agency, using the Capability Approach (Sen, 1999) which aims at understanding what agency women have in societal change. The concept of functionings is used to indicate what someone is able to do and be. By analyzing women’s valued functionings, their conditions and thus their sense of empowerment and their experienced opportunity costs emerge. Central to the analytically framed societal structures and how agency can be perceived within each structure are the social conversion factors, the norms that allow or hinder action. To frame the complexity of women’s conditions for active agency and the outcome of their actions, I use a theoretical framework that will comprise both goals and processes. Sen’s (1999) ideas on social choice along with Archer’s (1995) theory on social change, using her model of structural elaboration / reproduction, have proved useful when investigating women’s valued functionings and attained social changes. The results of the study show that when formal education is not adequate, knowledge is obtained outside the formal educational institutions. This is done through both non-formal and informal learning. However, to get access to informal learning, a number of valued functions have to be gained. These functionings are thus both conditions for change and an end in themselves. I try to show that the costs involved in transgressing the prevailing norms are high, but lack of hope, agency and empowerment are also experienced as a high cost for those who have, in fact, imagined another better life and are in opposition to the inhibitory societal structures. This is, however, a part of what motivates some women to continue to be involved in societal change in order to achieve a life they have reason to value.
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Weilander, Johan. "På väg till en narrativt fantasifull skola : Inlevelse, visuell litteracitet och narrativ kompetens i årskurs 4–6." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-85380.
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Den svenska skolans undervisning i det svenska språket har för avsikt att göra eleverna narrativt kompetenta, det vill säga, de ska kunna förstå och skapa berättande texter. Inom läroplanen finns dock en öppning för ett mer vidgat textbegrepp där det inkluderas visuell litteracitet, att eleverna exempelvis ska kunna förstå filmiska berättelser. Denna studies syfte är att undersöka på vilka sätt mellanstadieelever kan arbeta med en dokumentär filmberättelse om fyra skolbarn för att utveckla sina förmågor att skriva berättelser och vidga sina vyer av omvärlden. Begreppet narrativ fantasi, myntat av den amerikanska filosofen Martha C. Nussbaum, är framträdande i undersökningen. Med det menas en slags förmåga till inlevelse, att läsandet av olika texter vidgar läsarens förståelse för sin omvärld. Eleverna är uppmanade att välja karaktär och typ av berättelse. Genom både kvalitativ och kvantitativ textanalys visar deras berättelser på en varierad, men ändå utbredd narrativ fantasi. Denna förmåga är dock beroende av både visuell litteracitet, att förstå filmen, och narrativ kompetens, att skapa en egen berättelse.
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Ribeiro, Sandra Maria Patricio. "A cidade miniatura do Mário sob um olhar fenomenológico. Narrativa inscrita nas fronteiras entre a expressão poética, a psicologia social e a história." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/47/47134/tde-28012009-095750/.
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Era uma vez, um homem... seu nome era Mário Ramos Nogueira e ele vivia no interior de São Paulo. Em 1949, tudo que ele tinha na vida eram 72 bois; veio a peste e os atacou. Então, na véspera do natal, o homem fez um pacto: se Deus salvasse seu gado, construiria um presépio que seria aumentado enquanto vida tivesse. Aí, Deus curou os bois; seu Mário comprou um presépio e começou a construir uma cidadezinha ao seu redor... passaram-se os anos e a cidadezinha virou uma verdadeira metrópole, cheia de arranha-céus, avenidas, luzes e movimento as pessoas faziam fila na frente da casa do seu Mário para ver a cidade! Mas um dia, por um encantamento, a cidade desapareceu! Capturada pelas narrativas sobre a Cidade Miniatura do Mário, senti-me compelida a reverberar seu mito; a história dessa cidadezinha suscita muitas indagações sobre o desejo, a memória, a imaginação, a expressão poética; esses são temas atinentes aos estudos sobre a subjetividade e ao universo artístico mas, em seus desdobramentos, adentram