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Tessaro, Annye Cristiny. "Narrativas e games: um olhar do design literário-artístico." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21522.
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Humanity has always used narratives to communicate. Over the years, theorists have realized that there was a common basic structure and formulation in the narratives that allowed stories to perpetuate and adapt in order to form new stories. The contributions of Aristotle, Vladimir Propp and Jung, based on the observation of a varied corpus of tales and fables, enabled the scholar Joseph Campbell to elaborate a narrative structure called “Hero’s Journey”, an elliptical and evolutionary cycle in which the central axis is the hero (and also its variations, such as the anti-hero). This structure is widely used in the construction of contemporary narratives which paved the way for writers such as Vogler and Mckee allowing them to propose it’s adaptation centered on the protagonist-hero for literature and cinema. From the 1970s, with the evolution towards an interactive possibility, the entertainment industry began to incorporate, although modestly, the narrative as a possibility to improve the immersion in games using, most of the time, the Writer’s Journey (structure adapted by Vogler) as a parameter for the construction of narratives in games. However, it is essential to realize that games have specific peculiarities, besides a high content of interaction differing from other media and, therefore, its structure can not be conceived in the same way as it was proposed by Vogler, requiring an adaptation which addresses such particularities. In addition, usually professionals who engage in storytelling for games are screenwriters (which does not seem to be the most appropriate because the art of narrative goes beyond the script), or are writers (who mostly lack specific knowledge and qualification in the games area). Considering what was stated above, we argue for the adoption of a Narrative Designer (term created in 2006 by Game Designer Stephen Dinehart) to designate this professional whose knowledge involves multiple skills – such as programming, art and writing – combining the areas of Narratology, Ludology, and Game Design. Thus, the purpose of this thesis is to investigate conventional narrative structures and how they are presented in games, which are the elements and tools that can help the narrative designer in the creative process
A humanidade sempre se utilizou de narrativas para se comunicar. Ao longo dos anos, os teóricos perceberam haver nas narrativas uma estrutura e uma formulação básica comum que propiciava que as histórias se perpetuassem e se adaptassem formando novas histórias. As contribuições de Aristóteles, Vladimir Propp e Jung, fundamentadas com base na observação de um corpus variado de contos e de fábulas, possibilitaram ao estudioso Joseph Campbell elaborar uma estrutura narrativa denominada “Jornada do Herói”, um ciclo elíptico e evolutivo no qual o eixo central é o herói (e também suas variações, tal como o anti-herói). Essa estrutura é amplamente utilizada na construção de narrativas contemporâneas e abriu o caminho para que roteiristas como Vogler e Mckee propusessem sua adaptação centrada no protagonista-herói para a literatura e o cinema, Com a evolução das possibilidades interativas, a indústria de entretenimento passou a incorporar, a partir da década de 1970, ainda que modestamente, a narrativa como possibilidade de refinar a imersão nos games utilizando, na maioria das vezes, a Jornada do Escritor (estrutura adaptada por Vogler) como parâmetro para construção das narrativas em games. No entanto, é essencial que se perceba que os games possuem particularidades específicas, além de um alto teor de interação diferenciando-se das outras mídias e, portanto, sua estrutura não pode ser concebida da mesma forma como foi proposto por Vogler, requerendo uma adaptação que contemple tais particularidades. Além disso, geralmente os profissionais que se dedicam à arte narrativa para games ou são roteiristas (que não parece ser o mais adequado, pois a arte narrativa vai além do roteiro), ou são escritores (que em sua maioria não possuem conhecimento e qualificações específicas na área de games). Diante do exposto, defende-se a adoção de Designer de Narrativas (termo criado, em 2006, pelo Game Designer Stephen Dinehart) para designar esse profissional cujo conhecimento envolve múltiplas habilidades – como programação, arte e escrita – combinando as áreas da narratologia, da ludologia e do Game Design. Sendo assim, a proposta desta tese é investigar as estruturas narrativas convencionais e como elas se apresentam nos games, quais são os elementos e as ferramentas que podem auxiliar o designer de narrativas no processo criativo
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Skoufias, Emmanouil. "Narratives in landscape photography : the narrative potential of transitional landscapes." Thesis, University of Westminster, 2006. https://westminsterresearch.westminster.ac.uk/item/92756/narratives-in-landscape-photography-the-narrative.
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The aim ofthis thesis is to use practical and theoretical research to investigate the relationship of transitional landscapes with narrative. As transitional landscapes I refer to the photographic depiction of unorganised spaces situated between the rural and urban zones. The research engages in practical fieldwork and theoretical study. It comprises a written thesis and a visual output (photographic project). The theoretical part examines the historical framework focusing in the postmodern re-evaluations oflandscape photography. My research investigates if the iconographic austerity of transitional landscapes leads to interpretive austerity or on the contrary enhances their range of interpretations. The research methodology is influenced by theories that acknowledge the importance of the reader and it is qualitative and experimental. The research employs as key method visual questionnaires, which focus on the capacity of single images to prompt narrative interpretation. The groups of people that the questionnaires are distributed to, vary in their approach and regard of landscape and narrative. The results from this survey indicate how we perceive transitional landscapes, the type of narratives they suggest and what prompts them to interpret the images as specific narratives. The main findings ofthe study revealed that: 1. The iconographic austerity of transitional landscapes appears as a fertile ground for narratives as indicated by the high percentage of respondents who wrote narratives, the high percentage of narratives compared to descriptions and transformations and the respondents approach more as narrators rather than observers. 2. The respondents seemed to wish to categorise the transitional landscapes more as an urban or rural environment rather than a transitional environment. 3. A darker, closer to black & white landscape image is more responsive to narratives rather than the normal exposure and colour version of the same landscape image. Furthermore, transitional landscapes seem more narratively responsive in their blurred version. 4. Transitional landscapes create more pessimistic than optimistic responses justifying landscape theories based on the psychological approach to landscape. The findings are employed as a creative tool, creating the form and the content of the photographic project, which also incorporates the actual stories of the respondents for transitional landscapes. The photographic project displays two main narrative strategies in photography: a) Narratives created solely by images and b) Narratives created from combinin~ text and image. It progress from strategy a to b in four steps, gradually shifting from vertical panoramic landscapes to horizontal panoramic 'wordscapes'. The original co.ntribution to knowledge is in both the artwork and the method of producing it as I am extendmg the boundaries of what is currently considered as the landscape genre not only in terms of collective authoring but also about the transition of the visual sign to the word sign, thus examining our processes of making sense of signs and the subjective nature of interpretation. In my.concerns for transitional landscapes, I am investigating an aspect of a landscape genre, which has been marginalized in both traditional photographic history and subsequent critical debates.
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Camargo, Thais Medina Coeli Rochel de. "Narrativas de políticas sobre aborto no Brasil: uma análise a partir do narrative policy framework." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/8/8131/tde-31072018-162747/.
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Esta tese buscou explorar, por meio da análise das narrativas pró-direito ao aborto no Brasil, os níveis meso e macro do narrative policy framework (NPF), bem como testar as possíveis contribuições das técnicas de text mining para as análises de narrativas de políticas públicas. Foram analisados documentos pró-direito ao aborto elaborados por ativistas feministas entre 1976 e 1988 e documentos de organizações feministas, projetos de leis e documentos de políticas públicas sobre aborto referentes ao período de 1989 a 2016. Foi feita uma análise de conteúdo dos dois conjuntos de documentos usando o software OpenLogos. Os resultados da pesquisa revelam que as feministas fizeram uma escolha estratégica por uma narrativa de saúde pública de modo a expandir a coalizão pró-direito ao aborto por meio da inclusão de atores da área da saúde. A aliança com a saúde levou a conquistas para a coalizão, com a criação de serviços de aborto legal e a inclusão da anencefalia entre os casos em que o aborto é permitido. A narrativa de saúde pública foi, assim, institucionalizada, tornando-se tanto a principal narrativa da coalizão quanto a principal narrativa contida nos documentos de políticas públicas. Essa institucionalização é um objetivo da atuação das coalizões de militância, mas também impõe limites (constraints) à sua atuação futura, já que seu abandono pode colocar em risco a coalizão, ao mesmo tempo em que demandas futuras têm de ser elaboradas a partir da estrutura de políticas públicas já existente. A análise da institucionalização de narrativas é uma contribuição ao NPF, explorando seu nível macro, ainda menos desenvolvido. A tese revela ainda que as feministas, em resposta à percepção de derrota, buscaram contrair o escopo da disputa em torno do aborto, restringindo-a às áreas técnicas da saúde e ao Supremo Tribunal Federal, o que contraria as hipóteses do NPF. Por fim, a tese apresenta contribuições possíveis de técnicas de text mining para a análise de narrativas de políticas públicas.framework (NPF) through an analysis of pro-abortion rights narratives in Brazil. It also sought to test possible applications of text mining techniques to policy narrative analyses. I analyzed pro-abortion rights documents from feminist activists from 1976 to 1988 and documents from feminist organizations, law proposals and policy documents regarding abortion from 1989 to 2016. I carried out a content analysis of these documents using the OpenLogos software. Results show that feminists strategically opted for a public health narrative so as to expand the pro-abortion rights advocacy coalition through the inclusion of actors from the health field. The alliance with health sectors led to victories for the coalition, with the creation of legal abortion services and the inclusion of anencephaly among the exceptions to the abortion ban. The public health narrative thus became institutionalized: it became both the main narrative used by the coalition and the main narrative contained in policy documents. Coalitions seek to have narratives institutionalized, but this also constrains future action: abandoning an institutionalized narrative may threaten the coalition, while any future demands must be formulated within the framework of exiting policies. This dissertation further reveals that feminists, in response to perceived losses, sought to contract the scope of the dispute surrounding abortion, restricting it to technical health areas and to the Supreme Court. This contradicts NPF hypotheses. Finally, the dissertation also presents possible applications of text mining techniques to policy narrative analyses.
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Karlsson, Axel, and Alexander Kores. "Forging a narrative : Political narratives in Swedish parties." Thesis, Högskolan Väst, Avd för juridik, ekonomi, statistik och politik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-9704.
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The following thesis is an analysis of the self-narratives of the parties in the Swedish Riksdag and how these are used to construct the identities of the parties. For this purpose, we studied narrative theory and theories about identity in order to build a framework which would allow us to investigate the narratives of these parties. To identify the core narratives of the parties, we chose to focus on their respective party programs. Based on the results of our quantitative investigation, we chose four parties (Socialdemokraterna, Liberalerna, Miljöpartiet, and Sverigedemokraterna) to study in a more in-depth manner. Having selected these four parties, we utilized theories about narrative and identity in order to identify the constituent parts of the various parties' narratives contained in their party programs. The parties were found to adhere to our theoretical assumptions about how parties ought to construct narratives, albeit in different ways from party to party.
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Lee, Jung-Bog. "Preaching biblical narratives in a narrative sermon form." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.
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Gaspar, Elisangela Teixeira Bálico. "Narrativas do cancro: Uma análise autobiográfica." Master's thesis, ISPA - Instituto Universitário, 2013. http://hdl.handle.net/10400.12/2556.
