Tesi sul tema "Literary gesture"

Depuis le début des années 2000, une science-fiction hybride se développe dans le champ de la littérature contemporaine française ~ son, poésie et performance s'entrelacent avec les mondes imaginaires. Les œuvres de ce que nous appelons la « science-fic/son » décloisonnent, résistent aux tentatives de classification, provoquent des troubles génériques. De nouvelles pratiques se développent chez les auteur·ices de SF, elles semblent liées les unes aux autres et se faire écho, sans qu'il soit possible de les unifier sous une même bannière. À partir de ce paradoxe, cette thèse questionne la notion même de genre littéraire, insuffisante pour comprendre pleinement les textes, en lui annexant un autre concept en contrepoint : le geste littéraire. Différentes gestualités s'observent au sein du genre de la science-fiction, en mouvement parmi les opérations formelles, les stratégies discursives, les processus de création et le tissu socio-historique dans lequel les œuvres sont créées. Pour comprendre ces phénomènes, notre recherche-création se construit sur et avec la science-fiction : en nous appuyant sur la figure SF et les jeux de ficelle de Donna Haraway, nous proposons une thèse SF jusque dans sa méthode - hybride, à cheval entre théorie et pratique. À l'heure des effondrements, les troubles de la science-fiction révèlent un phénomène plus global, une dissolution progressive des frontières entre notre monde réel et nos mondes fictionnels : par nos pratiques artistiques science-fictionnelles, peut-être trouverons-nous comment saisir les étrangetés bien tangibles qui nous entourent, et apprendre à vivre avec le trouble
Since the early 2000s, a hybrid form of science-fiction has been emerging in the field of contemporary French literature ~ sound, poetry and performance are interwoven into imaginary worlds. Works of what we call “science fic/sound” are breaking down barriers, resisting attempts of classification, and provoking generic troubles. New practices are developing among SF authors, they seem interconnected and resonate with one another, yet it is impossible to unify them under a single banner. Based on this paradox, this thesis questions the very notion of literary genre, which is inadequate to fully understand the texts, by introducing another counterpoint concept: the literary gesture. Different gestualities can be observed within the science fiction genre, moving among formal operations, discursive strategies, creative processes and the socio-historical fabric in which these works are created. To understand these phenomena, our research-creation is built upon and with science fiction: drawing on Donna Haraway's SF pattern and string figures, we propose an SF thesis right down to its method - hybrid, straddling theory and practice. In an era of collapses, the troubles of science-fiction reveal a more global phenomenon, a gradual dissolution of the boundaries between our real world and our fictional worlds: through our science-fictional artistic practices, we might find ways to grasp the very tangible strangeness that surrounds us, and learn to stay with the trouble

Thesis (Ph.D.)--University of Western Sydney, 2009.
A thesis presented to the University of Western Sydney, College of Arts, School of Humanities and Languages, in fulfilment of the requirements for the degree of Doctor of Philosphy. Includes bibliographies.

In introducing this work it’s useful to consider both the thematic threads that link the following chapters and the question of why an artist might choose to engage with the type of critical theoretical writing that is exemplified here. I will start by considering some of the threads that can be used to connect an eight year old reading Wittgenstein, “gesture-haptic writing”, freestyle poetry, and unaided human flight. Two questions can help in identifying those threads. Firstly, what can each of these subjects tell us about the ways in which language acts-on and alters bodies? And secondly what are the implications of those alterations for the process of speculating on how language and the body might continue in a particularly productive and creative relationship of co-evolution? Or, to put it in a slightly more linear fashion, how might various language-based creative practices be employed as agents in the continued evolution of the body.

MELO, Ana Cristina Azevedo Ursulino. A percepção na gestão das bibliotecas universitárias da Universidade Federal do Ceará : paralelo entre a visão dos gestores e usuários. 2011. 119f. Dissertação (mestrado) - Universidade Federal do Ceará, Programa de Pós-Graduação em Políticas Públicas e Gestão da Educação Superior, Fortaleza-CE, 2011.
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The changes that if gestam in the society contemporary affect all the scopes of the life human being and societária, amongst them the interior of the organizations. With effect, if they find the libraries university, surrounding where already certain concerns with the changes of position on the part of the professionals are observed and, in special, of whom they loan its force of work to serve a community of users well. They are considered then, this research that it makes possible to answer to the following problems: which is the perception that the managers of libraries of the UFC have on its paper as occupying of this position? How the using customers/of the libraries of the UFC understand the role assumed for the managers of these organizations? The general objective of this research was to identify and to analyze the perception that the managers of the university libraries of the UFC possess on the paper that they play in this function making a parallel with the perception of the referring users to its performance. Bibliography is about a research, documentary, of field and exploratória.de quantitative nature, using as boarding procedure the funcionalista method and the study of multicase. The collection of data was made by means of questionnaires with scale of opinion based on the measure of Likert. It was diagnosised that the managers had demonstrated to have conscience of the paper who exert in these units, search innovations of the technologies as strategies to improve the attendance to the necessities of the users and for the continuous improvement of the management. Referring to the informacionais abilities, them they are essential so that the managers can play its functions better and offer services of information with quality. With regard to the parallel the perception of the users enters and of the managers on its performance, it had discrepancy in the cotejamento of the answers. The users had designated that little perceives the role played for the managers in its functions. Already the managers very perceive well its performance in the position, with exception of the negotiation capacity
As mudanças que se gestam na sociedade contemporânea afetam todos os âmbitos da vida humana e societária, dentre eles o interior das organizações. Com efeito, se encontram as bibliotecas universitárias, ambiente onde já se observam certas preocupações com as mudanças de posição por parte dos profissionais e, em especial, daqueles que emprestam sua força de trabalho para servir bem a uma comunidade de usuários. Propõem-se então, esta pesquisa que possibilita responder aos seguintes problemas: qual é a percepção que os gestores de bibliotecas da UFC têm sobre o seu papel como ocupantes desse cargo? Como os clientes/usuários das bibliotecas da UFC compreendem o papel assumido pelos gestores dessas organizações? O objetivo geral desta pesquisa foi identificar e analisar a percepção que os gestores das bibliotecas universitárias da UFC possuem sobre o papel que desempenham nesta função fazendo um paralelo com a percepção dos usuários referentes à sua atuação. Trata-se de uma pesquisa bibliografia, documental, de campo e exploratória.de natureza quantitativa, utilizando como procedimento de abordagem o método funcionalista e o estudo de multicaso. A coleta de dados foi feita por meio de questionários com escala de opinião baseada na medida de Likert. Diagnosticou-se que os gestores demonstraram ter consciência do papel que exercem nessas unidades, buscam inovações das tecnologias como estratégias para melhorar o atendimento às necessidades dos usuários e para a melhoria contínua da gestão. Referente às competências informacionais, elas são essenciais para que os gestores possam desempenhar melhor suas funções e oferecer serviços de informação com qualidade. Com relação ao paralelo entre a percepção dos usuários e a dos gestores sobre sua atuação, houve discrepância no cotejamento das respostas. Os usuários assinalaram que pouco percebem o papel desempenhado pelos gestores em suas funções. Já os gestores percebem muito bem sua atuação no cargo, com exceção da capacidade de negociação