os campos da psicologia socioambiental e da história: a vida política, o tempo presente, a urbanização, as utopias hegemônicas, as práticas discursivas, a oralidade o presente trabalho resultou de um esforço para identificar alguns pontos enigmáticos de intersecção dessas indagações. Tomadas como estilhas da memória, imaginação e enunciação, as imagens da cidadezinha e as narrativas de sua história foram contempladas pelo prisma metodológico da fenomenologia hermenêutica; desse modo, desvelaram-se formas elaboradas de expressão de desejos e sofrimentos inscritos nas fronteiras entre os planos psíquico, cultural, histórico e político. Enunciou-se assim, agora nas fronteiras entre a expressão poética, a psicologia social e a história, uma nova narrativa, que interpreta a Cidade Miniatura do Mário como figuração plástica de enigmas humanos universais; sua criação, como uma tentativa singular de decifrá-los.Once upon a time, a man his name was Mario Ramos Nogueira and he lived in the interior of Sao Paulo. In 1949, everything that he had in his life was 72 oxen; the pest arrived and attacked them. Then, in Christmas Eve, the man made a pact: if God saved his cattle, he would build a Presepe that would be increased while he had life. Then, God cured the oxen; Mário bought a presepe and started to construct one small town around it the years passed by and the small town turned to a true metropolis, full of skyscrapers, avenues, light and movement - the people made line in front of Mário´s house to see the city! But one day, as under a spell, the city disappeared! Captured by the narratives of Mário´s Miniature City, I felt myself compelled to reverberate its myth; the history of this small town excites many investigations on the desire, the memory, the imagination, the poetical expression; these are referent subjects to the studies on subjectivity and to artistic universe, but, in its unfoldings, they penetrate the fields of socioambiental psychology and of history: the political life, the present time, the urbanization, the hegemonic utopias, the discursive practices, the orality - the present work resulted of an effort to identify some enigmatic intersection points of these investigations. Taking as memory fragments, imagination and enunciation, the images of the small town and the narratives of its history had been contemplated by the methodological prism of the hermeneutic phenomenology; in this manner, elaborated forms of expression of desires and pain inscribed in the borders of the psychic, cultural, historical and politician plans were unveiled. It was enunciated thus, now in the poetical expression, social psychology and history frontiers, a new narrative that interprets the Marios Miniature City as a plastic figuration of universal human enigmas; its creation, as a singular attempt to decipher them.
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Wikman, Hannes. "Racism, Mark Twain and Close Reading in the English Language Classroom." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-83604.
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This essay argues that Mark Twain’s novels The Adventures of Huckleberry Finn and Pudd’nhead Wilson can be applied in Swedish upper secondary schools to address racial inequality in the purpose of achieving intercultural competence and understanding. Racism is a vast issue, evident in both schools and in our society, locally as well as globally, where ethnical minorities are abused or disfavored societal privileges. This leaves teachers with the vital task of counteracting racism in classrooms, in accordance with the educational goals of imparting democratic values. The essay is conducted through a Close Reading, which is beneficial in exposing a text’s complexity by examining its literary aspects. The primary focus from the Close Reading is put on narration and its subordinate categories. Word choice, repetition or metaphors are highlighted and analyzed from the selected passages as they are literary aspects that the students can react to and further discuss in relation to racism in their everyday lives. The findings show that Twain’s ways of narrating racism and stimulating empathy are integral features in promoting an increased understanding to meet the curriculum’s requirements.
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Ginity, Eliane Goulart Mac. "Ensino de história, narratividade e racismo : o potencial ético da aula de história." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2018. http://hdl.handle.net/10183/185997.