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Dissertação de Mestrado em Psicologia Clínica, apresentada ao ISPA - Instituto UniversitárioO diagnóstico do cancro e todo o processo da doença são vividos, não só pelo doente como também pela sua família, como um momento de grande sofrimento, ansiedade, tristeza e angústia. Assim como, transformação de aspetos positivo e negativo, constatadas nas narrativas de revisão de literatura, e nas vivências subjetivas dos indivíduos com a experiência do cancro que aceitaram colaborar neste estudo. Neste sentido, o presente estudo objetivou a compreensão das narrativas pessoais, incluindo o modo transformativo e o impacto do cancro, desenvolvido no processo da doença. A Metodologia do presente trabalho foi desenvolvida numa abordagem qualitativa como um estudo narrativo, tendo-se recolhido cinco narrativas da biografia pessoal de um grupo de quatro indivíduos com experiência do cancro, a partir de entrevista aberta semiestruturada, em duas fases. Estas estórias pessoais foram depois analisadas, à luz da análise de Teoria Narrativa, tendo-se numa primeira fase criado temáticas a partir do conteúdo narrativo das entrevistas, e posteriormente adequando-os com os conteúdos mais abordados. As conclusões que se pode tirar deste estudo, de acordo com a literatura consultada revelam a relevância da abordagem narrativa, podendo propiciar na deteção, prevenção, adaptação emocional e social do indivíduo às várias etapas do tratamento oncológico, bem como na reabilitação e no manuseamento do indivíduo numa fase terminal.
ABSTRACT: The cancer diagnosis and throughout the disease process are experienced not only the patient but also for their family, as a time of great sorrow, anxiety, sadness and distress. As well as processing of positive and negative aspects, found in the narratives of literature review, and the subjective experiences of individuals with cancer experience who cooperated in this study. In this sense, the present study aimed to understand the personal narratives, including mode and transformative impact of cancer developed in the disease process. The methodology of this study was developed in a qualitative study as a narrative, having collected five narratives of personal biography of a group of four individuals with cancer experience, from open semistructured interview, in two phases. These personal stories were then analyzed in the light of the analysis of Narrative Theory, having initially created themes from the narrative content of the interviews, and then matching them with the most discussed content The conclusions that can be drawn from this study, according to the literature reveal the relevance of narrative approach, can provide the detection, prevention, emotional and social adjustment of the individual to the various stages of cancer treatment as well as rehabilitation and handling terminally ill patient.
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Milnes, Kate. "Dominant cultural narratives, community narratives and past experience : their impact on 'young' mothers' personal narrative accounts of experience." Thesis, University of Huddersfield, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289416.
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Oliveira, Alessandro Eleutério de [UNESP]. "Narrativas orais contemporâneas por alunos e alunas: rascunhos para a obtenção de pistas para a apreensão de novas formas de experiência no século XXI?" Universidade Estadual Paulista (UNESP), 2006. http://hdl.handle.net/11449/90357.
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oliveira_ae_me_arafcl.pdf: 833400 bytes, checksum: 07763a67497483dc045975d8daf7ea0e (MD5)Nosso trabalho objetiva a apreensão e o entendimento das características de narrativas orais de alunos e de alunas observadas nas salas de aula de uma escola pública do interior paulista de Ensino Fundamental regular e de Ensino Médio supletivo. Nesse sentido, utilizamos o referencial teórico obtido a partir de idéias do filósofo alemão Walter Benjamin correlacionado com uma metodologia de abordagem qualitativa. Por essa razão, usamos os conceitos de Erfarhung, que diz respeito à experiência humana construída pela tradição nas sociedades artesanais, e que era transmitida por meio das narrativas orais associadas ao modo de produção pré-capitalista e o de Erlebnis, que se refere à experiência humana moldada pela Indústria Cultural e pelo modo de produção capitalista. A partir dessa premissa teórica, observamos aulas das disciplinas de Língua Portuguesa e História, estratégia metodológica que permitiu a obtenção de exemplos de seis manifestações orais a partir das quais abstraímos elementos que podem contribuir para a compreensão sobre as formas que as experiências dos sujeitos são constituídas em nosso tempo.
Our paper aims to apprehend and to understand male and female pupils' oral narratives observed in classrooms of a public school, which offers ordinary Elementary School and Adult High School, located in São Paulo state's countryside. Therefore, we used Walter Benjamin's theoretical reference correlated with a methodology of qualitative inspiration. For that reason, we employed the concepts of Erfahrung which refers to the human experience built by tradition in artisan societies that was communicated through oral narratives associated with the pre-capitalist production mode, and Erlebnis, which is the human experience shaped by the Cultural Industry and the capitalist production mode. From that theoretical premise, we observed classes of Portuguese and History, methodological strategy that allowed us to get examples of six oral expressions that composed the founts of elements that are able to help us to understand how people's experiences are formed in present days.
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Pynchon, Susan Reynolds. "Resisting humiliation in schooling : narratives and counter-narratives /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7766.
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Brems, Makella. "Islamic State Online Recruitment: Narratives and Counter-Narratives." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1708.
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This thesis looks beyond the sensationalized coverage of Islamic State and instead utilizes Islamic State materials as a window into the remote radicalization and recruitment process of susceptible English-speaking individuals in the West. This thesis considers Islamic State’s mode of operation in conjunction with the appeals made in its online materials to devise a framework for understanding how Islamic State materials interact with susceptible individuals. The framework lends insight into how the body tasked with creating counter-narratives within the U.S. State Department can more effectively disrupt the remote recruitment and radicalization process.
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Turbuck, Christopher James. "Personal Narratives." Thesis, Montana State University, 2008. http://etd.lib.montana.edu/etd/2008/turbuck/TurbuckC0508.pdf.
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This body of work is comprised of autobiographical narratives from my everyday experiences. The conflict in the stories comes both from without and within: awkward, frustrating situations force perplexed responses from the protagonist (me) even as I struggle to maintain internal balance between combative contradictory thoughts and impulses. I adopt many conventions from comic books. They allow me to freely incorporate text and image into the same pictorial space. Additionally, the comic book form possesses associations with \"low art\" that are valuable to my work. Comics are entertaining and non-threatening - they are perceived as childish and frivolous, and are accessible to a mass audience. I use the formal devices of comic books to raise the viewer/reader\'s expectations for a lighthearted, juvenile form of entertainment. However, once the viewer/reader examines the work more closely, I give them something else: a new way of looking at regular life that reveals the profound in the ordinary; a chance to identify with my awkward, deeply personal experiences; a quiet note of encouragement that none of us is truly alone.
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Callaghan, Joanna. "Ontological narratives." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/75134/.
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Weilein, Lucia. "Transforming Narratives." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3079.
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Narrative, often considered synonymous with “story,” can be viewed from a structuralist perspective and analyzed independent of any particular content. Breaking narrative into categories of story and discourse, this autonomous structure makes possible a translation of content from one form to another. The various media and form types common in graphic design can serve as both recipient and translator of narratives, converting content into a framework that includes the concept of craftsmanship, aesthetic components and specifications, legibility and composition, and the physical form of the designed object. To examine how this framework functions in practice, I have developed a series of three volumes in which cinematic tropes are represented in book form based on a morphology of traits.
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Queiroz, Daniela de Almeida. "A influência das narrativas cotidianas como (des)estímulo para a participação política." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/27/27154/tde-28012014-091841/.
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A questão da prática democrática e da efetiva participação política ainda é uma temática bastante polêmica na sociedade brasileira. Mesmo com uma constituição democrática e com uma série de instrumentos participativos instituídos, o Brasil ainda parece bastante distante de atingir uma democracia consolidada. Há muitas teorias que versam a respeito dos fatores que podem motivar ou desmotivar o envolvimento e a participação política, tais como a cultura, a confiança, o capital social e o reconhecimento. Na presente dissertação, busca-se entender quais os reais motivos que levam um cidadão a escolher se envolver ou não na política, adotando uma posição ativa e participante ou uma posição passiva em relação a estas questões. A proposta consistiu em realizar uma revisão das teorias sobre a motivação para participar, um levantamento da situação democrática do país, estudando o papel da história política e da memória coletiva no contexto da participação, bem como a influência das narrativas circulantes no mundo da política, com especial destaque para as narrativas cotidianas, que nada mais são do que aquelas que ocorrem na esfera íntima dos indivíduos, no seu dia a dia, com familiares, amigos e conhecidos. É neste contexto que a presente dissertação pretende acrescentar, introduzindo no debate da participação a questão do contexto de vida dos indivíduos, das experiências vividas por ele ou para ele passadas por meio de narrativas e sua influência como estímulo ou desestímulo na motivação dos cidadãos a envolver-se com assuntos políticos. Para tanto, além da revisão bibliográfica, foi realizada uma pesquisa empírica baseada em entrevistas em profundidade com cidadãos atuantes e não atuantes no cenário político do município de São Paulo, buscando entender seu comportamento político e suas motivações para tal.The democratic practice and effective political participation is still a theme very polemic in Brazilian society. Even with a democratic constitution and series of participatory tools, Brazil still seems quite far from reaching a consolidated democracy. There are many theories that talk about the factors that may motivate or discourage involvement and political participation, such as culture, trust, social capital and recognition. In this dissertation, we seek to understand the real reasons that lead a citizen to choose to get involved or not in politics, taking an active role or a passive position in relation to these issues. The proposal was to conduct a review of the theories on motivation to participate, a study of the democratic situation in the country, studying the role of political history and public memory in the context of participation, as well as the influence of narratives that circulates in the world of politics, with special emphasis on daily narratives, which are nothing more than those that occur in the private sphere of individuals in their daily lives, with family, friends and acquaintances. It is in this context that this dissertation intends to add, introducing in the participation discussion the question of the life context of individuals, the experiences that they live or they have known through narratives and their influence as stimulus or discourage on the motivation of citizens to engage with political issues. Therefore, in addition to the literature review, we conducted an empirical research based on interviews with active and not active citizens in the political scene in São Paulo, seeking to understand political behavior and their motivations for doing so.
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Barrull, Melcior Francesc Xavier. "L'emprenedor persuasiu. Retòrica i narratives en l'entrepreneurship." Doctoral thesis, Universitat Ramon Llull, 2010. http://hdl.handle.net/10803/9172.
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La rigidesa de la teoria econòmica, especialment en l'assumpció de la racionalitat dels agents econòmics i en el tractament objectiu de la informació ha dificultat encabir l'emprenedor en els seus models. La tesi aprofundeix en l'estudi de l'aprenentatge emprenedor com a mitjà per a superar aquest problema. A partir de la informació obtinguda mitjançant l'observació directa, les entrevistes en profunditat i l'examen de documents, es descriuen 3 casos que permeten analitzar com els emprenedors donen sentit a les seves accions i utilitzen les narratives i la retòrica. Els resultats ens mostren diferents tipologies d'emprenedors, vocacionals i oportunistes en la fase prèvia a la constitució de la societat i aventurers i creadors en la posterior. Els vocacionals entenen la creació d'una empresa pròpia com un projecte vital. Els oportunistes actuen perquè creuen que una determinada idea de negoci representa una oportunitat que cal aprofitar. Els aventurers posen èmfasi en l'empresa com a font d'experiències i reptes i els creadors viuen l'empresa com una creació personal.