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Muitos são os estudos sobre formação de professores com foco no protagonismo docente e na valorização da prática que têm representado valiosa contribuição para a educação, apontando a necessidade de investimentos em políticas públicas de formação docente, concretizadas por programas, especialmente na área da alfabetização. Nesse sentido, o estudo de caso apresentado tem a intenção de investigar qual a relação que se pode estabelecer entre a formação continuada de professores efetivada a partir de programas governamentais e a ação docente propriamente dita, objetivando avaliar as contribuições oportunizadas por um programa de formação continuada na área de Língua Portuguesa – Pacto Nacional pela Alfabetização na Idade Certa (PNAIC) – à prática de professores do terceiro ano do Ensino Fundamental em duas escolas selecionadas da rede municipal de ensino de Birigui-SP. Optou-se pelo estudo de caso, de natureza qualitativa e interpretativa, dada a intencionalidade explicitada de compreender a realidade posta pelo advento do PNAIC aos professores das escolas selecionadas, justificando-se a pertinência da escolha dada a possibilidade de considerar, num recorte específico, o quanto os sujeitos pesquisados incorporaram em seu trabalho cotidiano as concepções abordadas durante o Pacto. Defende-se, neste trabalho, que, através do desenvolvimento de posturas reflexivas dos docentes e com uma formação continuada voltada ao trabalho com gêneros discursivos, a escola terá a possibilidade de “fazer a diferença”, a fim de diminuir a exclusão e o insucesso escolar de suas crianças no que concerne à leitura e à escrita. Para constituição do corpus de análise, foram utilizados questionários aplicados aos sujeitos pesquisados – professores que lecionam em turmas de 3º ano do ensino fundamental e gestores –, levantamento e estudo de planejamento de aulas e sequências didáticas, observação de aulas, entrevista coletiva e pesquisa documental. Os dados coletados permitem inferir que, na visão dos gestores, não houve integração entre as ações formativas do PNAIC e as desenvolvidas pelas unidades escolares, uma vez que as atividades do Pacto não estavam integradas às discussões coletivas das Horas de Trabalho Pedagógico Coletivo (HTPCs). Ainda que coordenadores pedagógicos e diretor de escola investigados tenham sido incluídos pela Secretaria Municipal de Educação (SME) no curso, essa articulação de proposta de formação não foi consolidada nas escolas. No tocante aos professores, o silêncio de uma escola, cujos docentes se recusaram a responder os questionários por não desejarem que suas impressões sobre o PNAIC fossem divulgadas, principalmente que não chegassem à SME, e algumas críticas tecidas pelos professores que preencheram o documento enviado à unidade, bem como outros instrumentos de coleta de dados utilizados, permitem concluir que o PNAIC não representou mudança significativa de concepção de trabalho com a língua. Entende-se que, se efetivada a articulação entre as propostas formativas do Ministério da Educação, da própria rede e da escola, as ações do programa, talvez, pudessem ter sido efetivamente apreendidas e possivelmente convertidas em mudanças no fazer docente.
There are many studies about teacher training focused on leadership and the practical value which have represented a valuable contribution to education, pointing to the need for investments in public policies of teacher training, implemented by programs, especially in the literacy area. In this sense, the present case study intends to investigate the relation that can be established between the teacher training effected by governmental programs and the actual teaching action, aiming to evaluate the contributions promoted by Continuing Education Program - PNAIC - in Portuguese area in the teaching practice of teachers in 3rd grade of Elementary School from two schools belonging to the Municipal Secretary of Birigui-SP, in order to understand their contribution to the teaching practice and the quality of education in childhood. It was chosen the qualitative and interpretative case study, given the explicit intention to understand the reality brought by the advent of PNAIC to the teachers of the selected schools, justifying the relevance of the provided choice to the possibility of considering, by a specific focus, how the researched subjects incorporate in their daily work the addressed conceptions during the Program. It is defended in this paper that, through the development of teachers’ reflective attitudes and the continuing training dedicated to the work with genres, the school will be able to “make a difference” in order to reduce the exclusion and the school failure of their children regarding reading and writing. To constitute the corpus of analysis, questionnaires were given to the researched subjects - teachers who teach in classrooms of 3rd year of Elementary School and managers -, survey and study of lessons planning and teaching sequences, classroom observation, collective interview and documentary researches. The data collected allow us to infer that, in the view of managers, there was no integration between the training activities of PNAIC and the ones developed by the school units, since the Program activities were not integrated into the group discussions in the Hours of Collective Pedagogical Work (HTPCs). Even if teaching coordinators and the school principal investigated have been included by the Education Department in the course, this training proposal was not consolidated in the schools. With regard to teachers, the silence of a school, whose teachers refused to answer the questionnaires for not desire that their impressions about PNAIC were disclosed and reached the SME, and some criticisms done by teachers who completed the document sent to unit as well as other used instruments of data collection, demonstrate that PNAIC had few contributions and represented no significant change in work design with the language. It is understood that if there was an effective coordination among the training proposals by Ministry of Education, the own network and the school, the program actions, perhaps, could have been effectively seized and possibly converted to make changes in teaching.

Orientadora: Regina Célia Baptista Belluzzo
Banca: Marta Lígia Pomim Valentim
Banca: Elaine da Silva
Banca: Elizete Vieira Vitorino
Banca: Cássia Regina Bassan de Moraes
Resumo: O gestor de uma organização é o indivíduo que possui o poder para tomadas de decisões que influenciam diretamente na competitividade do seu negócio. O desenvolvimento das características do comportamento empreendedor desse gestor pode resultar em maior consistência ao seu negócio, mas não é o bastante para fazê-lo ser assertivo em suas decisões. Esse empreendedor lida com uma infindável quantidade de informações, portanto é vital que desenvolva a competência em informação, uma vez que ele precisa reconhecer quais informações são necessárias, onde e como ele pode acessá-las, analisá-las e compartilhá-las. Mediante esse cenário, a tese apresenta resultados e reflexões teóricas derivadas de pesquisa exploratória, qualitativa, com abordagem longitudinal e de natureza bibliográfica sobre a competência em informação e as características do comportamento empreendedor, tendo sido definido que o estudo deveria ser pautado a partir da seguinte formulação do problema: os gestores de corretoras de seguros possuem competência em informação para construírem conhecimento relevante aplicado à tomada de decisão? Foram selecionados como universo de pesquisa e população de interesse os corretores de seguros de Bauru, Estado de São Paulo, clientes do Serviço de Apoio à Micro e Pequena Empresa do Estado de São Paulo e pertencentes ao Sindicato dos Corretores de Seguros do Estado de São Paulo. Foi utilizado o método denominado Metodologia Sistêmica Soft com a ajuda da técnica do Discurso do Sujeit... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The manager of an organization is the individual who has the power to make decisions that directly influence the competitiveness of your business. Developing the characteristics of this manager's entrepreneurial behavior can result in greater consistency to your business, but it is not enough to make you assertive in your decisions. This entrepreneur deals with an endless amount of information, so it is vital that he develop information literacy, since he needs to recognize what information is needed, where and how he can access, analyze, and share information. Through this scenario, the thesis presents results and theoretical reflections derived from exploratory, qualitative research, with a longitudinal and bibliographical approach on the information literacy and the characteristics of the entrepreneurial behavior, having been defined that the study should be based on the following problem formulation: do insurance brokerage managers have information literacy to build relevant knowledge applied to decision making? The insurance brokers of Bauru, State of São Paulo, clients of the Micro and Small Business Support Service of the State of São Paulo and belonging to the Union of Insurance Brokers of the State of São Paulo were selected as research and population of interest. . The Soft System Methodology method was used with the help of the Collective Subject Discourse technique to guide data collection and analysis, as well as the systematic literature review, documentary anal... (Complete abstract click electronic access below)
Doutor