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A elaboração de narrativas históricas ficcionais pelos alunos da educação básica foi o objeto de estudo desta dissertação. Pretendi analisar como é possível construir conceitos históricos, como racismo e identidade, reconhecer e desenvolver posicionamentos ético-políticos através das narrativas. Além disso, a proposta também foi explorar as possibilidades do “e se?”. A pesquisa foi realizada em duas turmas de segundo ano do ensino médio da Escola Estadual de Ensino Médio Presidente Costa e Silva, na cidade de Porto Alegre, durante os meses de agosto a outubro de 2017. O objetivo foi oportunizar aos estudantes, com o uso da imaginação e da escrita criativa, pensar outras possibilidades para a história, fazendo da sala de aula espaço de percepção das múltiplas narrativas históricas e de como estas constroem-se. Isso a partir da seguinte provocação: “Escreva uma narrativa histórica ficcional pensando como seria o Brasil se os africanos tivessem vindo para cá em outra condição que não a de cativos ou, e se jamais tivessem vindo?”. Foi com base nesse enunciado que os alunos escreveram suas narrativas ficcionais. Assim, é por meio deste assunto específico que este trabalho volta-se para uma proposta de educação antirracista, tomando como norte para tal, os princípios da Educação das Relações Étnico-Raciais. Do mesmo modo, utilizei como referenciais teóricos, os conceitos de imaginação histórica, sob o prisma do historiador estadunidense Hayden White e de narrativa histórica e narrativa histórica ficcional sob a ótica do filósofo francês Paul Ricoeur. As análises das narrativas constataram que os alunos buscam explicações para o racismo no passado escravista do país e na falta de conhecimento das pessoas. Muitas das concepções sobre o racismo estão baseadas em discursos construídos pela mídia, através da produção de materiais didáticos de história e pelas próprias aulas desta disciplina, onde se fundamentam ideias negativas a respeito do continente africano, principalmente, aqueles relacionados à pobreza. Quando se trata das populações negras, estas estão vinculadas à escravidão, ao trabalho e ao sofrimento. Localizam-se em uma posição de sujeição e desprovidas de subjetividade. No entanto, os alunos tendem a positivar a presença africana no Brasil, tendo sua cultura e costumes como elementos essenciais da construção da identidade brasileira. Posicionam-se firmemente contra o racismo e acreditam nos fundamentos da democracia e na educação como capazes de transformar o panorama das relações étnico-raciais no país.The elaboration of fictional historical narratives by students of basic education was the object of study of this dissertation. I wanted to analyze how it is possible to construct historical concepts, in this case, racism, identity, recognize and develop ethical-political positions through narratives. In addition, the proposal is to explore the possibilities of "what if?". The research was carried out in two classes of second year of high school in the State School of Higher Education in the city of Porto Alegre, during the months of August to October of 2017. The objective was to provide students with the use of imagination, and creative writing, to think of other possibilities for history, making the classroom space of perception of the multiple historical narratives and how they are constructed. This from the following provocation: "Write a fictional historical narrative thinking how Brazil would have been if the Africans had come here in a condition other than that of captives, or if they had never come?" It was on the basis of this statement that the students wrote their fictional narratives. Thus, it is through this specific subject that this work turns to a proposal of antiracist education, taking as the north for such, the principles of the Education of the Ethnic-Racial Relations In the same way, I used as theoretical references the concepts of historical imagination, under the prism of the American historian Hayden White and of historical narrative and fictional historical narrative from the perspective of the French philosopher Paul Ricoeur. The analysis of the narratives found that the students seek explanations for racism in the slave-owning past of the country and the lack of knowledge of the people. Many of the conceptions about racism are based on discourses constructed by the media, through the production of didactic materials of history and by the classes of this discipline, where negative ideas are based on the African continent, especially those related to poverty. When it comes to black populations, these are linked to slavery, to work and to suffering. They are located in a position of subjection and devoid of subjectivity. However, students tend to positivize the African presence in Brazil, having their culture and customs as essential elements of the construction of the Brazilian identity. They stand firmly against racism and believe in the foundations of democracy and education as capable of transforming the landscape of ethnic-racial relations in the country.
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Bezerra, Sandra Nancy Ramos Freire. "Oralidade, memória e tradição nas narrativas de assombrações na Região do Cariri." www.teses.ufc.br, 2011. http://www.repositorio.ufc.br/handle/riufc/3015.
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BEZERRA, Sandra Nancy Ramos Freire. Oralidade, memória e tradição nas narrativas de assombrações na Região do Cariri. 2011. 177 f. Dissertação (Mestrado em História) - Universidade Federal do Ceará, Departamento de História, Programa de Pós-Graduação em História Social, Fortaleza-CE, 2011.Submitted by Raul Oliveira (raulcmo@hotmail.com) on 2012-06-28T15:49:44Z No. of bitstreams: 1 2011_Dis_SNRFBezerra.pdf: 3845878 bytes, checksum: 84de23f9e62c60fd2ec1d19d1850c638 (MD5)
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This thesis, performed at the Masters in History of the Program of Social History of the Federal University of Ceará (UFC), has as objective historicize the content of beliefs in apparitions that spread through and built on oral narratives of Cariri, a cultural universe of long duration. As the object of Cultural History with its theoretical implications and methodological, the issue is printed in certain media: in the xylographical image, into the poetry of twine, and in the vocality captured in oral testimony. The results indicate the presence of residual traces of updated demonological influence originated from the Modern Age. Such elements point out to a set of questions little explored in historiographical production of the region. For this reason, our interest in ownership of this object as an indicator of historic cultural understanding on the Cariri.