Pel que fa a les narratives, en tots els casos observats els emprenedors relaten una narrativa èpica del seu procés, en el que van superant els diferents reptes. Utilitzen dos tipus fonamentals de micro-narratives: les motivacionals, en les que realcen aquells valors que donen sentit a les seves accions i les d'assoliment, en les que destaquen els valors que consideren fonamentals per a que funcioni la seva empresa.
També s'observa com utilitzen la retòrica per a persuadir i persuadir-se a ells mateixos i que no prenen decisions racionals, sinó que a partir d'una intuïció heurística van configurant una idea plausible - molts cops en forma de narrativa - construïda a partir d'arguments que els porta a prendre decisions raonables. Els arguments d'ethos i per exemples són les principals fonts que els persuadeixen que cal realitzar una acció, mentre que els arguments de logos resulten decisius per a descartar-la.
Els resultats ens permeten destacar el rol persuasiu dels emprenedors, tant en la seva activitat quotidiana com en la seva funció social i econòmica. La idea d'un emprenedor persuasiu permet comprendre millor el seu comportament, ofereix eines per a millorar la seva tasca, reforça la idea del llenguatge i especialment dels arguments com a creadors de valor econòmic i facilita encabir l'emprenedor en la teoria econòmica.
La rigidez de la teoría económica, especialmente en su asunción de la racionalidad de los agentes económicos i en el trato objetivo de la información han dificultado introducir el emprendedor en sus modelos. La tesis profundiza en el estudio del aprendizaje emprendedor como medio para superar éste problema. A partir de la información obtenida a través de la observación directa, las entrevistas en profundidad i el examen de documentos, se describen 3 casos para analizar como los emprendedores dan sentido a sus acciones y utilizan las narrativas y la retórica.
Los resultados nos muestran diferentes topologías de emprendedores, vocacionales y oportunistas en la fase previa a la constitución de la sociedad y aventureros y creadores en la posterior. Los vocacionales entienden la creación de una empresa propia como un proyecto vital. Los oportunistas actúan porque creen que una determinada idea de negocio representa una oportunidad que hay que aprovechar. Los aventureros ponen énfasis en la empresa como fuente de experiencias y retos, y los creadores viven la empresa como una creación personal.
En referencia a las narrativas, en todos los casos observados, los emprendedores relatan una narrativa épica de su proceso, en el que van superando los distintos retos. Utilizan dos tipos de micro-narrativas: las motivacionales, en las que subrayan los valores que dan sentido a sus acciones y las de logro, en las que destacan los valores que consideran fundamentales para el buen funcionamiento de su empresa.
También se observa como utilizan la retórica para persuadir y persuadirse a si mismos y que no toman decisiones racionales, si no que a partir de una intuición heurística van configurando una idea plausible - muchas veces en forma de narrativa - construida a partir de argumentos que les lleva a tomar decisiones razonables. Los argumentos de ethos y por ejemplos son las principales fuentes que los persuaden para que realicen una determinada acción, mientras que los de logos resultan decisivos para descartarlas.
Los resultados nos permiten destacar el rol persuasivo del emprendedor, tanto en su actividad cuotidiana como en su función social y económica. La idea de un emprendedor persuasivo permite comprender mejor su comportamiento, ofrece herramientas para mejorar sus labores, refuerza la idea del lenguaje y especialmente de los argumentos como creadores de valor económico y facilita incorporar el emprendedor en la teoría económica.
Stiffness of economic theory, when it assumes economic agents' rationality and objective information, has obstructed to fit entrepreneurs in its models. This thesis extends the study of entrepreneurial learning as a way to solve the indicated problems. It describes three case studies built on gathered information from direct observation, deep-interviews and documents examination. They allow us to analyze how entrepreneurs give meaning to their actions and how they use narratives and rhetoric.
Results show different typologies of entrepreneurs, vocational and opportunists in the stage prior to the creation of the company and adventurers and creators in the subsequent one. Vocational entrepreneurs understand the creation of a company as a vital project. Opportunists try to take profit of what they believe is a good idea. The adventurers emphasize the idea of the company as a source of experiences and challenges, while creators conceive it as a personal creation.
Referring to narratives, in all the observed cases, respondents expounded an epic narrative of their process, where they overcome challenges. They use two kinds of micro-narratives: motivational narratives, where they highlight values let them give sense to their actions and achievement narratives, where they emphasize values that consider essential for the proper performance of their company.
We also observe that entrepreneurs use rhetoric to convince others and persuade themselves. They do not take rational decisions, but starting form a heuristic intuition, they build with arguments a plausible idea - usually in a narrative way - that leads them to take reasonable decisions. Ethos and arguments by examples usually convince them to act in a certain way, while they generally use logos arguments to refuse some action.
Results allow us to highlight the persuasive role of entrepreneurs, both in their daily activity and in their social and economic function. The idea of a persuasive entrepreneur brings us a better understanding of their behavior, offers us tools to improve their performance, enhances the idea of language and arguments as economic value creators and facilitates to fit entrepreneurs in the economic theory.
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Khanna, Savitri. "Resisting Bullying: Narratives of Victims and Their Families." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/24070.
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Bullying has severe consequences for school-aged adolescents who have experienced
repeated victimization and for the families as well. While there is a considerable body of
research on bullying and its effects on victims, very little research has been devoted to studying the experiences and resistance of the targeted young people and their families in the bullying situations. The literature on bullying characterizes victims as unable to defend themselves; this depiction is limited, simplistic, and one-dimensional. This dissertation presents an alternate view, focusing on the experiences and responses of victims and their families. The thesis draws
on a poststructural view and a response-based framework to present a new perspective on the
victims of bullying—a perspective that contrasts with the common depiction of “helpless, powerless victims” and foregrounds the personal agency of young people who have responded to bullying.
Data for this study was collected in the form of narratives from the families and eleven
to fifteen year old school adolescents who have been targets of ongoing bullying. The sample consisted of four families and five adolescents. The interview questions were based on Allan Wade’s response-based approach. The participants’ narratives focused on their responses to bullying. Each narrative was read thoroughly for themes related to the skills and the knowledge adolescents have used in responding to peer aggression. Similarly, parents’ narratives were examined for themes of their responses to the bullying of their children. The conclusion from the findings indicated that the parents and adolescents responded to bullying in many small but
prudent and resourceful ways.
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Cassucci, Milena de Mello. "Entre leões e tigres, entre chacais e raposos: aproximações entre poder e saber em fabulários." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/8/8159/tde-11042016-130351/.
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A presente dissertação se propôs a analisar quatro fabulários, tendo como fio condutor dessa escolha o Kalla e Dimna, fabulário árabe do século VIII d.C. Partindo desta obra, os estudos se orientaram tanto às suas origens, que remontam à compilação indiana Pañcatantra, datada do século I d.C. e que teve entrada no mundo árabe, bem como aos seus frutos, o Livro do tigre e do raposo e O leão e o chacal Mergulhador, dois fabulários árabes produzidos, respectivamente, nos séculos IX d.C., XI d.C. e XII d.C. e que tiveram, em relação aos anteriores, menor disseminação. Os dois primeiros fabulários tratam de uma série de temas que podem atender às normas mais gerais de decoro na sociedade, sendo que o Pañcatantra chega até mesmo a ser classificado como um tratado sobre a conduta em manuais de literatura sânscrita. Entre esses temas diversos, é notável o espaço privilegiado dado às relações políticas e aos seus trâmites. Os outros dois livros, embora inseridos na mesma tradição, deixam de lado aspectos mais gerais da convivência e passam a se deter apenas nos temas especificamente políticos. No que se refere a esse assunto em comum, é possível perceber uma série de elementos recorrentes nos quatro fabulários, entre eles, o fato de que todos tratam das vicissitudes das relações entre poder e saber, personificada em personagens-tipo que ora se aproximam, ora se afastam, mas que se mantém atrelados a uma estrutura que os molda conforme os resultados que almeja atingir. Além disso, foram estudadas as estruturas que, no caso, se apoiam na maior parte das vezes em narrativas-quadro ou prólogos-moldura a partir dos quais se desenvolvem subnarrativas e outros elementos que nos possibilitaram, ao término do estudo, apontar o que há de particular na universalidade a que se propõem os fabulários.This dissertation aims to analyze four collections of fables, choosing as the central work from which further analysis will stem the Kalla and Dimna, an Arab collection of fables dating from the VIII century A.D. From this starting point, these studies were furthered by revisiting its origins in the Panchatantra, an Indian compilation of fables from the I century A.D. that left its marks on the Arab world, as well as its developments in the books that directly follow its legacy, the Livro do tigre e do raposo and O leão e o chacal Mergulhador, two arab collections of fables dating, respectively, to the IX century A.D. and the XI and XII century A.D. which had, however, far less dissemination than the last two works here cited. The first two collections develop around a variety of subjects relating to rules regulating manners in a broader sense, to the point that the Panchatantra has been classified as a treatise on manners in Sanskrit literature manuals. Between the diversity of subjects broached, the privileged attention given to political relations and their formalities is readily noticeable. The two other works, though part of the same literary tradition, set aside more general or day-to-day aspects of good manners to focus exclusively on political relations and political conduct. Regarding this shared thematic, a number of recurring elements can be identified, one of many being the fact that all of them deal with the specifics of the relationship stabilished between power and knowledge, personified in character types that alternate between approaching and distancing themselves from one another, but that are always attached to a structure that moulds them according to the results it desires. Beyond that, the narrative structures of the works were studied they usually make use of frame narratives or frame prologues from which further subnarratives are developed along with other elements that made it possible, at the end of this study, to point towards the particularities of the universality that the collections of fables undertake as their purpose.
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Dharamraj, Havilah. "A prophet like Moses? : a narrative-theological reading of the Elijah narratives." Thesis, Durham University, 2006. http://etheses.dur.ac.uk/2666/.
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If one reads the Moses and Elijah narratives in their canonical order and arrangement, the typical reader's response, since rabbinic times, is to note the manifold parallels between them. These parallels appear at all the various levels of any discourse: they may be found at the verbal level, recognizable in significant words and phrases; at the level of story, they emerge in the framework of the narrative, in the progression of the plot and in characterisation; most significantly, the parallels colour the conceptual level, in terms of both significant motifs and overarching themes. This cumulative resonance peaks at I Kgs 19 and 2 Kgs 2, two critical components of the Elijah cycle, compelling an appraisal of the character Elijah against the character Moses. Such a comparison becomes a legitimate exercise considering the promise in Deut. 18:18 of another like Moses. With Moses established as Israel's prophet par excellence, the debate often turns on deciding whether Elijah follows the paradigm or falls short of it. Thus, 1 Kgs 19, which relates Elijah's experiences at Horeb, is regularly read as Elijah's critical failure as a Mosaic prophet; he indicts Israel rather than intercedes for them. This thesis argues that such a reading dislocates the parallels the narrative carefully builds up between 1 Kgs 19 and Exod. 32-34; further, this negative portrayal of Elijah makes it difficult to reconcile 1 Kgs 19 with the remainder of the Elijah narratives, notably, with 2 Kgs 2， where Elijah is accorded an exit that indubitably affirms his service as prophet. An alternative reading is offered which is particularly sensitive to any inner-biblical exegesis as may be mediated by the Mosaic resonance. This reading identifies the theological thrust, and the implications for the larger narrative of the "primary history" of Israel, of Elijah being read (and perhaps, presented by the narrator), as a prophet like Moses.