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As mudanÃas que se gestam na sociedade contemporÃnea afetam todos os Ãmbitos da vida humana e societÃria, dentre eles o interior das organizaÃÃes. Com efeito, se encontram as bibliotecas universitÃrias, ambiente onde jà se observam certas preocupaÃÃes com as mudanÃas de posiÃÃo por parte dos profissionais e, em especial, daqueles que emprestam sua forÃa de trabalho para servir bem a uma comunidade de usuÃrios. PropÃem-se entÃo, esta pesquisa que possibilita responder aos seguintes problemas: qual à a percepÃÃo que os gestores de bibliotecas da UFC tÃm sobre o seu papel como ocupantes desse cargo? Como os clientes/usuÃrios das bibliotecas da UFC compreendem o papel assumido pelos gestores dessas organizaÃÃes? O objetivo geral desta pesquisa foi identificar e analisar a percepÃÃo que os gestores das bibliotecas universitÃrias da UFC possuem sobre o papel que desempenham nesta funÃÃo fazendo um paralelo com a percepÃÃo dos usuÃrios referentes à sua atuaÃÃo. Trata-se de uma pesquisa bibliografia, documental, de campo e exploratÃria.de natureza quantitativa, utilizando como procedimento de abordagem o mÃtodo funcionalista e o estudo de multicaso. A coleta de dados foi feita por meio de questionÃrios com escala de opiniÃo baseada na medida de Likert. Diagnosticou-se que os gestores demonstraram ter consciÃncia do papel que exercem nessas unidades, buscam inovaÃÃes das tecnologias como estratÃgias para melhorar o atendimento Ãs necessidades dos usuÃrios e para a melhoria contÃnua da gestÃo. Referente Ãs competÃncias informacionais, elas sÃo essenciais para que os gestores possam desempenhar melhor suas funÃÃes e oferecer serviÃos de informaÃÃo com qualidade. Com relaÃÃo ao paralelo entre a percepÃÃo dos usuÃrios e a dos gestores sobre sua atuaÃÃo, houve discrepÃncia no cotejamento das respostas. Os usuÃrios assinalaram que pouco percebem o papel desempenhado pelos gestores em suas funÃÃes. Jà os gestores percebem muito bem sua atuaÃÃo no cargo, com exceÃÃo da capacidade de negociaÃÃo
The changes that if gestam in the society contemporary affect all the scopes of the life human being and societÃria, amongst them the interior of the organizations. With effect, if they find the libraries university, surrounding where already certain concerns with the changes of position on the part of the professionals are observed and, in special, of whom they loan its force of work to serve a community of users well. They are considered then, this research that it makes possible to answer to the following problems: which is the perception that the managers of libraries of the UFC have on its paper as occupying of this position? How the using customers/of the libraries of the UFC understand the role assumed for the managers of these organizations? The general objective of this research was to identify and to analyze the perception that the managers of the university libraries of the UFC possess on the paper that they play in this function making a parallel with the perception of the referring users to its performance. Bibliography is about a research, documentary, of field and exploratÃria.de quantitative nature, using as boarding procedure the funcionalista method and the study of multicase. The collection of data was made by means of questionnaires with scale of opinion based on the measure of Likert. It was diagnosised that the managers had demonstrated to have conscience of the paper who exert in these units, search innovations of the technologies as strategies to improve the attendance to the necessities of the users and for the continuous improvement of the management. Referring to the informacionais abilities, them they are essential so that the managers can play its functions better and offer services of information with quality. With regard to the parallel the perception of the users enters and of the managers on its performance, it had discrepancy in the cotejamento of the answers. The users had designated that little perceives the role played for the managers in its functions. Already the managers very perceive well its performance in the position, with exception of the negotiation capacity

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Com o rápido desenvolvimento das tecnologias de informação e comunicação, a sociedade tem a sensação de que a informação se tornou algo tangível, ser armazenada por meio de distintos tipos de softwares. Entretan tpoo, iso posdeeu processamento e apropriação dependem das condições cognitivas de cada indivíduo, envolvendo desde o acesso até o uso inteligente da informação para, consequentemente, haver a construção de conhecimento. No ambiente empresarial há constante aprendizado informacional, uma vez que todas as decisões dependem de informações. Nessa perspectiva, os problemas que nortearam esta dissertação spãeoq ureenlaoc ipoonrated oss ea so rgsaengiuzianrteems qeumes tcõleuss:t eOrs qeu eq ulaelv aa ains fluinêdnúcsiatr iadse sdsee mtipicor o dee organização, no que tange a competitividade? A competência em informação dos goergsatonrizeasd aés eumm cdluifsetreern?c iQaul acl oam rpeelatiçtiãvoo epnatrrea aa sc ominpdeútsêtnricaisa edme ienlfeotrrmoealçeãtroô ndiocos gestores dessas indústrias e a competitividade empresarial? Existe semelhança entre as características da competência em informação dos gestores nas diferentes indústrias em foco? Os objetivos visam analisar as características e a situação da ceo pmepqeuteênnoc iap oermte inofrogramnaizçaãdoa sd ee mge sctloursetesr d, ec onmívoe l deifsetrreantécgiaicl oc odmasp eintditiúvsot.r iaEsm d ere mlaiçcãroo amoicsr oo beje tpiveoqsu eensop epcoífritceo so rbguasncizoaud-ases : eam) Acnlaulsistearrs ;a bl)i teArnaatulirsaa rs oab rree lainçdãúos terinatsr e dae ceostmupdeot êdnec icaa esom juinnftoor maaoç ãcolu set ear dcoams pinedtiútisvtidriaads ed ee ae leintroovealeçãtroô;n icc)o sd edsae nCviodlavedre udme Garça, Estado de São Paulo, a fim de identificar e compreender essas interrelações. Como procedimentos metodológicos, realizou-se uma revisão bibliográfica gqeuset ãsou bdsoid iocuo nah eecliambeonrtaoç,ã oc ludsote rrse feer enccoimalp etetêónriccioa seombr ei ngfoersmtãaoç ãdoa; ain fopremsaqçuãisoa, documental que serviu para elaborar a caracterização e histórico do universo de pesquisa; e o estudo de caso múltiplo, abrangendo um conjunto de 11 (onze) indústrias de micro e pequeno porte do ramo de eletroeletrônico associadas a Associação Comercial e Industrial de Garça. Os resultados demonstram que a competência em informação é um fator de influência para a obtenção da competitividade empresarial destas indústrias e, portanto, contribui efetivamente para a sobrevivência das empresas no mercado.
With the rapid development of information and communication technologies, the society has the feeling that the information has become something tangible, it can be stored using different software types. However, its processing and appropriation depend on the cognitive conditions of each individual, ranging from access to the intelligent use of information to consequently be the construction of knowledge. In the business environment there is constant informational learning, since all decisions depend on information. From this perspective, the issues that guided this thesis are related to the following questions: What makes the micro and small industries organize themselves into clusters and what influence of this kind of organization, in regard to competitiveness? The manager’s information literacy is a competitive differential for the electronics industries organized into clusters? What is the relationship between the manager’s information literacy of these industries and business competitiveness? There is similarity between the manager’s information literacy characteristics in different industries in focus? The objectives are to analyze the characteristics and state of manager’s information literacy at the strategic level from micro and small industries organized into cluster, as a competitive differential. In relation to the specific objectives sought to: a) review the literature concerning micro and small industries organized into clusters; b) analyze the relationship between information literacy and competitiveness and innovation; and c) develop a case study by the electronics industries cluster in Garça City, São Paulo State, in order to identify and understand these interrelationships. As methodological procedures, we carried out a literature review which subsidize the elaboration of the theoretical reference of information management, knowledge management, clusters and information literacy; documentary research which served to prepare the characterization and historical research universe; and multiple case study, including a group of eleven (11) micro and small industries of electronics sector associated in the Commercial and Industrial Association of Garça. The results demonstrate that the information literacy is a factor of influence to obtain the business competitiveness of these industries and therefore effectively contributes to the survival of companies in the market.