Esta dissertação, realizada para o Mestrado em História do Programa de História Social da Universidade Federal do Ceará (UFC), tem como objetivo historicizar o conteúdo das crenças em assombrações que se difundem e se constroem nas narrativas orais do Cariri, num universo cultural de longa duração. Como objeto da História Cultural, com suas implicações teóricas e metodológicas, a problemática está impressa em determinados suportes: na imagem xilográfica, na poesia do cordel e na vocalidade captada nos depoimentos orais. Os resultados indicam a presença de traços residuais atualizados de influência demonológica advindos da Idade Moderna europeia. Tais elementos apontam para um conjunto de indagações pouco exploradas na produção historiográfica da região. Por isso, nosso interesse na apropriação desse objeto como indicador de compreensão histórica cultural no âmbito do Cariri.
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Oliveira, Santina Rodrigues de. "Reflexões sobre a materialidade numa abordagem imagético-apresentativa : narrativa de um percurso teórico e prático à luz da psicologia analítica." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-15022007-220155/.
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A dissertação narra o percurso da pesquisadora em torno do conceito materialidade, a fim de discutir e ilustrar uma proposta de abordagem imagético-apresentativa, à luz da psicologia analítica. O conceito é cotejado com termos correlatos utilizados por autores que também se ocuparam do tema, como Gaston Bachelard, Alvaro Gouvêa e outros mais alinhados ao pensamento de D. W. Winnicott. Explora, também, aproximações e distanciamentos semânticos em relação a termos similares, como matéria e matéria-prima, para especificar o sentido atribuído à materialidade neste trabalho. A discussão avança com a apresentação de alguns conceitos da psicologia analítica, principalmente sobre a consciência e o aspecto dinâmico da psique na concepção de C. G. Jung. Além disso, tece considerações sobre o processo de individuação numa perspectiva alquímica, tomando a materialidade como uma opus cum natura. A seguir, apoiada em conceitos de James Hillman, propõe o resgate da noção de anima mundi e aisthesis para fundamentar o aspecto apresentativo da materialidade numa relação dialética com a consciência. Preocupa-se em questionar a postura interpretativa em relação à materialidade, quando tomada em termos exclusivamente representacionais, e retoma o método proposto por Jung pautado numa postura fenomenológica frente às imagens psíquicas para sustentar a abordagem imagético-apresentativa, diferenciando-a das práticas de terapia com arte ou arteterapia, que abordam a materialidade como recurso expressivo. A dissertação também faz uma breve incursão no tema processo grupal no campo da psicologia analítica, uma vez que são utilizados relatos de sessões de um grupo terapêutico-vivencial para ilustrar a discussão. Embora não proponha um estudo de caso do grupo, identifica alguns temas que se constelaram no atendimento. Finalmente, aponta transformações observadas simultaneamente no grupo e na identidade da pesquisadora que culminaram na elaboração de uma nova proposta de abordagem da materialidade no setting individual e/ou grupal, aqui denominada imagético-apresentativa.This dissertation relates the path followed by the researcher around the notion of materiality in order to discuss and illustrate an imagetical-presentative approach in the light of the Analytical Psychology. This notion is compared to correlative terms used by authors that also worried about it, like Gaston Bachelard, Alvaro Gouvêa and others closer to Winnicott´s thoughts. It also explores semantic similarities (approximations) and differences that refer to some similar terms like material and raw-material in order to specify the meaning attributed to materiality in this research. The discussion moves forward to the presentation of some notions in the Analytical Psychology field mainly about consciousness and the dynamic aspect of the psyche, according to C.G.Jung. Besides, the research makes some considerations about the individuation process under an alchemical perspective, taking materiality as an "opus cum natura". Afterwards, supported by James Hillman, it proposes the recuperation of "anima mundi" and "aisthesis" notions in order to sustain the presentative aspect of materiality in a dialectical relation with the consciousness. The research aims at questioning the interpretative posture related to materiality when taken exclusively as representational terms and reviews the method proposed by Jung, under a phenomenological point of view towards the psychic images in order to support the proposal of an imagetical-presentative approach, distinguishing it from the therapy practices with arts or art therapy that consider materiality as an expressive resource. It also makes an incursion in the topic group process in the Analytical Psychology field as some reports of sessions of an experiential group are used in order to illustrate the discussion. Although it does not propose a case study of the group, this dissertation identifies some topics that were constellated throughout the sessions. Finally, this research points transformations observed simultaneously in the group and in the identity of the researcher that ended up in the elaboration of a new proposal towards materiality in the individual/group setting that here is called imagetical-presentative.