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Anthias, Louise. "Constructing personal and couple narratives in late stage cancer : a narrative analysis." Thesis, University of East London, 2015. http://roar.uel.ac.uk/5179/.
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An increasing number of people with terminal cancer are being cared for at home, often by their partner. This study explores the identity, experiences and relationships of people caring for their partner at the end of life and how they construct their experience through personal and couple narratives. It draws upon dialogical approaches to narrative analysis to focus on caring partners and the care relationship. Six participants were recruited for the study. Two methods of data collection are used: narrative interviews and journals. Following individual case analysis, two methods of cross-narrative analysis are used: an analysis of narrative themes and an identification of narrative types. The key findings can be summarised as follows. First, in the period since their partner's terminal prognosis, participants sustained and reconstructed self and couple relationship narratives. These narratives aided the construction of meaning and coherence at a time of major biographical disruption: the anticipated loss of a partner. Second, the study highlights the complexity of spoken and unspoken narratives in terminal cancer and how these relate to individual and couple identities. Third, a typology of archetypal narratives based upon the data is identified. The blow-by-blow narratives illustrate how participants sought to construct coherence and meaning in the illness story, while champion and resilience narratives demonstrate how participants utilised positive self and relational narratives to manage a time of biographical disruption. The study highlights how this narrative approach can enhance understanding of the experiences and identities of people caring for a terminally ill partner.
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Carthy, Nikki. "Deconstructing offenders' narratives." Thesis, University of Huddersfield, 2013. http://eprints.hud.ac.uk/id/eprint/20354/.
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The view of making sense of a person’s reality through the stories they tell about their lives, developed by Bruner (1991) and McAdams (1993) is the theoretical perspective used to reveal what offenders’ life-stories uncover about their offending action. Interviews with 63 incarcerated offenders and 90 non-incarcerated males’ explored three life-episodes: a Significant Event (SE), crime or deviant act, and life as a film. Narrative Roles Questionnaire (NRQ) and demographic information was also collected. The LAAF framework for eliciting and interpreting life-story narratives was implemented. The LAAF is developed from psychological literature from different aspects of narrative focusing on three primary areas: McAdams (e.g. 1993) life-stories, Bamberg’s (2009) identity in narrative, and Sykes and Matza’s (1957) neutralisation theory. The first section of analysis focuses on SE and film narratives. Firstly, incarcerated and non-incarcerated descriptions of SE and film, for each of the LAAF content variables, were compared employing Chi Square analysis. Findings show the incarcerated group having more negative items identified in their life-episodes. This difference was consistent in SE and film narratives. Secondly, SSA-I explored the thematic structure of the LAAF variables for the incarcerated and non-incarcerated individuals. A thematic region within the incarcerated SSA-I plot termed ‘contamination script’ was found in all of the incarcerated offenders narratives, for SE and film, but in only a small proportion of the non-incarcerated narratives. Thirdly, archetypal themes were identified in the SSA-I configuration showing distinct regions of themes relating to Youngs and Canter’s (2011; 2012) classifications of hero, victim, revenger and professional for the SE and film narrative. Findings demonstrated psychological consistency with dominant narrative roles across the two life-episodes. The second section focuses on crime and deviant life-episodes. Youngs and Canter (2012) identified narrative themes in offenders’ NRQ responses. First, SSA-I configuration confirmed narrative themes in the incarcerated and non-incarcerated responses to NRQ items. Principal Component Analysis revealed psychological components of emotion, identity, and cognitive interpretations in NRQ items. Secondly, crimes and deviant acts were differentiated using: property, person, and sensory categories; a psychological classification system, based on Bandura’s (1986, 1999) theory of incentives. Multivariate analyses of the NRQ responses provided loose support for different narrative themes underpinning different crime types. Qualitative thematic analysis revealed a number of psychological themes of emotion, preparedness, and blame present in both incarcerated and non-incarcerated narratives; differences were exhibited by Feshbach’s (1964) instrumental and expressive dichotomy. Similar dominant narrative roles were exhibited by the incarcerated and non-incarcerated crime and deviant episodes; differences resided in the contamination script and level of instrumentality. Psychological consistency, in different life-episodes, demonstrates theoretical contributions. Methodological contributions are recognised by the success of the LAAF framework for exploring criminals’ narratives. The application of a narrative perspective provides a tool for researching criminal action in a way that makes sense to those closest to the action – the criminal.
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Pope, Gerald. "Reading suburban narratives." Thesis, London Metropolitan University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555144.
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This thesis discusses London suburban-set fiction as enacting a key semiotic problem of modernity: how the individual must interpret, make sense of, and inhabit a particular locality. By semiotic here I mean the individual's drive to capture external reality, to read and constitute a sense of what is meaningful and objectively real in the suburban habitat. The suburb is presented in much suburban fiction as a key exemplar of modem built space insofar as it continually thwarts the individual's attempts to see and read it, to make it home. Suburban fiction presents a site that continually thwarts its perception, understanding and constitution and one that is thus experienced, in different ways, as strange, odd or unsettling. The thesis discusses London's suburban fiction from the 1860s to the present day and each chapter focusses on different aspects of this struggle to see the truth of, and find meaning in, the suburbs. Suburban fiction presents a chronicle of compromised seeing. It repeatedly emphasises doubt and confusion, spectacle and performance, varieties of deception and falseness, modes of fantasy, vision and dream, the ghostly, insubstantial and unreal. It foregrounds the anxious urge for rational investigation and the complex relation of surface signs to the reality of depths. Related to this, suburban fiction also presents an environment that is materially compromised. There is a doubt anxiety expressed in suburban fiction over the substantive nature of external reality and we note constant references to a materiality gone awry, to the things of the domestic real that threaten to overwhelm and suffocate the individual, or else to withdraw, or to actively attack and terrorise the suburban inhabitant. The suburban body itself, in so much suburban-set fiction, becomes the site of this struggle, portrayed as thing- like, as ineffectual and powerless, as sickly or diseased, as comic and absurd. In most suburban fiction the suburb is never homely and inhabitants struggle to make such spaces legible and meaningful. The present work traces how such fiction has evolved over the last century and a half.
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Ruth, Lars. "Battle of Narratives." Thesis, Monterey, California. Naval Postgraduate School, 2012. http://hdl.handle.net/10945/7409.
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In this thesis, I analyze narratives from a network point of view using Social Network Analysis (SNA) software and methods. A narrative is a network of semantic meanings that can be coded and analyzed as such. In a competitive environment, such as politics, narratives are a means by which to influence people to act. To analyze a narratives effectiveness, I use the 2008 Presidential Election campaigns of Senators John McCain and Barack Obama as a case study to evaluate their narratives in relation to their success. I generate a series of semantic networks of the two campaigns. I then estimate a series of SNA metrics and compare these to the approval ratings of the two candidates. I hypothesize that the degree of centralization and the cohesiveness of a candidates narrative will be positively associated with the candidates approval ratings, all else being equal. This hypothesis is confirmed in the analysis.
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Lovett, Andrew. "Making musical narratives." Thesis, City University London, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266300.
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Dugan, Moi. "Narratives on clay /." Online version of thesis, 1993. http://hdl.handle.net/1850/11769.
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Smith, William Clay Kinchen. "Revising captivity narratives." [Gainesville, Fla.] : University of Florida, 2002. http://purl.fcla.edu/fcla/etd/UFE0000611.
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Taylor, Michael Rupert. "Young people and written narrative : a study of narratives written by young people and of connections between particular features of the narratives and gender." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10019714/.
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The thesis is based upon a description of a sample of 50 narratives written by 25 young women and 25 young men in a College, of Further Education in inner London. It aims to describe connections between particular features of these narratives and aspects of the lives of the wr1ters. It will particularly be focussing on the social aspects of their lives that are connected to their membership of different gender groups. In doing this, the thesis will focusing on this kind of writing in a way that has not been attempted before.
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Moretti, Regina Celia Batista 1965. "Integração curricular no ensino médio : histórias narradas por professores a partir do Projeto PIBID Ciências da Natureza." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/319160.
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Orientador: Maria Inês Freitas Petrucci dos Santos RosaDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Este trabalho de pesquisa aponta para possibilidades de integração curricular do Ensino Médio, em uma perspectiva interdisciplinar, a partir de experiências vividas e narradas por professores das disciplinas, Biologia, Química e Física, no contexto de um projeto, do Programa Institucional de Bolsas de Iniciação à Docência (PIBID), Ciências da Natureza: Integração Curricular no Ensino Médio. A questão formulada para essa pesquisa, a qual se constituiu em um referencial em torno do qual o trabalho se configurou, foi: Como uma experiência de um projeto de integração curricular interdisciplinar, no Ensino Médio, mobiliza identidades docentes ligadas às comunidades disciplinares? Foram fontes para este estudo, além das narrativas docentes, alguns textos de documentos oficiais e outros textos acadêmicos, analisados no intuito de perceber como professores podem ser interpelados sobre interdisciplinaridade e entendendo que tais textos, embora sejam significativamente marcados por intenções vindas de macro contextos, permeiam e são permeados por vozes vindas do micro contexto do cotidiano escolar. O andamento para produção desse trabalho, entre histórias e textos, foi realizado, metaforicamente, com olhar de um flâneur, um solitário que anda pela cidade em meio à multidão, sem se preocupar com as intencionalidades modernas do cenário urbano, consome o caminho a sua maneira, no seu tempo, vivendo experiências. As narrativas dos professores foram utilizadas como princípio, em uma perspectiva que privilegia a memória, inspirada em Walter Benjamim. Essas histórias contadas são adensadas em mônadas, compreendidas como uma forma de comunicação que ressignifica no presente, o papel das narrativas do passado, de comunicar experiências vividas. Nelas estão presentes marcas de conflitos nas identidades docentes e desafios, indicando as disciplinas como lugares de pertencimento e a interdisciplinaridade como objeto de choque. Esses professores especializados e que trabalham em um espaço-tempo distribuído em grades de horários, de acordo com cada uma das disciplinas, tiveram que, concomitantemente, se mobilizarem no sentido de inventarem outro espaço-tempo que possibilitasse um currículo integrado, para produção do projeto interdisciplinar. Em outras palavras, professores, como membros pertencentes às comunidades disciplinares, ao se chocarem com a interdisciplinaridade, experienciaram um momento de paralisação do que vinha acontecendo, rotineiramente, e tiveram oportunidade de mudar suas percepções sobre esse momento e sobre acontecimentos seguintes
Abstract: This research points to opportunities for curricular integration of high school in an interdisciplinary perspective from experiences narrated by teachers of disciplines, Biology, Chemistry and Physics in the context of a project, the Scholarship Program Initiation to Teaching (PIBID), Natural Sciences: Curriculum Integration in High School. The question formulated for this research was: As an experiment of a project of interdisciplinary curriculum integration, in high school, mobilizes teacher identities linked to disciplinary communities? It constituted a framework around which the work is set. We sought to also examine how teachers are challenged on interdisciplinarity in some texts of official documents and academic, understanding that such texts although significantly marked by welcoming intentions macro contexts, permeate and are permeated by voices from the micro context of everyday school life. The walk to produce this work, between stories and texts, was performed, metaphorically, with the look of a flâneur, a loner who walks the city in crowds without worrying about the intentions of the modern urban setting consumes the way your way, in his time, living experiences. The narratives of the teachers were used as a principle, in a perspective that prioritizes memory, inspired by Walter Benjamin. These stories are densified in monads, understood as a form of communication that rescues at present, the role of narratives of the past, to communicate experiences. In these markings are present conflict in the identities of teachers and challenges, indicating the disciplines as their places of belonging and interdisciplinarity as an object of shock. These specialized teachers and working in a space-time distributed scheduling in grids, according to each discipline, who had concomitantly mobilize in order to invent another space-time that would enable an integrated curriculum for production design interdisciplinary. In other words, teachers as members belonging to the disciplinary communities, to collide with interdisciplinary, experienced a moment of stoppage of what was happening routinely and had the opportunity to change their perceptions about this moment and on the following events
Mestrado
Ensino e Práticas Culturais
Mestra em Educação
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Bragheto-Pires, Ana Cristina Magazoni. "Narrativas de mulheres mães infectadas pelo HIV." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/22/22131/tde-07012014-163657/.