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Esta pesquisa, realizada no âmbito do mestrado do PPGP/CAEd/UFJF, estuda como duas escolas da Rede Estadual de Ensino do Amazonas, localizadas em Manaus e pertencentes à Coordenadoria 5, vêm ensinando a Língua Portuguesa, sob três perspectivas: a da atuação da equipe gestora da escola, a da apropriação de resultados e a da realização de atividades com perspectivas de letramento. O objetivo de tal estudo é descrever o funcionamento e organização do fazer pedagógico das escolas 1 e 2 (Escola Estadual 1 e Escola Estadual 2), analisar as práticas pedagógicas destas instituições e propor ações que contribuam para o aprimoramento do processo ensino-aprendizagem destas e das demais escolas da Coordenadoria 5 da Rede Estadual de Ensino, por meio de formação para ampliação de competências técnicas de gestores, pedagogos e professores. Buscando atingir os objetivos propostos, adotou-se como metodologia a abordagem qualitativa e interpretativa dos dados, a partir dos seguintes instrumentos: análise documental, entrevistas e questionários. A análise dos dados nos possibilitou o diagnóstico: (1) pouca competência técnica da equipe gestora; (2) necessidade de aprimoramento dos encontros destinados para estudo junto aos professores, coordenado pelo pedagogo; (3) boas práticas de letramento, desenvolvidas por meio de projetos. Com base nesse diagnóstico, nos foi possível a elaboração de um Plano de Ação Educacional – PAE – que propõe estratégias para que as dificuldades sejam superadas e qualifiquem ainda mais o processo ensino-aprendizagem das escolas públicas.
The present research, conducted at PPGP/CAEd, studies how two state schools of Amazonas, located in Manaus and belonging to Coordination 5, have been teaching Portuguese Language, under three perspectives: from the school management team, result management and from organizing literacy activities. The goal of such study is to describe the work and organization of pedagogical affairs at schools 1 and 2, to analyze the pedagogical practices of such schools and to propose actions that may contribute to improving the teaching- learning processes of these and other schools of the Coordination 5 in the State Education Network. Aiming to reach the proposed goals, the methodology adopted was qualitative and interpretative of data obtained through interviews and surveys. Data analysis generated the diagnosis: (1) little technical competence of the management team; (2) the need to improve gatherings dedicated to studying with the teachers, coordinated by a pedagogical specialist; 3) good literacy practices, developed through projects. Based on this diagnosis, it was possible to create an Educational Action Plan which proposes strategies to overcome difficulties, as well as to qualify even further the teaching-learning process in public schools.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
Teaching act, understood as a work, is something that requires an understanding of the multidimensionality constitutive of teaching activity, considered by a sociointeractionist view, which allows to evaluate the individual actions as a reflection of their conceptions/representations built and/or acquired in the social environment. This research focuses on the epistemological approach of the Sociodiscursive Interactionism (SDI) and its main theoretical and methodological contributions, with the assumptions of Bronckart (1999; 2006; 2008); the Work Sciences (the Ergonomy and the Clinic of Activity) , the studies of Clot (2007; 2010); Nouroudine (2002) and Amigues (2004); and Education theories specifically regarding the Didactics, with studies of Tardif (2014); Chevallard (1991; 2013); Aeby-Daghé & Dolz (2008) and Schneuwly (2000). The investigation of this research is focused on the act of the literacy-teacher who works in the Brazil Literacy Programme (Programa Brasil Alfabetizado - PBA). The goal is to understand the teaching practice of literacy-teacher in the context of Youth and Adult Education (Educação de Jovens e Adultos – EJA), considering the relationship between the didactic gestures and teaching knowledge presented in their conceptions and their performances. This aim, based on this relation, is to investigate to what extension an analysis of literacy-teachers’ act in teaching young and old students can reveal their knowledge, specific gestures and practices. In this research, there are two collaborators who work in the PBA at urban schools, in the municipality of Jacaraú-PB. The adopted methodological approach consists of three stages of analysis, including the represented/interpreted work and the performed work. Thus, the collection and provision of data necessarily were carried out through, firstly semi structured interviews to check the teachers’ conceptions and their implied knowledge; secondly, filming three classes of each collaborator to check and categorize didactic gestures mobilized by them. Thirdly, a simple self-confrontation session with both literacy-teachers in order to get their interpretations of the implemented pedagogical act. With all the data, each stage was analyzed separately, using as categories, the thematic content and the linguistic-discursive materialization proposed by the SDI, in Machado and Bronckart (2009), in addition to the founding didactic gestures defined by Aeby-Daghé & Dolz (2008). In the end, there was a triangulation of data, bringing together all realization, in order to get a more accurate view of the investigated object. As conclusions, it was found that there are eight evidenced conceptions in the literary-teachers of the PBA, which are in the base of their specific didactic gestures’ performance. In addition, the interpretations of their own act reveal that the higher is the teaching experience, the higher is the tendency of the educator to shield him/herself and avoid explicitly self-reflections that expose his/her weaknesses and unexpected actions in their pedagogical activity. Therefore, as a result of all the analysis after triangulation, it was found that experiential knowledge derived from practice in the classroom is what permeates and guides the generation, doing and interpretation of these literacy-teachers of young people and adults. This fact confirms the thesis that pedagogical practice of the literacy-teachers of young and adult students in the Literate Brazil Program is permeated by didactic gestures and acquired and (re)focused knowledge, mainly in / by the experience in the classroom.
O agir docente, entendido como trabalho, é algo que requer uma compreensão da multidimensionalidade constitutiva da atividade de ensino, vista por uma ótica sociointeracionista, a qual permite avaliar as ações dos indivíduos como sendo reflexo de suas concepções/representações construídas e/ou adquiridas no social. A presente pesquisa centra-se nessa abordagem epistemológica e tem como principais aportes teórico-metodológicos o Interacionismo Sociodiscursivo – ISD, com os pressupostos de Bronckart (1999; 2006; 2008); as Ciências do Trabalho (Ergonomia e Clínica da Atividade), com os estudos de Clot (2007; 2010); de Nouroudine (2002) e de Amigues (2004); e as Teorias da Educação, especificamente, relativas à Didática, com os estudos de Tardif (2014); Chevallard (1991; 2013); Aeby-Daghé & Dolz (2008) e Schneuwly (2000). O objeto de investigação é o agir do professor-alfabetizador de Jovens e Adultos atuante no Programa Brasil Alfabetizado (PBA). O objetivo central é compreender a prática pedagógica dos professores-alfabetizadores em contexto de EJA, considerando a relação entre os gestos didáticos e os saberes docentes presentes em suas concepções e realizações do agir. Tal objetivo resulta da problemática que é investigar em que medida uma análise do agir docente do alfabetizador de jovens e adultos pode revelar saberes, gestos e práticas específicas desse professor. Participam da pesquisa dois professores colaboradores que atuam no PBA, no município de Jacaraú-PB, em escolas da zona urbana. O percurso metodológico adotado é composto de três momentos de análise, incluindo o trabalho representado/interpretado e o trabalho realizado. Assim, a constituição dos dados correspondeu necessariamente a tal percurso, a saber, primeiro, a realização de entrevistas semiestruturadas para verificar as concepções docentes e os saberes nelas implicados; segundo, a filmagem de três aulas de cada colaborador para verificar e categorizar os gestos didáticos por eles mobilizados; e terceiro, uma sessão de autoconfrontação simples com ambos os alfabetizadores a fim de obter as suas interpretações acerca do agir pedagógico implementado. De posse do conjunto dos dados, fez-se a análise de cada etapa, separadamente, utilizando como categorias o nível do conteúdo temático e o da materialização linguístico-discursiva propostos no quadro do ISD, conforme Machado e Bronckart (2009), além dos gestos didáticos fundadores definidos por Aeby-Daghé & Dolz (2008). Ao final, fez-se uma triangulação dos dados, reunindo todas as constatações, com o propósito de obter uma visão mais apurada do objeto investigado. Como conclusões, verificou-se a existência de oito concepções docentes evidenciadas no dizer dos alfabetizadores do PBA, as quais estão na base da realização dos seus gestos didáticos específicos. Além disso, as interpretações do próprio agir feitas pelos respectivos professores revelam que, quanto maior a experiência docente, mais o educador tende a evitar explicitamente autorreflexões que desvelem as fragilidades e os imprevistos do seu agir professoral. Portanto, como desdobramentos de todas as análises, após a triangulação, ficou constatado que os saberes experienciais oriundos da prática em sala de aula são o que perpassa e orienta tanto o conceber, quanto o fazer e o interpretar desses alfabetizadores de pessoas jovens e adultas. Esse fato serviu para confirmar a tese de que a prática pedagógica do alfabetizador de jovens e adultos atuante no Programa Brasil Alfabetizado é permeada por gestos didáticos e saberes docentes adquiridos e (re)orientados, sobretudo, na/pela vivência em sala de aula.

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The intention of this work is to look for to understand the relation author-workmanship from what if it could call originary creative gesture. For in such a way, it was initially looked to decide some questions concerning the relation personage and biography and, later, was carried through a biography of the mining writer João Guimarães Rosa, having tried to apprehend genesis of the phenomenon of the creation. To establish this analysis, some concepts developed for the French philosopher had been essential Maurice Merleau-Ponty, mainly the ones that in some way they send to the study of the work of art, as well as the referring questions to the research of this author on the language
A intenção desse trabalho é procurar entender a relação autor-obra a partir do que se poderia chamar de gesto criativo originário. Para tanto, procurou-se inicialmente resolver algumas questões acerca da relação personagem e biografia e, posteriormente, foi realizada uma biografia do escritor mineiro João Guimarães Rosa, tentando apreender a gênese do fenômeno da criação. Para estabelecer essa análise, foram essenciais alguns conceitos desenvolvidos pelo filósofo francês Maurice Merleau-Ponty, principalmente os que de alguma maneira remetem ao estudo da obra de arte, bem como às questões referentes à pesquisa desse autor sobre a linguagem