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MOURA, Lisandro Lucas de Lima. "O imaginário como mística do ensino em Sociologia: sobre a "atenção imaginante" nas narrativas visuais de Bagé." Universidade Federal de Pelotas, 2013. http://repositorio.ufpel.edu.br/handle/ri/1622.
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Previous issue date: 2013-08-23This Master s thesis, which was developed in the Post-graduate Program in Education (FAE) at the Universidade Federal de Pelotas, in Pelotas, RS, Brazil, in the line of research named Written Culture: Languages and Learning, deals with the construction of new educative experiences in Sociology teaching based on some aspects of the cultural tradition in Bagé, Rio Grande do Sul (RS), Brazil. Studies carried out by the Research Group on the Imaginary, Education and Memory (GEPIEM) and theoretical references in the field of the imaginary, such as Gaston Bachelard s poetic phenomenology, Gilbert Durand s science of the man and tradition and Michel Maffesoli s Sociology of Everyday Life, have provided the basis for this research. This investigation aims at identifying how Sociology teaching can contribute to the process of (re)enthrallment with the world and Education. Therefore, I have used (self)development practices in immersive experiences - similar to teaching mysticism which take into account imaginative attention (Gaston Bachelard) in the production of visual narratives (photos) collected in Bagé. The study has been carried out in three methodological steps: estrangement, embedment and convergence. In the first stage, I have reflected upon the images of personal experiences that have led me to the theme of this research, i. e., I have shown symbolic and imaginary representations which have encouraged my task as a teacher-researcher and as a dweller in Bagé. In the second part, I have shown the construction of an educational project called Narradores de Bagé aimed at students who go to IFSul Campus Bagé; students have been stimulated to dive into the city s everyday life while they focus on themes and spaces of popular and ancestral culture found in traditional communities. The community that was chosen for the visual narratives which were constructed by me and by the students was the one in the Rincão do Inferno, located in the Quilombo de Palmas (Bagé, RS). Finally, the third methodological stage has represented the confluence of the previous steps towards the synthesis of the study in which the teacher-researcher puts into practice his/her own imaginative attention and the one found in his/her teaching, thus, believing in the fictionalization of Education and research itself towards world reenchantment. With the help of the phenomenological method, influenced by Gaston Bachelard, I have gotten symbolic cores which summarize the most common themes of every methodological step: Return, Rooting, Lasso and Tradition. Results have shown the importance of visual narratives and imaginative attention in the construction of mysticism in Sociology teaching, in agreement with the elements of world enchantment: rooting in time and surrounding space remythicalization, the power of rituals and spells , the intuition of the moment, everyday activities, community bonds, sharing moments, original enthusiasm and romanticism of ideas. Imaginative attention, which was awaken by the use of visual narratives, represented the bonds that students and the teacher-researcher constructed with the spaces in Bagé s tradition, thus, helping them to exercise Sociology of poetic imagination. On one hand, imaginative attention mitigated logical, rationalized and utilitarian elements in Sociology teaching. On the other hand, it enhanced ludic, indirect, oneiric and spontaneous aspects which are also indispensable for knowledge construction.