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A propagação da infecção pelo HIV vem sofrendo diversas modificações em seu perfil, sinalizando um processo de feminizacão da infecção, desnudando a condição da vulnerabilidade feminina frente ao HIV. A mulher em idade reprodutiva e infectada pelo HIV é confrontada, muitas vezes, com algumas situações difíceis e que a fragiliza. Assim, a maternidade que em nossa cultura parece ser um papel social esperado e valorizado pode se tornar ameaçada pela condição sorológica. Além disso, a infecção pelo HIV é algo que pode modificar toda a concepção de si mesma, já que a pessoa, sua identidade, é essencialmente definida pela forma como as coisas têm significado para ela e, neste sentido, o HIV pode dar um novo sentido a identidade. Este estudo busca conhecer como é o adoecimento pelo HIV nas narrativas de mulheres que são mães. Elas foram convidadas a narrar sobre suas vidas, em especial, sobre a condição de serem mães e infectadas pelo HIV. O estudo é de natureza qualitativa, realizado em um hospital escola do interior do estado de São Paulo com quinze mulheres mães que foram infectadas pelo HIV, no qual foram analisadas apenas dez entrevistas. A técnica utilizada para coleta de dados foi a entrevista narrativa e a análise foi feita com base nos estudos de Schütze (1977, 1983). Dentre os passos propostos por Schütze (1977, 1983), está a análise temática, na qual há categorias para cada entrevista narrativa, ordenadas em um sistema coerente de categorização geral para todas as entrevistas. Já na análise estruturalista, focalizam-se os elementos formais das narrativas. A análise opera via um sistema de combinações que inclui duas dimensões: uma é formada pelo repertório de possíveis histórias, do qual qualquer história acontecida é uma seleção, e a outra se refere às combinações particulares dos elementos da narrativa. No presente trabalho, utilizou-se a identificação dos elementos estruturais das narrativas e as categorias relativas à redução do conteúdo do trecho da narrativa transcrita. (adaptado de MISHLER, 1986; WELLER, 2007; GERMANO; SERPA, 2008). As entrevistas foram transcritas e delas foram extraídos os elementos que compunham uma história com começo, meio e fim, buscando compreender o sentido que cada participante atribuía a sua história enquanto mães e infectadas pelo HIV. Notou-se que a maternidade, tema principal de suas histórias, trouxe um novo significado para suas vidas e repercussões para suas identidades. Os relatos são permeados por momentos de tristeza, dificuldades e alegrias. Os resultados revelam esta ambivalência de sentimentos, mas também um movimento positivo com a vida, principalmente no que se refere aos cuidados com os filhos. A oportunidade de elaborar esses sentimentos, na narrativa, pode auxiliar a mulher a fazer uma reorganização da própria vida e oferecer sinalizações aos profissionais do tipo de atendimento que ela precisa receberThe spread of HIV infection has been suffering several modifications in its profile, signaling a process to feminize of the infection, denuding the condition of female vulnerability to HIV. Women with reproductive age and infected with HIV is confronted, often with some difficult situations and that weakens. So, motherhood that in our culture seems to be an expected and valued social role may become threatened by serological condition. In addition, the HIV infection is something that can change the whole design of herself, since the person, her identity it is essentially defined by how things have meaning to her and, in this sense, the HIV can give a new sense of identity. This study seeks to know how the HIV illness in narratives of women who are mothers is. They were invited to tell about their lives, specially, on the condition to be mothers and infected by the HIV. The study is qualitative in nature, carried out in a teaching hospital in the interior of São Paulo state with fifteen women mothers infected by HIV, in which only ten interviews were analyzed. The technique used for collecting data was the narrative interview and analysis was made on the basis of studies of Schütze (1977, 1983). Among the steps proposed by Schütze (1977, 1983), is a thematic analysis, in which there are categories for each narrative interview, ordered in a coherent general categorization system for all interviews. In the structuralist analysis, it was focused the formal elements of narrative. The analysis operates via a system of combinations that includes two dimensions: one in formed by the repertoire of possible stories, from which any story happened is a selection, and the other refers to the particular combinations of the elements of the narrative. In this study, we used the identification of structural elements of narratives and categories concerning the reaction of the content of the narrative excerpt transcribed. (adapted from MISHLER, 1986; WELLER, 2007; GERMANO; SERPA, 2008). The interviews were transcribed and were extracted the elements that made up a story with beginning, middle and end, seeking to understand the meaning that each participant attached to their story while mothers and infected with HIV. It was noticed that motherhood, the main theme of their stories, brought a new meaning to their lives and repercussions to their identities. The reports are permeated by moments of sadness, difficulties and joys. The result reveals this ambivalence of feelings, but also a positive movement to life, especially with regard to child care. The opportunity to develop these feelings, in the narrative, can help the woman doing a reorganization of life itself and provide signs to the professional of the service type that she needs to receive
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Romero, Talita Raquel Luz. "Modelos e explicações: a apropriação e o uso de entidades científicas pelos alunos." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-26022013-094957/.
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Esta pesquisa, vinculada à concessão da bolsa CNPq e intitulada \"Modelos e Explicações: a apropriação de entidades científicas e o uso que os alunos fazem delas\", assume a importância dos modelos tanto na ciência quanto no ensino, destaca que a produção de explicações se dá por meio dos modelos e propõe investigar a relação entre a construção de modelos na ciência e no ensino de ciências por meio das entidades. Enquanto representações eficazes do mundo físico, os modelos científicos precisam passar pela transposição didática para constituírem-se como objetos de ensino. Deste modo este trabalho tem também como objetivo compreender quais aspectos da construção de modelos na ciência pode/deve ser transposto para o contexto escolar. Avançaremos em relação à ideia de que uma adequada definição de modelo, tanto na ciência quanto em seu ensino, se relaciona com a necessidade de explicar e permite uma descrição satisfatória dos procedimentos empregados por pessoas em busca de uma explicação de um sistema físico. Assim, a esta pesquisa, são adicionadas duas questões importantes à investigação: como os alunos usam os modelos da ciência para a produção de explicações e como as entidades presentes no mundo cotidiano e no mundo da ciência participam da construção dessas explicações? Esta investigação encontra apoio no filósofo Mario Bunge (1974; 1985) e justifica discussão sobre modelos e modelagem em sua perspectiva pelo fato dele considerar que o papel fundamental da ciência é a construção de modelos e seu principal objetivo é produzir explicações para os fatos reais. O processo de construção de modelos e explicações pressupõe que as explicações produzidas pela ciência pertençam a um cenário pré-definido, no qual cada entidade desempenhe papéis que atendam as expectativas e exigências delimitadas pelo contexto. Sendo assim, continua por procurar uma aproximação entre a ideia de entidades e de objetos-modelo definido por Bunge. Para isso, são apresentadas duas estratégias metodológicas que se concentram em elaborar, implementar e analisar atividades de ensino-aprendizagem sobre duas entidades físicas escolhidas: carga e campo.This research, linked to the granting of the CNPQ scholarship and entitled \"Models and explanations: the appropriation of scientific entities and students\' use of it\", assumes the importance of models in both science and education, highlights that the production of explanations is given by models and proposes to investigate the relationship between the construction of models in science and science education through entities. While effective representations of the physical world, the scientific models need to pass the didactics transposition in order to constitute itselves as teaching objects. Thereby this research has also as a target to comprehend which aspects of models\' construction in science may/must be transposed to the educational context. We will proceed the idea that a suitable model definition, both in science as in its teaching, is related with the need to explain and permits a satisfactory description of the procedures applied by people searching an explanation of a physical system. Therefore, to this research, we add two important questions to the investigation: how do students use the models of science in producing explanations and how do the entities present in the everyday world and in the world of science participate in the construction of these explanations? This investigation is supported by the philosopher Mario Bunge (1974; 1985) and justifies the discussion of models and modeling in his perspective by the fact that he considers that the fundamental role of science is the construction of models and its main objective is to produce explanations to real facts. The process of construction of models and explanations presuppose that explanations produced by science belong to a predefined scenario, in which each entity perform roles that attend the expectation and the demands delimited by its context. Therefore, it continues to look for an approximation between the idea of entities and model-objects defined by Bunge. To do so, we present two methodological strategies that concentrates in elaborate, implement and analyze activities of teaching-learning about two Physical entities chosen: charge and field.
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Geminiano, Rilane Silva Reverdito. "Narrativas Nambikwara Katitaurlu : vivências transformadoras /." Marília, 2019. http://hdl.handle.net/11449/191361.