Cette recherche doctorale vise à étudier les reformulations orales en contexte d’atelier de production d’écrits au Cours Préparatoire (CP). À partir d’un corpus composé de onze séances dans quatre classes contrastées en termes d’efficacité et d’équité en écriture, issues des données de la recherche Lire et Écrire au CP (IFÉ), notre travail tente de montrer que l’étude des reformulations orales constitue un analyseur de l’activité didactique qui permet d’observer les pratiques littéraciées (lire-écrire-parler) et de mettre en évidence des indicateurs d’expertise langagière : l’étude de ce phénomène langagier a donc une fonction heuristique en permettant d’appréhender les pratiques enseignantes et les compétences en littératie des élèves. Notre conception de la reformulation prend en compte la visée didactique ainsi que la dimension praxéologique sachant que les unités linguistiques inférieures au mot, la multimodalité ainsi que la dimension « méta » en sont notamment les composantes. L’enjeu de cette thèse étant de montrer que la reformulation orale est un geste professionnel langagier et qu’elle constitue une ressource langagière orientée pour l’action à visée didactique, nous la considérons comme un marqueur de la professionnalité de l’action enseignante susceptible de devenir un objet d’étude en formation initiale et continue des enseignants. La mise en évidence de manières de faire différentes ainsi que de gestes didactiques révélateurs de l’expertise enseignante permet d’envisager des actions de formation spécifiques
This doctoral research aims to study reformulations within the framework of writing workshop in the first grade. The corpus of this research, composed of eleven sessions recorded in four different classes in terms of school effectiveness and equity in writing, comes from Lire et Écrire au CP the national project for first-grade Teaching to Read-and-Write policy (IFÉ French Institute of Education). We particularly try to show that studying reformulation allows the analysis of joint activity that reveals literacy practices and recognizes language expertise. We see reformulation as a linguistic process that takes into account multimodality, the praxeological and metalinguistic dimensions knowing that the repetition of phonemes, syllables or letters is considered as a reformulation when it has a didactic purpose. The main issue of this dissertation is to show that reformulation is a language professional action and an action-oriented language resource towards didactic purposes. Thus, we advocate for reformulation under study during initial and continuous teacher training. The identification of different ways to reformulate as well as examples of reformulations that reveal teacher expertise makes it possible to envisage actions during teacher training

This research examines the nature of visual poetry and its educational potential in the processes of teaching and learning reading and writing in primary education. The first part looks into the internal and external logic of visual poetry, its cultural, historical and technical characteristics, and a knowledge goal is provisionally defined, which is then analyzed as a teaching and learning goal. It reviews the historicist approaches to visual poetry; it examines the definitions that have been established especially regarding its intermedia nature, and also the most interesting definitions that have been made by visual poets themselves. Following on from this, there is a historical overview of this poetic form, focusing mainly on the Western European tradition and on Catalonia from the twentieth century onwards. The second part of the thesis is the empirical research that justifies, applies and interprets the description and analysis of a didactic sequence of a teacher in a classroom in year two of primary education within the methodological and theoretical framework of contemporary research on specific didactics. Above all, it uses the theoretical foundations of comparative didactics and clinical methodologies. Based on close and participatory observation and an all-encompassing analysis of educational action, some interpretations are compared with the overall framework of knowledge of language and literature didactic. Hence the intrinsic cultural value of visual poetry is claimed as a catalyst to encourage the improvement of the reading and writing skills itself, while this teaching goal also serves as a pretext to consider and purpose new ways of teaching and learning reading and writing, in a richer and more complex way, especially in the field of critical literacy, creativity and intermediality
Aquesta investigació es planteja la naturalesa de la poesia visual i el seu potencial didàctic en els processos d’ensenyament-aprenentatge de la lectura i l’escriptura a Educació Primària. La primera part investiga la lògica interna i externa de la poesia visual, els seus trets culturals, històrics i tècnics i es delimita provisionalment un objecte de saber, el qual a continuació s’analitza com a objecte a ensenyar i objecte ensenyat. Es revisen les aproximacions històriques a la poesia visual; s’examinen les definicions que s’han fixat sobretot en el seu caràcter intermedial i també les definicions més interessants que n’han fet els mateixos poetes visuals. A continuació es fa una síntesi històrica d’aquesta forma poètica, centrant-se sobretot en la tradició europea occidental i, a partir del segle xx, a Catalunya. La segona part o recerca empírica justifica, aplica, i interpreta la descripció i anàlisi d'una seqüència didàctica d'una mestra en una aula de cicle inicial d’Educació Primària, dins del marc metodològic i teòric de les investigacions contemporànies en didàctiques específiques, servint-se sobretot dels fonaments teòrics de les didàctiques comparades i les metodologies clíniques. A partir de l'observació atenta i l’anàlisi global de l'acció didàctica, se n’extreuen unes interpretacions que es confronten amb el marc global del saber de les didàctiques de la llengua i la literatura. Així, es reivindica el valor cultural intrínsec de la poesia visual com a revulsiu per fomentar la lectura i l’expressió escrita per se però alhora aquest objecte d’ensenyament serveix de pretext per reflexionar i proposar noves formes d’ensenyar i aprendre la lectura i l’escriptura de forma més rica i complexa, sobretot en l'àmbit de la literacitat crítica, la creativitat i la intermedialitat.
Bei dieser Untersuchung wird die Frage über die visuelle Poesie und deren didaktischem Potential bei den Bildungs- und Lernprozessen beim Lesen und Schreiben in der Grundschule aufgeworfen, die diese Fähigkeiten in ihrem gesamten Umfang zu Beginn des 21. Jahrhunderts nach sich ziehen.

Tese de doutoramento em Materialidades da Literatura apresentado à Faculdade de Letras da Universidade de Coimbra
The intensification of tactile/haptic research by academia and the digital technology industry, has given rise to several instrumentalizations of the adjective haptic, often contradicting an entire philosophical haptological tradition, going back to Aristotle and allowing us to think of the haptic from a multisensory perspective capable of destabilizing the idea of pure sensory modalities. On the one hand, such intensification is evidenced by the ubiquity of digital technological devices that call for interaction through touch and gesture as tactile/haptic functions necessary for experiencing digital content. On the other hand, it may be seen in the increasing demand for tangibility between human and machine, particularly through sensory experiences made possible by virtual/augmented reality, as well as, mixed reality/virtuality platforms. Such intense literalization of the haptic also, paradoxically, ends up reinforcing the existence and primacy of a visual culture inherent to an ocularcentric society. It is in line with this haptological tradition, as well as through the recovery of a multisensory perspective explored by a series of avant-garde artistic practices that permeate the history of twentieth-century art, that I propose to (re)think digital literary works via means of an alternative and operative redefinition of haptic drawn from the metamedial and intermedial specificities of current digital poetic practices. Based on the mapping and analysis of carefully selected digital literary works, this research intends to understand how digital poetic practices make use of certain processes of haptic reading enabled by current digital technology, in order to explore and question the processes of writing and reading in media. In order to validate an argument largely based on the examination of ambiguities and tensions highlighted by the literary exploration of interface functionalities in arts and literature, this thesis will attempt to analyze the referred ambiguity, by showing a parallel between an inherent circularity of (multi)sensory perception and the way certain circular, or rather, spiral-like, trajectories, are able to be identified across multiple arts, artists and movements. All of this, of course, is put together via a process of dialectic subversion/disruption that characterizes multiple variants of experimentalism across the centuries. Moreover, doing so is a way of finding possible answers, or perhaps, raising new questions, regarding longstanding problematics pertaining to the relationship between tradition and innovation, from which the digital era is not exempt.
A intensificação da investigação em torno da percepção táctil/háptica por parte da academia e da indústria tecnológica digital tem originado diversas instrumentalizações do adjectivo háptico frequentemente contrariando toda uma tradição haptológica de linhas filosóficas, que remonta a Aristóteles e que tem permitido pensar a aporia háptica numa perspectiva multissensorial desestabilizadora da ideia de modalidades sensoriais puras. Evidenciada, por um lado, pela ubiquidade de dispositivos tecnológicos digitais que apelam a uma interacção pelo toque e pelo gesto enquanto funções tácteis/hápticas necessárias para a possibilidade de experienciação dos conteúdos digitais, e, por outro lado, pela crescente procura de tangibilidade entre ser humano e máquina, nomeadamente através de experiências sensoriais possibilitadas por plataformas de realidade virtual/aumentada e de realidade/virtualidade misturada, uma tal literalização do háptico acaba por reforçar, de modo paradoxal, a existência e primazia de uma cultura visual própria de uma sociedade ocularcêntrica. É na linha da referida tradição haptológica, bem como por meio da recuperação de uma perspectiva multissensorial explorada por uma série de práticas artísticas avant-garde que permeiam a história da arte do século XX, que me proponho (re)pensar a obra literária digital, por via de uma redefinição alternativa e operatória de háptico que é passível de ser esboçada a partir das especificidades metamediais e intermediais das actuais práticas poéticas digitais. Com base no mapeamento e análise de uma série criteriosa de obras literárias digitais pretende-se, com esta investigação, perceber de que modo as práticas poéticas digitais se fazem valer de determinados processos de leitura háptica convocados hoje pela tecnologia digital para explorar e questionar os processos de escrita e leitura nos media. Por fim, para uma possível validação deste argumento assente, em grande parte, na análise de ambiguidades e tensões promovidas pela exploração literária das funcionalidades das interfaces em artes e literatura, a presente tese tentará refletir sobre a referida ambiguidade, evidenciando, de modo paralelo, uma circularidade inerente à percepção (multi)sensorial, bem como determinadas trajetórias circulares, ou melhor, espiralares, que podem ser identificadas numa sucessão de artes, artistas e movimentos. Tudo isto estruturado através de um processo de subversão/disrupção dialética presente em determinadas variantes do experimentalismo ao longo dos séculos. Ao fazê-lo, estaremos a procurar possíveis respostas, ou, talvez, a levantar novas questões, sobretudo no que diz respeito a problemáticas de longa data relacionadas com a relação entre tradição e inovação, da qual a era digital não se encontra isenta.