Esta pesquisa de mestrado, desenvolvida na linha de pesquisa Cultura Escrita: linguagens e aprendizagem, do Programa de Pós-graduação em Educação (FAE/UFPel), trata da construção de novas experiências educativas para o ensino da Sociologia, a partir do contato com alguns aspectos da tradição cultural do município de Bagé (Rio Grande do Sul). Com base nos trabalhos desenvolvidos no interior do Grupo de Estudos e Pesquisas sobre Imaginário, Educação e Memória (GEPIEM), tomo como referencial teórico os estudos do campo do Imaginário, dentre eles a fenomenologia poética de Gaston Bachelard, a ciência do homem e da tradição de Gilbert Durand e a Sociologia do Cotidiano de Michel Maffesoli. A problemática desta investigação é identificar de que modo o ensino da Sociologia pode contribuir para o processo de reencantamento do mundo e da educação. Para isso, utilizo-me de práticas de (auto)formação em experiências imersivas, próximas de uma mística do ensino, que contemplem a atenção imaginante (Gaston Bachelard) na produção de narrativas visuais (fotografias) de Bagé. O trabalho se desenvolve em três etapas metodológicas: do estranhamento, do entranhamento e da convergência. Na primeira etapa, medito sobre as imagens de experiências pessoais que me levaram ao tema desta pesquisa. É o momento em que exponho as representações simbólicas e imaginárias que fomentam minha atividade como professor-pesquisador e como habitante da cidade de Bagé. Na segunda parte, apresento a construção de um projeto de formação voltado para os estudantes do IFSul Campus Bagé, chamado Narradores de Bagé. Nesse momento, os estudantes são estimulados a adentrarem o cotidiano do município a partir de temas e espaços da cultura popular e ancestral das comunidades tradicionais. A comunidade escolhida para apreciação das narrativas visuais, construídas por mim e por estudantes, é a da região do Rincão do Inferno, situada no Quilombo de Palmas (Bagé RS). Por fim, a terceira etapa metodológica representa a confluência das etapas anteriores, em direção à síntese do trabalho. Nesse momento, o professor-pesquisador coloca em prática a atenção imaginante de si e do seu próprio fazer docente, investindo na ficcionalização da educação e da própria pesquisa, em direção ao reencantamento do mundo. Com o auxílio do método fenomenológico, sob influência de Gaston Bachelard, extraí núcleos simbólicos que remetem aos temas mais recorrentes de cada uma das três etapas metodológicas: Retorno, Enraizamento, Laço e Tradição. O resultado aponta para a importância das narrativas visuais e da atenção imaginante para a construção de uma mística do ensino em Sociologia, em consonância com os elementos do reencantamento do mundo: enraizamento ao tempo e ao espaço circundante, remitologização, poder do ritual e do feitiço , intuição do instante, agir cotidiano, laços comunitários, momentos de partilha, entusiasmo primordial, romantismo das ideias. A atenção imaginante, despertada pelo uso das narrativas visuais, representou a adesão dos estudantes e do professor-pesquisador aos espaços da tradição bageense, ajudando a exercitar uma sociologia da imaginação poética. A atenção imaginante, portanto, reduziu os elementos lógicos, racionalizantes e utilitários do ensino da Sociologia e aumentou os aspectos lúdicos, indiretos, oníricos e espontâneos, indispensáveis também para a construção do conhecimento.
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Zeballos, Videla Mabel Luz. "Elo dourado ou elo perdido? : práticas cotidianas, agência e memória em uma vila da Lomba do Pinheiro, Porto Alegre (RS)." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2009. http://hdl.handle.net/10183/17671.
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Esta dissertação é resultado de pesquisa etnográfica desenvolvida de setembro de 2007 a dezembro de 2008, junto aos moradores da vila Elo Dourado e outros atores, na antiga região rural chamada de Lomba do Pinheiro, na cidade de Porto Alegre, RS. As questões que orientaram a pesquisa são relativas às configurações de uma memória da cidade. Procurou-se dar conta dessas questões por meio da compreensão interpretativa das práticas cotidianas e das narrativas do grupo estudado. Esta compreensão foi construída na interlocução etnográfica, entendida como um "caminhar juntos" no esforço de imaginar o espaço urbano tal como vivido pelos sujeitos do estudo. O lugar da pesquisadora foi entendido também como o lugar do narrador, bosquejando mapas junto aos seus interlocutores e deslocando-se com eles através de fronteiras e paisagens imaginárias. Tanto as práticas observadas quanto as narrativas ouvidas foram consideradas constituintes e constitutivas de uma memória partilhada e de formas de agência que incluem maneiras de imaginar e de atuar.The present dissertation is the result of the ethnographic research carried out between September 2007 and December 2008 among inhabitants and other actors of "Vila Elo Dourado" in the former rural region of Lomba do Pinheiro, Porto Alegre. The questions that guided the research refer to the configuration of city memories. The objective was to provide answers through an interpretative comprehension of practices and narrations of the studied group. This comprehension was built from the interaction based on fieldwork assumed as a "walk together" towards the urban landscape as the actors experience it. The researcher point of view was just one in the narrative, figuring out maps, frontiers and imaginative landscapes. All the observed and the narrated narratives were considered as constituent and constitutive of a shared memory and as forms of agency which imply ways of imagining and acting.