Full textAbstract:
Orientador: Marcelo Augusto TottiResumo: O estudo busca conhecer as narrativas da comunidade indígena Nambikwara Katitaurlu no estado do Mato Grosso, local onde se faz presente uma escola em seu território imemorial. Essa escola foi conquistada por meio da luta do povo indígena, que conseguiu a implementação de três salas de aulas anexas da rede estadual na área Vale do Guaporé, Terra Indígena Sararé, aldeia Central. A ideia desse trabalho é conhecer as narrativas e propor métodos e técnicas de aprendizagem e ensino a partir do conhecimento das necessidades dos escolares bem como da comunidade, dialogando, assim, os conhecimentos científicos que fazem parte da vida cotidiana da comunidade ao qual essa etnia está inserida. Os primeiros resultados possibilitaram observar que o processo de educação escolar indígena ainda pouco pesquisado, considera a realidade sociocultural dos indígenas, a falta de conhecimento das narrativas, a utilização do livro didático em escolas e salas de aulas indígenas denota esse processo de distanciamento da cultura escolar das necessidades da comunidade. O percurso metodológico se sustenta em Willis (1991) que buscou atrelar os conhecimentos científicos à realidade social e cultural dos escolares. Desse modo, tendo como ferramentas a análise documental, levantamento bibliográfico, etnografia e as narrativas, faremos um mapeamento que permita compreender a cultura, isso possibilita que os alunos indígenas reconheçam suas realizações pela interação dos conhecimentos da sua história, aos quai... (Resumo completo, clicar acesso eletrônico abaixo)
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Oliveira, Alessandro Eleutério de. "Narrativas orais contemporâneas por alunos e alunas : rascunhos para a obtenção de pistas para a apreensão de novas formas de experiência no século XXI? /." Araraquara : [s.n.], 2006. http://hdl.handle.net/11449/90357.
Full textAbstract:
Orientador: Marilda da SilvaBanca: Jaime Francisco Parreira Cordeiro
Banca: Denis Domeneghetti Badia
Resumo: Nosso trabalho objetiva a apreensão e o entendimento das características de narrativas orais de alunos e de alunas observadas nas salas de aula de uma escola pública do interior paulista de Ensino Fundamental regular e de Ensino Médio supletivo. Nesse sentido, utilizamos o referencial teórico obtido a partir de idéias do filósofo alemão Walter Benjamin correlacionado com uma metodologia de abordagem qualitativa. Por essa razão, usamos os conceitos de Erfarhung, que diz respeito à experiência humana construída pela tradição nas sociedades artesanais, e que era transmitida por meio das narrativas orais associadas ao modo de produção pré-capitalista e o de Erlebnis, que se refere à experiência humana moldada pela Indústria Cultural e pelo modo de produção capitalista. A partir dessa premissa teórica, observamos aulas das disciplinas de Língua Portuguesa e História, estratégia metodológica que permitiu a obtenção de exemplos de seis manifestações orais a partir das quais abstraímos elementos que podem contribuir para a compreensão sobre as formas que as experiências dos sujeitos são constituídas em nosso tempo.
Abstract: Our paper aims to apprehend and to understand male and female pupils' oral narratives observed in classrooms of a public school, which offers ordinary Elementary School and Adult High School, located in São Paulo state's countryside. Therefore, we used Walter Benjamin's theoretical reference correlated with a methodology of qualitative inspiration. For that reason, we employed the concepts of Erfahrung which refers to the human experience built by tradition in artisan societies that was communicated through oral narratives associated with the pre-capitalist production mode, and Erlebnis, which is the human experience shaped by the Cultural Industry and the capitalist production mode. From that theoretical premise, we observed classes of Portuguese and History, methodological strategy that allowed us to get examples of six oral expressions that composed the founts of elements that are able to help us to understand how people's experiences are formed in present days.
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Custódio, Regiane Cristina. "Memórias da migração, memórias da profissão : narrativas de professoras sobre suas vivências nas décadas de 1960 a 1980 (Tangará da Serra – MT)." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/102317.
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Trata-se de investigação sobre narrativas de memórias de professoras dos anos iniciais do ensino fundamental, aposentadas, que viveram em Mato Grosso o processo histórico de formação e consolidação de Tangará da Serra, município no qual tiveram suas experiências profissionais. Inscreve-se no campo de estudos da História da Educação e se inspira na História Cultural. A atenção volta-se, entre outros aspectos, à análise das relações entre a experiência profissional e as formas de representação do mundo social das professoras, expressas em suas narrativas sobre a experiência de migração e os diversos aspectos do exercício da profissão docente no contexto histórico específico. O problema de pesquisa indaga como esse processo é narrado pelas entrevistadas, decorrido quase meio século, considerando a década de 1960 do século XX (período de chegada das famílias das primeiras professoras entrevistadas). Juntamente com o município que se constituía, também foram constituindo-se professoras. Para a história cultural, trata-se de pensar os modos como uma realidade é historicamente construída, pensada, narrada. A metodologia da história oral possibilitou a produção dos dados da pesquisa, assim como demandou a explicitação do conceito de memória e a compreensão de como as professoras reconstroem suas reminiscências instadas pelo evento enunciativo da entrevista, momento em que elaboraram suas narrativas, atravessadas pelas experiências do presente. As narrativas são concebidas como exercício de produção de identidades passadas e presentes e expressam representações da realidade, os modos como as professoras narram a si mesmas e como são narradas pelos outros. Em se tratando dos temas migração e colonização, destacam-se autores como João Carlos Barrozo, Regina Beatriz Guimarães Neto e Octavio Ianni. Da história cultural, autores como Roger Chartier e Sandra Pesavento foram centrais. Para pensar a memória, destacam-se Alistair Thomson, Antonio Torres Montenegro, Alessandro Portelli, Maria Stephanou e Maria Helena Bastos. No que diz respeito à história da educação, em regiões de colonização recente, a tese valeu-se dos estudos de Carlos E. Oliveira e Josiane B. Rohden. O corpus empírico da pesquisa constitui-se de narrativas de memórias das professoras, concebidas como documentos orais. Foram entrevistadas cinco professoras e colhidos quatorze depoimentos que integram o Acervo de Memórias de Professores da Sala de Memória de Tangará da Serra. Também foram utilizadas fotografias do Acervo da Sala de Memória de Tangará da Serra e artigos de jornais que constam no Acervo de Documentação do Núcleo de Documentação e Informação Histórica Regional – UFMT/Cuiabá. As professoras narradoras, após a experiência da migração, fixaram-se em Tangará da Serra. Frequentaram o Curso de Magistério, casaram-se, constituíram suas próprias famílias e, juntamente com o lugar que se transformava, foram também elas transformando-se ao ocupar uma multiplicidade de lugares: filhas, irmãs, esposas, mães, profissionais professoras, definidas e subjetivadas por múltiplas identidades. Suas memórias reconstruídas no presente apresentam-se como composição.This is a research on narratives of retired teachers‟ memories in the early years of elementary school, who lived in Mato Grosso during the historical process of formation and consolidation of Tangara da Serra, the town in which they had their professional experiences. It falls within the field of studies of the History of Education and it is inspired by the Cultural History. The attention is focused, among other aspects, on the analysis of the relation between work experience and the forms of representation of the teachers‟ social world/environment expressed in their narratives about the experience of migration and the different aspects of the teaching practice in their specific historical context. The research problem is placed on how this process is narrated by the interviewees, after almost half a century, considering the 1960‟s, in the twentieth century (arrival time of the first families of the interviewed teachers). Together with the town which was being constituted, the teachers were also constituted. For the Cultural History it is about thinking modes by which a reality is historically constructed, designed, narrated. The methodology of oral history allowed the production of research data, and demanded the clarification of the concept of memory and understanding how teachers reconstruct their reminiscences encouraged by the enunciation event interview, time in which they developed their narratives, traversed by the experiences of present. Narratives are conceived as an exercise in producing past and present identities and express representations of reality, the ways teachers narrate themselves and how they are narrated by others. In terms of migration and colonization topics include authors such as John Carlos Barrozo, Regina Beatriz Guimarães Neto and Octavio Ianni. Cultural history, authors such as Roger Chartier and Sandra Pesavento were central. Thinking about the memory, Alistair Thomson, Antonio Torres Montenegro, Alessandro Portelli, Maria Stephanou and Maria Helena Bastos are highlighted. With regard to the history of education in regions of recent settlement thesis drew on the studies of Charles E. Oliveira and Josiane B. Rohden. The empirical research corpus consists of narratives of the teachers‟ memories, designed as oral documents. Five teachers were interviewed and fourteen statements were collected, that comprise the Collection of Memories of Teachers Living Memory of Tangara da Serra. UFMT / Cuiabá - Collection of photographs of the Living Memory of Tangara da Serra and newspaper articles appearing in the Collection of Documentation Center of Documentation and Historical Regional Information were also used. The narrating teachers, after the experience of migration, settled in Tangara da Serra. They attended the Teaching Course (Teaching Degree), married, formed their own families and, together with the place which was transforming, they were also being transformed to occupy a multitude of “places”: daughters, sisters, wives, mothers, professionals, teachers, defined and identified by multiple identities. The memories reconstructed in the present are presented as composition.
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Morrissey, Dorothy. "A performance-centred narrative inquiry into the gender narratives of postgraduate student teachers." Thesis, University of Bristol, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.686415.
Full textAbstract:
This dissertation represents an inquiry into the narratives of gender embedded in the narratives of experience of a cohort of postgraduate student teachers, in the first semester of a three-semester initial (primary) teacher education programme in Ireland. The inquiry involved an attempt to explore gender narratives (using an inquiry based approach to aesthetic education) on a drama education course. The aims of the inquiry were 1) to make visible the extent to which gender, as a cultural construction, is taken for granted, 2) to interrupt culturally dominant narratives of gender with narratives that reveal their effects and the power structures upholding them, and 3) to create possibilities for the students to generate alternative constructions of gender and alternative narratives of experience. The focus was, therefore, a pedagogical as well as a research/inquiry one. The teaching/inquiry process was guided by the notion that people make sense of their experiences and shape their identities by making and sharing (or performing) stories. Guided thus, narrative and arts-based approaches were used as research/inquiry methods, as pedagogical approaches and as representational tools. Engagement with theoretical literature was integral to both the teaching/inquiry process and the subsequent representation/inquiry process. Among the theoretical narratives engaged with are feminist post-structuralism and performance studies. In these narratives, identity, knowledge and truth are constructed as provisional, in process, multiple, interconnected and embedded in larger systems of power. So, as a performance-centred narrative inquiry, this inquiry does not focus on structures or products but on the stories, tensions and performances that are produced by these structures and products. The dissertation text represents but one possible account of the teaching/inquiry process in which the students and the researcher (co)performed their narratives in the making. And, in its employment of multiple forms of representation, the dissertation text is constructed to open spaces for readers to engage with it in multiple ways.
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García, Fernández Nagore. "Difracciones amorosas: deseo, poder y resistencia en las narrativas de mujeres feministas." Doctoral thesis, Universitat Autònoma de Barcelona, 2017. http://hdl.handle.net/10803/457570.
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Desde una perspectiva de conocimientos situados esta tesis constituye una contribución a las críticas feministas del amor a partir de la generación de narrativas con mujeres feministas. En diálogo con distintas autoras feministas se cuestiona la naturalización de las emociones y del amor y se proponen el "pensamiento amoroso" y el "amor como dispositivo" como herramientas teóricas no dualistas que abarcan el fenómeno como un campo en disputa atravesado de relaciones de poder constituyentes y constitutivas.