Colonialism in Africa had an impact on the indigenous peoples of Africa and this is shown in some of their games. The purpose of this study is to gain deeper insight into Basotho children's games and to demonstrate that the Western ideas of music and games are not necessarily the same as Basotho folk children's conceptions. The literature on Basotho children's games is reviewed though not much has been contributed by early and present Basotho writers who have generally approached it from the angle of literature without transcribing the songs. The Sesotho word for games (lipapali) embraces entertainment but a further investigation of it shows that aspects of learning of which the children were aware in some cases and in others they were not aware, are present. These are supported by musical examples and texts. The definition of play versus games is treated (with regard to infants and children) and these two concepts are still receiving constant attention and investigation by scholars and researchers as the words are synonymous and can be misleading. Infants' play is unorganised and spontaneous while games are organised structures. Furthermore, play and games are important in child development education. In this study, they are given attention in order to lay the foundation for the understanding and interpretation of games used in both cultures. It is a misconception that African children's games are accompanied with music in the Western sense. Hence, the word `music' in Sesotho children's games takes on a different connotation from those in the West. Music' in Sesotho children's games embraces not only tunes that are sung, but game verses chanted in a rhythmic manner as opposed to spoken verse. Yet, mino (music) exists in Sesotho and is equivalent to the Western idea. These chanted rhythms and games are analysed against the backdrop of specific cultural dimensions for children depending on the function of the game played. The results of this study indicated that though the idea of music in children's games is not the same, games are an educational in character building and learning. Recommendations are made for educationists and music educators.
ART HIST, VIS ARTS & MUSIC
DLITT ET PHIL (MUSICOLOGY)

Dissertação de Mestrado em Contabilidade e Finanças apresentada à Faculdade de Economia
As microempresas, tal como definidas pela UE (Comissão Europeia, 2003), são as entidades empresariais mais representativas da economia portuguesa. Representam 37% do emprego total e quase 20% da riqueza produzida. No entanto, a proporção de estudos dedicados a estas importantes entidades são, em geral, escassos e pouco profundos. A gestão das microempresas inclui todas as esferas de ação da organização, recaindo sobre uma só pessoa ou um grupo pequeno de pessoas (Jansen et al., 2013). A contabilidade, entendida como um sistema de produção da informação financeira disponível para a tomada de decisões de gestão, reveste-se de uma importância reconhecida pela maioria dos gestores (Nunes e Serrasqueiro, 2004a; Gouveia, 2014; Gouveia, Gonçalves e Fernandes, 2015b), sendo que nem todos têm as capacidades e formação, entendidos como o grau de literacia financeira do gestor, para retirarem utilidade da contabilidade para a tomada de decisões mais acertadas (Nunes e Serrasqueiro, 2004b; Sian e Roberts, 2009; Carraher e Van Auken, 2013; Jansen et al., 2013; Kos et al., 2014; Van Auken e Yang, 2014). A literacia financeira é um conceito que gera muita discussão na literatura. Recorremos à definição mais utilizada nos estudos de literacia financeira das populações, que é aquela que foi conceptualizada pela OCDE (Atkinson e Messy, 2012) e abarca o conhecimento financeiro, a atitude financeira e o comportamento financeiro. Pretende-se analisar a relação entre alguns aspetos da literacia financeira dos gestores e de que forma estes podem influenciar a utilização da informação contabilística produzida no seio das microempresas para a sua tomada de decisão. Concluímos que o grau de literacia financeira dos gestores das microempresas está de acordo com aquilo que se verifica a nível nacional e mundial nas populações, ou seja, genericamente são financeiramente iletrados (BdP, 2011; Lusardi e Mitchell, 2011; Atkinson e Messy, 2012; Potrich, Vieira e Kirch, 2015; CNSF, 2016b; OECD, 2016). Comprovámos que o género dos gestores e o seu grau de habilitações académicas influencia o seu nível de conhecimento e literacia financeira. O conhecimento, a atitude, o comportamento e a literacia financeira, calculados através de índices, mostraram-se todos fortemente relacionados com a utilização da informação contabilística para a tomada de decisão dos gestores das microempresas.
Microenterprises, as defined by the EU (Comissão Europeia, 2003), are the most representative entities in the Portuguese economy. They represent 37% of total national employment and almost 20% of wealth production. Nevertheless, the number of studies about these important entities are, in general, shallow and scarce. Microenterprise management involves all the spheres in which the organization acts, falling in the scope of a single individual or a small group (Jansen et al., 2013). Accounting, seen as the financial information available for management decision-making process, is acknowledged by the vast majority of managers as important (Nunes e Serrasqueiro, 2004a; Gouveia, 2014; Gouveia, Gonçalves e Fernandes, 2015b), although not all of them have the skills or training, seen as their financial literacy level, to use the accounting information to make better decisions (Nunes e Serrasqueiro, 2004b; Sian e Roberts, 2009; Carraher e Van Auken, 2013; Jansen et al., 2013; Kos et al., 2014; Van Auken e Yang, 2014). Financial literacy is a concept which causes a lot of discussion in the literature about several issues. We used the concept frequently used in the studies of the population, which is the one conceptualized by the OECD (Atkinson e Messy, 2012), and which includes financial knowledge, attitude and behavior. We intend to analyze the relationship between some of the managers’ financial literacy elements and in what way these can influence the use of accounting information produced within microenterprises to their decision-making process. In our study, we have used an innovative approach regarding what is commonly used in the literature body. We conclude that the managers’ level of financial literacy is in line with the national and international findings within the populations, meaning they are financial illiterate in general (BdP, 2011; Lusardi e Mitchell, 2011; Atkinson e Messy, 2012; Potrich, Vieira e Kirch, 2015; CNSF, 2016b; OECD, 2016). We proved that the managers’ gender and education level correlates with their financial knowledge and financial literacy level. Our indexes of financial knowledge, attitude, behavior and literacy all have shown as strongly related with the access of microenterprise managers to accounting information for their management decision-making process.

This dissertation is an attempt to draw a connecting link between Marcel Jousse's theory of MIMISM as found in his book The Oral Style and the symbols used when celebrating four of the sacraments celebrating in the Roman Catholic Church. These symbols are water used in the sacrament of baptism, the bread and the wine as used in the celebration of the Eucharist, and the oil which is used in the sacraments of Confirmation and the Anointing of the Sick. Jousse was the first anthropologist to discover that all action or gestes as he called it, is constantly being replayed and re-enacted by man. The second chapter in this thesis will give a comprehensive summary of this theory of MIMISM. Since man is constantly attempting to get closer to God whom he falls short of when he sins, this practice of the sacraments is a means of getting man back in touch with God and the symbols used in this procedure is what actually makes it real. After a chapter on symbolism and the role that symbols play in the celebration of sacraments, the next chapter deals with the rites, rituals and religion in society. It is the symbols together with the rights, that in effect bridge the relationship between God and man. The final chapter then looks into the symbols themselves, which are oil, water and the Eucharist and fits the entire subject into perspective.
Thesis (M.A.)-University of Natal, 1994.