Esta disertación es el resultado de la investigación etnográfica realizada entre setiembre de 2007 y diciembre de 2008 entre los habitantes del asentamiento Elo Dourado y otros actores, en una antigua región rural de la ciudad de Porto Alegre llamada Lomba do Pinheiro. Las preguntas que orientaron la investigación refieren a las configuraciones de una memoria de la ciudad. Se buscó dar respuesta a estas preguntas a través de la comprensión interpretativa de prácticas y narrativas observadas y oídas en el grupo estudiado. Esta comprensión fue construida en la interlocución del trabajo de campo, entendido como un "caminar juntos" en el esfuerzo de imaginar el espacio urbano tal como lo viven los sujetos de estudio. El lugar de la investigadora también fue entendido como el lugar del narrador, esbozando mapas junto a sus interlocutores y desplazándose con ellos a través de fronteras y paisajes imaginarios. Tanto las prácticas observadas como las narrativas escuchadas fueron consideradas constituyentes y constitutivas de una memoria compartida y de formas de agencia que implican maneras de imaginar y de actuar.
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Larsen, Sebastian, and Louise Linman. "Att vara nyanländ i den svenska skolan : En narrativ analys om elevers konstruerande av identiteter på språkintroduktion." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-385265.
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Syftet med denna uppsats var att utveckla kunskap om integrationsproblematiken för nyanlända ungdomar på språkintroduktion i Sverige. Kvalitativa intervjuer med en narrativ utgångspunkt användes som metod för datainsamling, där fem stycken nyanlända elever på språkintroduktion intervjuades. Det centrala teoretiska begreppet vilken tillämpades som analysverktyg i denna studie, har av oss tolkats utifrån Riessman, Johansson och Ricoeurs teorier om narrativ identitet. Studien utgick ifrån frågeställningar om hur eleverna framställer språkintroduktion, språk och gemenskap, samt hur deras identiteter framträder i deras narrativ. Följande frågeställningar låg därmed till grund för uppsatsen: hur framställs elevernas relation till språkintroduktion i deras berättelser, hur framträder elevernas identiteter i berättelserna, samt vilken funktion har språk och gemenskap i elevernas berättelser? Det övergripande narrativet präglades av elevernas förväntningar, besvikelser, ambivalens och slutligen lösningar. Resultatet visade att elevernas modersmål huvudsakligen framställdes i negativa termer, då ett användande av modersmålet framför det svenska språket hämmar språkfärdigheter i svenska och skapar svårigheter att integreras i den sociala gemenskapen i samhället. Oavsett grad av social gemenskap, framkom det i denna studie att elevernas identitet som invandrare blir bestående även efter språkintroduktion. Slutligen synliggjordes en ambivalent inställning kring hur eleverna framställer språk, skola och gemenskap, vilket illustrerade fenomenens mångsidiga inverkan på elevernas tillvaro.The purpose of this essay was to develop knowledge about integration problems for newly arrived adolescents in a language introduction program in Sweden. Qualitative interviews with a focus on narrative aspects was used as a method for data collection. Five newly arrived pupils at language introduction program were interviewed. The central theoretical concept, which has been used as a tool for analysing in this study, has been understood through theories surrounding narrative identity by Riessman, Johansson and Ricoeur. This study was based on questions regarding how students present language introduction program, language and community, and how their identities appear in their narratives. Therefore, the following questions made the foundation of this essay; how is the students’ relation to language introduction program presented in their narratives, hur does the students’ identities appear in their narratives, and what function does language and community have in their narratives? The overarching narrative was characterized by the students’ expectations, disappointments, ambivalence, and finally, solutions. The results of this study showed that the students’ mother tongue was mainly presented in negative terms. Using the mother tongue, rather than the swedish language, inhibits language skills in swedish, and thus create difficulties concerning the integration into the social community. Regardless of the level of social inclusion, this study showed that the students’ identity as immigrants remain permanent even after language introduction. Finally, an ambivalent attitude was highlighted regarding how the students describe language, school and community. This illustrates the diverse effects of the phenomena on the students’ situation.
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Wu, Shuangshuang. "Human/Nature." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd_retro/110.
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This project has evolved from my own observation of our deteriorating living environments. I am exploring the development of a visual story to represent my contemplation of humankind's consumption, and how it endangers the balance of the natural world. Through drawing and animation, I hope to develop a visual language and an approach to storytelling that will inspire people to think about balancing economic, environmental, and ethical issues in design and development, and to advocate a simple honest life and noninterference with the necessary course of natural events.