Se presentan las Producciones Narrativas como artefacto metodológico para la articulación entre la investigadora y diez mujeres feministas a partir del cual se incluyen nueve textos que recogen la visión del amor de estas mujeres y que forman parte del cuerpo de la tesis. Estos textos, como difracciones amorosas, ofrecen tanto una crítica al dispositivo amoroso como a las formas hegemónicas en que se produce el conocimiento científico.
Finalmente, estas articulaciones permiten explorar diversas cuestiones en relación a los procesos de subjetivación y de creación de sentido en los que se entrelazan discursos amorosos hegemónicos y contrahegemónicos. Se analizan asimismo distintas resistencias al modelo amoroso hegemónico y las posibilidades de la participación política feminista en este campo.From a situated knowledge perspective, this thesis provides a contribution to feminist critical approaches of love drawing upon the generation of narratives with feminist women. In dialogue with different feminist authors, the naturalization of emotions and love is challenged, and "amorous thought" and "love as a dispositif" are proposed as non-dualistic theoretical tools. Narrative Production is presented as a methodology which enables the articulation between the researcher and ten feminist women. On this basis, nine texts which gather these women's views on love are included, and these form part of the body of thesis. These texts, as amorous diffractions, offer both a critique of the amorous dispositif as well as of hegemonic ways in which scientific knowledge is produced. Finally, these articulations enable us to explore various questions which relate to subjectivation and meaning creation processes in which hegemonic and counter-hegemonic love discourses are intertwined. Moreover, different resistances to the hegemonic love model and the possibilities of feminist political action in this field are discussed.
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BROGLIA, LUDOVICA. "Narrazione autobiografica e infanzia: le visual narratives." Doctoral thesis, Università degli studi di Modena e Reggio Emilia, 2022. http://hdl.handle.net/11380/1278099.
Full textAbstract:
La memoria e la narrazione autobiografica si sviluppano gradualmente durante l’infanzia: studi di psicologia narrativa – quali quelli di Robyn Fivush, Katherine Nelson e Dan P. McAdams – analizzano in modo puntuale, a partire da un approccio socio-culturale, la loro evoluzione dagli anni prescolari all’adolescenza e le caratteristiche principali del cosiddetto Self autobiografico.
Secondo questo approccio, la formazione del Self e l’emergere della memoria autobiografica sono due dinamiche connesse con il contesto di riferimento: i significati narrativi vengono costruiti all’interno del noto processo di Reminiscing, ovvero di ricordo condiviso. Eventi positivi ed eventi negativi, ad esempio, vengono ricordati e analizzati in modo opposto: se i primi tengono in considerazione i dettagli spazio-temporali ed oggettivi dell’esperienza, i secondi integrano gli aspetti emotivi e fanno riferimento ad un approccio interpretativo.
Allo stesso tempo, già nei primi anni di vita, i soggetti agiscono secondo quelli che sono i valori condivisi dalla cultura di appartenenza, la quale propone standard diversi anche a seconda del genere. Il modo in cui ci percepiamo uomini o donne è collegato a diversi orientamenti sociali, stili cognitivi e racconti autobiografici: d’accordo con Carol Gilligan, sappiamo che le bambine hanno come focus l’interdipendenza (belonginess), mentre i bambini si soffermano sul raggiungimento di obiettivi, sugli aspetti che li rendono distinti dal mondo (autonomy).
Nello specifico, la tesi si propone di analizzare le caratteristiche principali delle narrazioni autobiografiche infantili, raccolte in alcuni contesti educativi per la prima infanzia. L’attenzione è rivolta in particolare alle cosiddette visual narratives, ovvero alle narrazioni visive sequenziali, le quali chiedono ai bambini di ricostruire l’evento in più frames – o pannelli ‒ a partire da specifiche scelte connesse al design visivo e verbale. Ebbene - d’accordo con le recenti scoperte di Neil Cohn relative alla grammatica delle narrazioni visive – il disegno sequenziale abitua i bambini a segmentare le proprie esperienze in frames e scripts, i quali devono essere collegati in modo significativo gli uni agli altri.
I materiali raccolti vengono analizzati a partire da due approcci differenti: gli studi di psicologia narrativa consentono di valutare i racconti a livello contenutistico (quali dettagli dell’evento sono riportati?), mentre gli studi focalizzati sulla visual grammar permettono di costruire riflessioni relative alle strategie adottate a livello narrativo e alla segmentazione dell’esperienza (ad esempio, quali collegamenti vengono costruiti, quali tipologie di pannello vengono utilizzate e come vengono introdotti i personaggi?). A questo proposito, è possibile riassumere alcune riflessioni generali: a livello contenutistico, evidenti sono le differenze narrative collegate alla valenza emotiva dell’evento raccontato e al genere del bambino. Nel caso degli eventi positivi, ad esempio, i bambini rappresentano in modo dettagliato le coordinate spazio-temporali di riferimento e le azioni che si alternano, mentre le narrazioni degli eventi negativi sottolineano una codifica percettiva e focalizzata sulla ricerca di interpretazioni personali. A livello strutturale, invece, vengono valutati nel dettaglio i collegamenti costruiti tra i frames: i partecipanti sembrano seguire una progressione temporale e allo stesso tempo, sono in grado di costruire complesse dinamiche causali. Una riflessione particolare è, infine, dedicata alla cosiddetta visual literacy, ovvero alla capacità di costruire significato a partire dalle scelte collegate al design visivo: i bambini sembrano prestare attenzione in modo consapevole alle scelte cromatiche, alle forme/dimensioni dei pannelli e alla tipografia.Autobiographical memory and autobiographical narratives develop gradually during childhood: studies of narrative psychology ‒ such as those of Robyn Fivush, Katherine Nelson and Dan P. McAdams ‒ analyze their evolution from preschool years to adolescence and the main characteristics of the autobiographical self. According to the socio-cultural approach, the formation of the Self and the emergence of autobiographical memory are dynamics connected with the cultural context: narrative meanings are constructed within the process of Reminiscing, or shared memory. Positive events and negative events, for example, are remembered and analyzed in opposite ways: if the former consider the spatial-temporal and objective details of the experience, the latter integrate the emotional aspects and refer to an interpretative approach. Already in the first years of life, we act according to the values shared by the culture, which proposes different standards also depending on the gender. The way we perceive ourselves as men or women is linked to different social orientations, cognitive styles and autobiographical stories: in agreement with Carol Gilligan, we know that girls focus on interdependence (belonginess), while boys focus on achieving goals, on the aspects that make them distinct from the world (autonomy). Specifically, this thesis aims to analyze the main characteristics of autobiographical narratives, collected in educational contexts for early childhood. The focus is particularly on visual narratives: we ask children to reconstruct the event in multiple panels starting from specific choices related to visual and verbal design. In agreement with the schema theory and with Neil Cohn's recent discoveries concerning the grammar of visual narratives, sequential drawing seems to be closely linked to design and mind reading skills as it asks children to segment their experiences in frames and scripts, which must be meaningfully linked to each other. The collected materials are analyzed from two different approaches: studies of narrative psychology allow to evaluate the stories at a content level (which details of the event are reported?), while the studies focused on visual grammar allow to build reflections on the strategies adopted at the narrative level (for example, which links are built and how characters are introduced?). In this regard, it is possible to summarize some general reflections: on a content level, the narrative differences ‒ related to the emotional value of the event and to the gender of the child ‒ are evident. In the case of positive events, for example, children provide a detailed description of the spatial-temporal reference coordinates, while the narratives of negative events emphasize a perceptual encoding focused on the search for personal interpretations. On a structural level, however, the links built between frames are evaluated in detail: participants seem to follow a temporal progression and at the same time, are able to build complex causal dynamics. A particular reflection, finally, is dedicated to visual literacy, or the ability to build meaning starting from the choices related to visual design: children seem to pay attention in a conscious way to color choices, to shapes / sizes of the panels and to typography.
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Gibson, Shona. "Narratives of preservice teachers." Access electronically, 2005. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20050330.124302/index.html.
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Thesis (M.Ed.)--University of Wollongong, 2005.Typescript. Narratives are based on experiences of prospective teachers enrolled at the University of Wollongong in the Knowledge Building Community (KBC) program, which is an alternative model of teacher training. Includes bibliographical references: leaf 264-283.
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Lee, Shung-wai, and 李崇偉. "Mixing narratives and commentaries." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B4269453X.
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Marshall, David Evelyn. "The Qur'anic punishment-narratives." Thesis, University of Birmingham, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.560563.
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The Qur'anic punishment-narratives have received comparatively little academic attention, but are a source of valuable insights into Muhammad's experience at Mecca. They reflect the expectation that God would intervene in this world to punish the unbelievers and vindicate the believers. They also reflect the painful complexity of Muhammad's situation at Mecca: he is torn between conflicting impulses towards attachment to his people and obedience to God. A tendency to deny the former impulse for the sake of the latter is apparent in later Meccan passages. The Hijrah raises the question of how the threat to the unbelievers of divine punishment in this world will be fulfilled. In a process within which the battle of Badr is the key moment, this threat is fulfilled but transformed. The unbelievers are indeed punished in this world, but this divine intervention is now mediated through the believers, a possibility not anticipated at Mecca, and a once-for-all act of devastation is replaced with a gradual military and political campaign. In this transition from Meccant o Medinanp aradigmsth e narrative content of the Qur'an changes significantly, and the Qur'an as a whole presents a very different understanding of the triangular relationship between, firstly, God; secondly, the messenger and his community; and, thirdly, the unbelievers.
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CRUZ, GABRIEL FILIPE SANTIAGO. "DESIGNING EDUCATIONAL ANIMATED NARRATIVES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=22172@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
O presente estudo propõe uma metodologia interdisciplinar para a criação de narrativa animada, que possa ser utilizada tanto como material didático em sala de aula, como também entretenimento. Com o advento de novas tecnologias e o consequente avanço de métodos de ensino como a Educação a Distância, por exemplo, surgiram também outras possibilidades e formas de se pensar a criação de materiais didáticos visando despertar no aluno o interesse pelos conteúdos a serem trabalhados em aula. No entanto, muitos são os desafios para que o novo material seja criado a partir de uma metodologia colaborativa recente, sem se caracterizar como apenas uma nova roupagem para antigos modelos. Fundamentada em conceitos como aprendizagem significativa e educação como introdução a realidade total, esta dissertação traz relatos e analisa situações de ensino aprendizagem utilizando recursos didáticos de natureza tecnológica e de narrativa, como Podcasts, redes sociais e histórias em quadrinhos dentre outros. Uma análise desses recursos e uma discussão e aprofundamento em questões como narrativa, experiência elementar, interdisciplinaridade e cinema de animação são apresentadas. Um estudo de caso, de produção interdisciplinar de uma narrativa animada para ser utilizada por professores em sala de aula, foi realizado.