Orientação: Augusto Deodato Guerreiro ; co-orientação: Isabel Sofia Calvário Correia
A Língua Gestual Portuguesa (LGP) é desde 1997, ano em que foi reconhecida na Constituição da Republica Portuguesa, a língua oficial da comunidade surda em Portugal. Esta língua manifesta-se como língua natural da pessoa surda sendo utilizada como forma de expressão e comunicação e produzida através de um canal espácio-visual. O contato entre a LGP e a Língua Portuguesa (LP), duas línguas supõe, necessariamente influências e contaminações linguísticas. Apesar de a Língua Gestual Portuguesa ser um idioma de modalidade espácio-visual e a Língua Portuguesa se codificar na oralidade, é frequente encontrar-se em produções escritas de pessoas Surdas, utilizadora da LGP, erros que resultam da interferência linguística. O objetivo deste trabalho é reflectir e aprofundar o conhecimento explícito e reflexivo da LGP, através de uma abordagem comparatista, aprofundando e investigando as competências metalinguísticas que os utilizadores têm como ferramenta de acesso ao conhecimento da sociedade alargada. Para isso, vamos procurar aferir as competências literácitas da pessoa surda, através da interpretação de um texto escrito e, num segundo momento, reflectimos sobre a estrutura linguística da LGP, sobretudo, na sua componente sintática e morfológica.
In 1997, the Portuguese Sign Language (in Portuguese, Língua Gestual Portuguesa – LGP) was approved in the Constitution of the Portuguese Republic. Since then, it has been the official language of the deaf community in Portugal. The Portuguese Sign Language is the natural language of a deaf person. It is, therefore, a means of expressing himself/herself and a medium of communication that is produced through a spatial-visual channel. Contact between the Portuguese Sign Language and the Portuguese Language (in Portuguese, Língua Portuguesa - LP), two different languages, forcefully presupposes linguistic influences and interspersion between the two. Even though Portuguese Sign Language is a spatial-visual idiom and Portuguese Language is encoded in sounds, people with deafness who use the Portuguese Sign Language commonly make mistakes in their writings that result from a linguistic interference from both the languages. This work aims to consider and study the explicit and reflection-based knowledge of the Portuguese Sign Language. This will be through a comparative approach that will study and explore the meta-linguistic skills that signers have as a means to access the same knowledge of the broader society. For that reason, I will study the literacy skills of the person with deafness through his/her interpretation of a written text. Subsequently, I will examine the linguistic structure of the Portuguese Sign Language, especially its morphologic and syntactic components.

Recent calls in education have emphasized the critical need for curricula in the sciences to support student development of the general and disciplinary-specific practices that are relevant to modern scientific research and careers, as well as foundational scientific knowledge that reflects recent advances. In this regard, the life sciences, including biochemistry, have been under pressure to develop curricula that reflect current research knowledge and practices, and that develop student competence in areas such as experimentation and visualization. In contrast to these calls, biochemistry textbooks, and instruction based on them, seldom discuss how disciplinary knowledge is combined with experimental work or other disciplinary resources to investigate and communicate about biochemical phenomena. This is of great concern given that graduates entering life science careers must be able to reason with relevant disciplinary knowledge, utilize experimental research methods, and navigate data representations in order to solve research problems. It is therefore crucial for biochemistry instruction to expose students to the ways in which expert scientists navigate and reason with disciplinary resources in cutting-edge scientific research on topics such as protein folding and dynamics, the focus of this project. Thus, this dissertation aims to fill a gap in our understanding of how expert research scientists explain protein-folding and dynamics research, and how that research knowledge can be used to inform the development of instructional materials in this crucially important area of biochemistry. To address this goal, we explore three overarching research questions: How can we model experts’ explanations of their research related to protein folding and dynamics? (RQ1); How do experts use representations to explain their protein-folding and dynamics research? (RQ2); and How can we use expert research to inform the design and implementation of instructional materials aimed at developing biochemistry students’ understanding of protein-folding and dynamics? (RQ3). To address these research questions, we first collected and analyzed interview data from four experts to explore the nature of their research explanations. This data was used to develop a model (i.e. the MAtCH model) of how experts integrate theoretical knowledge with their research context, methods, and analogies when explaining how phenomena operate (RQ1). In doing so, we also established how the experts use and combine explanatory models depending on the phenomena discussed and their explanatory aims, as well as how they explain thermodynamic and kinetic concepts relevant to protein folding in ways that align with their experimental research methods. We then examined selected representations from the expert interviews to explore how experts use language and representations to create meaning when explaining their research (RQ2). In comparing these to representations from biochemistry textbooks, analysis of the data indicated that textbooks generally explain ‘what is known’ but seldom explain ‘how it is known,’ whereas the experts use a combination of language, multiple representations, and gestures to explain how experimental research methods can provide evidence for phenomena. From this analysis, suggestions were made regarding the design of instructional materials to support discussion of experimental research methods and student interpretation of representations in classroom activities. In the final study, these suggestions were used in combination with additional analysis of expert research to inform the development anticipated learning outcomes (ALOs) and the design of instructional materials aimed at developing biochemistry students’ understanding of protein folding and dynamics (RQ3). The materials focus on the use of hydrogen-deuterium exchange mass spectrometry (HDX-MS) to study changes in protein structure due to denaturation and interactions with other molecules. The instructional materials were piloted in an undergraduate biochemistry course for the health sciences, and the nature of students’ understandings were explored. Our findings suggest that research practice – including research context, experimental methods, and representations – influences reasoning and explanation, providing additional evidence of the importance of developing discursive literacy in science students. To that end, a major implication of this work is that student knowledge of experimentation and representation may be a critical component of developing functional scientific understanding. Each of the studies contained in this dissertation therefore suggests ways in which practitioners may use our findings to modify instruction and instructional materials so that they are more aligned with expert practices. In order to teach students how scientific research underpins factual knowledge in biochemistry, future research should continue to explore experts’ use of disciplinary resources and ways of thinking in order to inform teaching and learning strategies and materials that can support the development of students’ disciplinary literacy.

This diploma thesis deals with with issues occuring in translating trivial literature (formula fiction). Three novels by the Austrian novelist Johannes Mario Simmel are used as empirical material. The first part of the paper focuses on the term trivial literature as well as the person of J. M. Simmel and his work. In the second part, three novels by this author are the subject of translation analysis. The analysis uses criteria of quality assessment defined by the German translation scholar Katharina Reiß in her thesis Möglichkeiten und Grenzen der Übersetzungskritik (published in 1971). The analysis shows various aspects contributing to the result of this translation process. They are partly objective, given by context of time period in which they were created, and partly subjective, given by the person of the translator. Keywords Johannes Mario Simmel, translation criticism, trivial literature, Katharina Reiß, 3 novels (Liebe ist nur ein Wort, Ich gestehe alles, Gott schützt die Liebenden)

This dissertation is accompanied by a video recording of the performance of the yajna and an audio recording of the mantras (sacred verses) recited during the performance. This thesis endeavors to illustrate how oral style elements are used to accentuate the mantras during the performance of the yajna. The mantras and the yajna itself, have its roots in the Vedic scriptures which have been transmitted orally from generation to generation. In chapter one, "Introduction", a brief description of the concept of Hinduism which forms the basis of my investigation is presented. An individual's life, according to Hinduism, is divided into four stages and the performance of yajna features prominently in the sixteen Vedic sanskaras. In chapter two, the term yajna is defined and the origin of yajna as reflected in the Purusa Sukta is discussed. The five main daily duties or Panca Mahayajna, presented for the welfare and progress of the individual and society are explained. It must be noted that the Panca Mahayajna are not necessarily all rituals or rites but rather social or human commitments, which are a part of the Vedic code of ethics. However, the Deva Yajna or Agni-hotra or yajna as it is very commonly known to Hindus, is a ritual that is performed. The Devayajna forms an integral part of the Panca Mahayajna. The third chapter outlines some of Marcel Jousse's thoughts, views and ideas about oral style expressions relevant to the yajna. The universal anthropological laws of Formulism, Bilateralism, Mimism and Rhythmism as propounded by Marcel Jousse are highlighted. Key concepts like gesture, memory, rhythm and oral expression, used as facilitators for the transmission of knowledge are explained. this chapter forms part of the conceptional framework of the study. Chapter four focusses on the definition of oral tradition The Vedas, an example of Hindu literature reflecting oral tradition, are discussed. Some interesting comments tracing the authenticity of the Vedas and facts declaring the Vedas as the source head of all knowledge about human behaviour also feature in this chapter. In the fifth chapter, the procedure, explanation and analysis of the gestural and oral expressions as reflected in the performance of the yajna are examined. The anthropological laws of Marcel Jousse are applied in the recitation of the mantras and the actual performance of the yajna. Mnemotechnical devices that facilitate memorisation, featuring in the mantras are discussed. The conclusion emphasises the role of oral style elements that are evident in the yajna and explores the possibility for further research in Vedic literature.
Thesis (M.A.)-University of Natal, Durban,1999.