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McConnon, Linda. "Communicating possibilities : a study of English nursery children's emergent creativity : exploring the three to four-year-old child as an artistic communicator and possibility thinker." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/14860.
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This research builds on previous studies that have documented evidence of Professor Anna Craft’s concept of ‘Possibility Thinking’ (PT) as at the heart of creativity which involves children transitioning from ‘what is this?’ to ‘what can I or we do with this?’ as well as imagining ‘as if’ they were in a different role. My thesis titled “Communicating Possibilities” examines English nursery children's emergent creativity, exploring the three to four-year-old child as an artistic communicator and possibility thinker through a case study approach situated in one primary school in South West England. Three main research questions were posed concerning the ‘what, how, and why’ of creativity when children communicated through art; as well as exploring the nurturing role of others, and identity manifest through voice and learning experience. This doctoral study is essentially interpretivist in nature seeking to explain how people make sense of their social worlds, and is an exploration framed by culturally negotiated, shared meanings, and complex social relations. Data was collected over one school year, in three nine-week research phases by the following ethnographic methods: naturalistic observations; researcher diary; children’s creative journals; and practitioner interviews. These methods were repeated for each phase. Inductive and deductive data analysis was conducted. Undertaken over time as the project unfolded, a grounded theory approach was applied in total to 27 episodes. Micro event analysis of creative behaviours in action and narrative discourses of two kinds: peer-to-peer, and child-to-adult (teacher, early years practitioner, and my researcher dialogue) revealed four broad critical themes: Observing and documenting children’s creativity; What children can do together- recognising differences; Pedagogy of possibilities- developing a role; and The value of artistic communication in the nursery classroom. Each is discussed in terms of the key implications these themes hold for theory, policy, and early years practice.
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Treherne, Matthew James. "Liturgical imaginations : narrative, ritual and time in the religious poetry of Dante and Tasso." Thesis, University of Cambridge, 2007. https://www.repository.cam.ac.uk/handle/1810/284075.
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Macknight, Vicki Sandra. "Teaching imagination." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/7035.
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This thesis is about the teaching imagination. By this term I refer to three things. First, the teaching imagination is how teachers define and practice imagination in their classrooms. Second, it is the imagination that teachers themselves use as they teach. And thirdly, it is the imagination I am taught to identify and enact for doing social science research.The thesis is based upon participant-observation research conducted in grade four (and some composite grade three/four) classrooms in primary schools in Melbourne, a city in the Australian state of Victoria. The research took me to five schools of different types: independent (or fee-paying); government (or state); Steiner (or Waldorf); special (for low IQ students); and Catholic. These five classrooms provide a range, not a sample: they suggest some ways of doing imagination. I do not claim a necessary link between school type and practices of imagination. In addition I conducted semi-structured interviews with each classroom’s teacher and asked that children do two tasks (to draw and to write about ‘a time you used your imagination’).
From this research I write a thesis in two sections. In the first I work to re-imagine certain concepts central to studies of education and imagination. These include curriculum, classrooms, and ways of theorizing and defining imagination. In this section I develop a key theoretical idea: that the most recent Victorian curriculum is, and social science should be, governed by what I call a logic of realization. Key to this idea is that knowers must always be understood as participants in, not only observers of, the world.
In the second section I write accounts of five case studies, each learning from a different classroom teacher about one way to understand and practice imagination. We meet imagination as creative transformation; imagination as thinking into other perspectives; imagination as representation; imagination as the ability to relate oneself to the people and materials one is surrounded by; and imagination as making connections and separations in thought. In each of these chapters I work to re-enact that imagination in my own writing. Using the concept of the ‘relational teacher’, one who flexibly responds to changing student needs and interests, I suggest that some of these imaginations are more suitable to a logic of realization than others.
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Andersson, Sofie. "Ignite Imagination." Thesis, KTH, Arkitektur, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-146205.
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The intention with this project is to explore and open up the imagination, through investigating how text can be transformed into architecture. The outcome of the investigation during this project is a series of 9 architectural objects. The objects are independent from the text and could be thought of as ‘short-stories’.Intentionen med detta examensarbete var att undersöka och öppna upp fantasin, genom att utforska hur text kan transformeras till arkitektur. Resultatet av detta utforskande projekt är en serie av 9 objekt. Objekten är oberoende av texten och kan ses som ’short-stories’ i sig själva.
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Gilmour, Nathan P. "Visionary imagination." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.
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