An interdisciplinary methodology for the creation of animated narratives, which can be used either in the classroom or as entertainment, is the focus of this dissertation. The advent of recent technologies and subsequent teaching methods, as Distance Education, brought new possibilities and ways of thinking about how to catch students’ interest in class content through the creation of new teaching materials. However, many challenges have to be faced, in order to ensure that this new material will be created from recent collaborative methodologies and avoid being only a new look for old models. This dissertation is based on concepts of meaningful learning and teaching as introduction to total reality. It presents reports and analysis on learning-teaching situations, through the use of technological didactic resources and narrative, such as Podcasts, social networks, and comics among others. An analysis of these resources is presented, as well as a discussion on narrative, elementary experience, interdisciplinary issues and film animation. A case study of an animated narrative, created by an interdisciplinary team to be used in classes by teachers, is also reported.
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Krehbiel, Beth Ann. "Narratives of Wounded Knee." Kansas State University, 2016. http://hdl.handle.net/2097/32870.
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Master of Landscape ArchitectureDepartment of Landscape Architecture/Regional and Community Planning
Laurence A. Clement
Research suggests that Native Americans, Chicanos, and African Americans are groups underrepresented in the North American memorial landscape. The fluid nature of a group and individual’s identity (and the memory that shapes it) contributes to the underrepresentation in commemoration and memorials. As communities and the associated identities continue to blend and overlap moments of positive cultural exchange can take place, but at times the outcomes are in the realm of contention and conflict. The collaborative nature of landscape architecture together with the profession’s ability to understand and interpret complex systems and narratives can fully engage and bring form to the morally imaginative, creative act of peacebuilding. The concept of shifting and variant meaning led to this study that considered the question- How might memorials be designed as reconciliatory agents in cultural landscapes with conflicting histories? This study engaged the concept of memory and identity with Oglala Lakota, on the Pine Ridge Reservation, regarding the tragedy of Wounded Knee, through adapted ethnographic approaches in interviewing, site visits, extensive literature review, mapping and design inquiry. The design inquiry responds to social, economic, and ecological narratives to inform the design of the reconciliatory-minded memorial. The initial premise of the project was situated in the understanding that events with contested meaning are difficult to memorialize because there are so many differing voices; irreconcilable in the built form. While that is true in some contexts, initial findings suggests these groups are underrepresented because it is difficult to memorialize that which is a contemporary social justice or inter-demographic issue. In light of this and further research, the author believes that memorials seeking to honor demographics or events that directly affect contemporary groups might be contextually more appropriate, and act as mediators, if they focus forward rather than solely and solemnly reflect the past. Conceptual sketches conclude this study, offering possibilities for design expression, which might be realized with community participation.
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Kelly, Noreen Elizabeth. "Gendered narratives of depression." Thesis, University of Bristol, 2009. http://hdl.handle.net/1983/29e979c6-704f-46a1-85f1-d39c4271e2ba.
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Rodriguez, Alfonso Mauricio. "Marchés comme constructions narratives." Thesis, Reims, 2019. http://www.theses.fr/2019REIME007.
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Cette thèse étudie l'évolution du marché pour les technologies de la ville intelligente, en décrivant son évolution comme un processus intégrant des pratiques dans lesquelles le récit permet leur assemblage en tant que construction cohérente et logique. Le marché technologique des villes intelligentes illustre les multiples rôles des narrations dans leur formation. Ainsi, les récits sont utilisées pour créer des représentations du marché expliquant son fonctionnement et les interrelations entre acteurs et technologies. Celles-ci sont ensuite recréées dans les échanges commerciaux en ajoutant de nouveaux éléments qui résonnent pour le client. La narration devient un outil pour convaincre, faire preuve d’expertise, réduire les incertitudes et développer des liens de confiance. Les nouvelles recréations du récit jouent un rôle dans les pratiques de normalisation qui permettent la création de règles, de politiques, d'habitudes et de routines. Ainsi, le récit est présent tout au long du processus de mise en forme du marché, agissant comme un outil d'assemblage. Cette recherche contribue à fournir une perspective alternative dans le processus de formation du marché, en présentant la façon dont ce dernier s'est développé pour les marchés technologiques émergents, en faisant des narratives un outil essentiel dans l'assemblage des pratiques du marché, et en montrant le rôle de l'agence narrative dans le processus de formation du marchéThis dissertation investigates the market shaping for smart city technologies, understanding market shaping as a process that embeds market practices in which the narrative permits their assemblage as a coherent and logical construction that allows to make sense of the actors' actions, granting the entrance of new products or services into the market. The case in point, the smart city technology market depicts the multiple roles of the narratives in the shaping of markets. Thus, narratives are used to create market representations that explain how the market operates and interrelations between actors and technologies, those representations are later re-created in commercial exchanges by adding new elements that resonate with the customer the narrative becomes a tool to persuade, convince, show expertise, reduce uncertainty and develop trust bonds. New re-creations of the narrative fulfill a role in normalisation practices that allow the creation of norms, policies, habits and routines. Thus, the narrative is present throughout the market shaping process acting as an assemblage tool. This research contributes to provides an alternative perspective into the market shaping process, presenting how this process is developed for emerging technology markets and by bringing narratives as a pivotal tool in the assemblage of market practices and demonstrating the narrative agency in the market shaping process
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Photius, Brown Malcolm Kenneth. "The Narratives of Konon /." München : Saur, 2002. http://www.loc.gov/catdir/toc/fy051/2002545926.html.
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Rev. version of the editor's thesis: The Diegeseis of Konon (Universität Bern, 1998).Epitome of Conon's Narrationes (a collection of 50 stories now lost except for 42 lines containing parts of two stories) from Photius' Bibliotheca. Includes bibliographical references (p. [353]-368) and indexes.
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Sjöström, Johan. "Morphology of a digital narrative : prototyping digital narratives using the theories of Vladimir Propp." Thesis, Högskolan på Gotland, Institutionen för speldesign, teknik och lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hgo:diva-1929.
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This paper will detail the prototyping and subsequent production of an digital narrative experience utilizing the theories of Vladimir Propp. The prototype will examine the theories detailed in Propps Morphology of the Folktale. It will implement Propps narrative functions according to a general scheme, connected by connectives. The prototype will dynamically generate narratives according to this scheme. Finally, this paper will draw conclusions about the advantages of a Propp-based system of narrative generation and the narratives produced compared to other digital narratives, such as hypertext.
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Wright, Michelle. "Time, consciousness and narrative play in late medieval secular dream poetry and framed narratives." Thesis, University of South Wales, 2017. https://pure.southwales.ac.uk/en/studentthesis/time-consciousness-and-narrative-play-in-late-medieval-secular-dream-poetry-and-framed-narratives(7cbf5e12-c655-4177-84f8-1445f1ffef85).html.
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This thesis considers time and narrative play in dream poems and framed narratives. It begins with a chapter on the history of time perceptions and time-telling, and explores how ideas about time influenced medieval writers. It also surveys some modern views on the history of time-measurement a nd its influences on culture and the collective consciousness. Chapter two, after analysing the treatment of time in the Roman de la Rose, surveys some of the ways in which modern criticism has evaluated and conceived the genre of secular dream literature that developed from the Roman de la Rose. Chapter three examines the innovative use of the convention of beginning a poem with a seasonal opening and theorises that this becomes a `language' open to adaptation and variation. Chapter four looks in detail at Froissart's L`Orloge amoureus and discusses the clock as a new object which, contrary to the views of cultural historians, was embraced by medieval writers, religious and secular, to symbolise a range of virtues, qualities and ideas. I argue that the clock inspired creativity rather than heralding a rationalisation of the mind that would stifle imaginative responses to this new technology. Chapter five explores metafictional and self-reflexive devices in Froissart's Joli Buisson de Jonece and Chaucer's House of Fame. I consider how these texts play with narrative time and sequence by writing the genesis of the text into the poem. Finally, chapter six examines ideas of closure in medieval dream poetry and looks specifically at the reciprocity and inconclusiveness of the Judgement poems of Guillaume de Machaut. Because the second poem reverses the decision of the first poem, it brings into question the authority of the text and the unity of the authorial voice.
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Bennett, Bonita. "Temporal representation in narratives of forced removals : a narrative analysis of life story texts." Thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/6716.
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In this thesis I have examined the life stories of three victims of forced removals. It is based on an understanding that there is much that we can learn from the lives of 'ordinary people' and that the oral medium is a rich source of understanding other aspects of society. Chapter 1 sketches the background of this study, and the socio-political context within which it has grown. In the main theory section (chapter 2), I provide a general overview of the tools of narrative-based discourse analysis which I have used for my work and lead into a consideration of theories of memory and time. I focus particularly on aspects of representation of time in narrative and explore the nature of traumatic memory in relation to this. In chapter four, my analysis draws attention to the different ways in which narrators make sense of the traumatic event in their lives. In fact, my analysis demonstrates that trauma shares fewer features with 'events' (as understood by Portelli, Ricouer and others), and seems to correspond more closely to an understanding of it as 'duration'. I conclude that the concept of linear time is not the organising principle in the narratives which I have examined, and that the forced removal has been a central occurrence around which the rest of life - and narrating about life is understood.
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Rosenblum, Rena S. Festa Lindsay Levenson Chloe M. "Narratives of bicultural Individuals a narrative approach to the development of bicultural identity integration /." Diss., Connect to the thesis, 2009. http://hdl.handle.net/10066/3600.
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Martin, Cathlena Anna. "Breaking narrative bounds the use of multiple visual narratives in Caldecott Medal Award books /." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0004867.
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Evans, Sasha. "Justificational narratives : what is the role of fear in Israeli narratives of war?" Thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/6745.
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Bibliography: leaves 90-92.The body of this thesis contains two main parts. The first (section 3) is a critical linguistic analysis of a selection of political speeches (which I have called 'policy narratives') delivered by Israeli Prime Minister Ariel Sharon in the period February 2002 - October 2003. I have sought, with reference to Aristotle and other writers on persuasion, to delineate the rhetorical devices employed by Sharon and his speechwriters, and to demonstrate that one of their most important functions is to contribute to and enhance the overall climate of fear among the Israeli people, for the furtherance of Sharon's own political goals. I focus primarily on the speeches surrounding and leading up to the March 2002 announcement of 'Operation Defensive Shield', which was described by Palestinians and international aid workers as the harshest military assault on the WBGS since the June 1967 Arab-Israeli war. After examining the policy narratives I provide another representation of the 'reality on the ground' experienced by the Palestinian population at the receiving end of Sharon's 'operations'. The second (section 4) is a linguistic analysis of the 'narrative of personal experience' of a civilian reservist - Moshe Nissim - who was recruited in April 2002, at the height of 'Defensive Shield', to drive a D-9 bulldozer through the West Bank's Jenin refugee camp. Nissim, who seems motivated by his own personal fears and failures, apparently sees in Jenin the long-awaited opportunity to redeem himself. Although he does not appear to have been inspired by the arguments and themes of Sharon's narratives, the overall atmosphere of fear and hatred that is legitimised and given weight by Sharon in his speeches, sets the stage for Nissim to act on his darkest urges and later to be considered by himself and others as a hero for having done so. I contend that Israeli right wing hegemony both feeds and is fed by fear.
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Kuzawa, Deborah Marie. "Queering Composition, Queering Archives: Personal Narratives and the Digital Archive of Literacy Narratives." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429704823.
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