For sixty-five years hardly anyone in the English-speaking world was aware of the anthropological theories of Marcel Jousse, a twentieth century Jesuit scholar. In 1990, Jousse's seminal work, Le style oral rythmique et mnemotechnique chez les verbo-moteurs. (The rhythmic and mnemotechnique oral style of the verbo-motors), was translated into English and given the name The Oral Style. His anthropologie du geste, called in this study the anthropology of geste, presented his discovery of the universal anthropological laws governing human expression: mimism, bilateralism and formulism. Jousse had sought to understand the anthropological roots of oral style, in particular the phenomenal memory of oral style peoples. In this dissertation, Jousse's theories are summarised and his anthropological laws are used to determine whether three eucharistic prayers of the Roman rite contain elements of oral style expression. The Roman Canon, Eucharistic Prayer 1 and Eucharistic Prayer for Children 1 are set out in binary and ternary balancings. An attempt is made to show that written style expression, an inheritance from the Greeks, houses in its extraordinary complexity the very oral style elements it appears to have superseded. The assertion made is that written style, with its predilection for subordination, actually conserves, preserves and perpetuates oral style balancings, not only in the simple sentence (what Jousse calls the propositional geste), but also in clauses, phrases, words, and sound devices. Support is given to T. J. Talley's view that the Jewish nodeh lekah (thanksgiving) and not the berakah (blessing) is the prayer source that influenced the structure of the early Christians' eucharist (thanksgiving in Greek). The expressions of thanksgiving that are a distinguishing feature of anaphoras from the 1st century AD onwards, continue to shape the eucharistic prayers today. This is offered as one reason why, in a reconstruction of Eucharistic Prayer for Children 1 presented at the end of Chapter 5, it is possible to balance one recitative with another, and the recitation of one prayer component with another. The dissertation concludes by recommending that oral studies of the Christian liturgies of East and West be pursued as they have much to contribute to the orality-literacy debate not only in the matter of liturgical language but also in gaining an appreciation of other gestes of worship.
Thesis (M.A.)-University of Natal, Durban, 1994.

In the essay, "From Mimism to Music in the Child" (1935), Jousse, the French linguistic anthropologist, * describes the process whereby instinctive learning takes place and develops into cognitive motor skills in the Child; * traces the connections between the stages of learning and the skills acquired by the Child. These skills include gestural mimic imitation, drawing, listening, speaking, and musical expression; * makes specific recommendations about the process of teaching the Child; * relates the stages in the early learning processes in the Child to the development globally and universally of the anthropos; * demonstrates the relationship between Man and his fellows, both as individuals and as expression of cultural distinction, and between Man and the universe; * comments on the distinction between human and animal learning capacities; * explains the roles of key features in human expression; *explains aspects of cultural and linguistic change; * comments on cultural and linguistic change. In this research-essay, I am * attempting to clarify, in various degrees, all of the above: the learning issues receive more attention than do the rest; * attempting to identify the similarities and differences between the thinking and views on learning of Jousse with those particularly of Rudolf Laban, and incidentally of Montessori and Lenneberg; * demonstrating an 'Oral-Style text'. The Introduction to this research-essay summarises the thinking of Jousse and Laban. The Body of the study: * provides biographical information about Jousse and Laban; * explains the difficulties and problems encountered with the text of the essay "From Mimism to Music in the Child"; * comments on the nature and operation of Oral-Style texts and their cognitive and affective influence upon the reader; * contextualises and interprets the text of the essay, "From Mimism and Music in the Child". The Conclusion adds comments, and suggests areas for further study and investigation.
Thesis (M.A.)-University of Natal, 1995.

Dissertação de mestrado em Economia Monetária, Bancária e Financeira
A procura/oferta de Planos Poupança Reforma (PPRs) têm apresentado uma tendência crescente no decorrer dos últimos anos. Este facto deve-se, por um lado, às dúvidas crescentes da Segurança Social para assegurar a sustentabilidade do atual sistema de pensões garantido pelo Estado, mas por outro lado, o aumento do número de participantes em PPRs – sob a forma de Fundo de Investimento Mobiliário (F.I.M.) e Fundo de Pensões (F.P.) – parece estar, indiretamente, relacionado com a eficiência fiscal, inerente aos incentivos fiscais à entrada e à saída (dentro e/ou fora das condições previstas na lei), destes produtos financeiros. A existência de várias tipologias de PPR que são geridos por diversas entidades especializadas no mercado financeiro, com diferentes métodos de gestão e de seleção/alocação de ativos em carteira, em função dos limites (mínimo/máximo) de exposição às diferentes classes de ativos, estabelecidos na política de investimento e referenciado no regulamento de gestão de cada fundo, dificultam a comparação e a escolha dentro de cada segmento/perfil de risco. Assim, este estudo procura decompor e avaliar o desempenho mensal de 27 fundos PPR (especificamente sob a forma de F.I.M. e F.P.), entre o período de janeiro de 2007 a dezembro de 2019, para perceber se os gestores desses fundos evidenciam capacidades superiores na previsão da evolução dos ativos financeiros e na antecipação dos movimentos do mercado que possibilite superar a rendibilidade estimada/esperada nos termos de equilíbrio do modelo CAPM. Para materializar esta análise, numa primeira fase, procedeu-se à estimação e ao estudo do modelo econométrico de Jensen pelo Método dos Mínimos Quadrados (OLS – Ordinary Least Squares) através do software GRETL. Numa segunda fase, procedeu-se ao cálculo e análise de alguns indicadores de avaliação do desempenho global ajustada ao risco dos fundos PPR em análise – Alfa de Jensen, Sharpe, Treynor, T2 e M2. Os resultados alcançados sugerem que a maioria dos gestores de fundos PPR em análise não conseguiram obter rendibilidades superiores ao prémio de risco estimado via CAPM. Por outro lado, prova-se que a maioria dos fundos em estudo alcançaram um desempenho inferior ao índice utilizado como aproximação ao mercado (benchmark), assim como a rendibilidade média mensal alcançada foi inferior (ou até negativa em alguns casos) à rendibilidade média das obrigações de taxa fixa a 10 anos do Estado Português (considerado neste estudo como proxy do ativo sem risco).
The demand/supply of Retirement Savings Plans (RSPs) has shown a growing trend over the last few years. This is due, on the one hand, to the growing doubts of Social Security to ensure the sustainability of the current state-guaranteed pension system, but on the other hand, the increase of RSPs participants – in the form of Securities Investment Funds (SIFs) and Pension Funds (PFs) – seems to be indirectly related to the tax incentives of these financial products. The existence of several types of RSPs that are managed by several entities specialized in the financial market, with different methods of management and selection/allocation of assets, depending on the limits (minimum/maximum) of exposure to the different asset classes, established in the investment policy and management regulation of each fund, hinder the comparison and choice within each segment/risk profile. Thus, this study seeks to decompose and evaluate the monthly performance of 27 Retirement Savings Funds (RSFs) – specifically in the form of SIFs and PFs – between January 2007 and December 2019, to understand whether the managers of these funds show superior capacities in predicting the evolution of financial assets and anticipating market movements that allow to overcome the estimated/expected return in terms of balance of the CAPM model. To materialize this analysis, in a first phase, Jensen's econometric model was estimated and analyzed using the method of ordinary least squares (OLS) by GRETL software. In a second phase, some indicators for evaluating the overall risk-adjusted performance of the RSFs under analysis – Jensen´s Alpha, Sharpe, Treynor, T2 and M2 – were calculated and analyzed. The results achieved suggest that the majority of RSFs managers were unable to achieve higher returns than the estimated risk premium via CAPM. On the other hand, it is proven that the majority of the funds under study achieved a lower performance than the index used as a benchmark, as well as the average monthly returns achieved was lower (or even negative in some cases) than the average yield of 10-year fixed-rate bonds of the Portuguese State (considered in this study as proxy for risk-free asset).