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Mastery Learning : a revalorização de um modelo de ensino-aprendizagem em cursos profissionais

Marteleira, Célia Pereira
Fonte: Universidade Aberta de Portugal Publicador: Universidade Aberta de Portugal
Tipo: Dissertação de Mestrado
Publicado em //2010 POR
Relevância na Pesquisa
37.27%
Dissertação de Mestrado em Supervisão Pedagógica apresentada à Universidade Aberta; A partir do ano lectivo 2004/2005, as escolas secundárias portuguesas passaram a incluir na sua oferta educativa Cursos Profissionais. São cursos que devem responder aos perfis vocacionais dos alunos e à procura de técnicos intermédios qualificados pelo tecido empresarial da região em que a escola está inserida. São entendidos como alternativa aos cursos que visam, principalmente, o prosseguimento dos estudos, os cursos científico-humanísticos. A necessidade de introduzir estes cursos nas escolas secundárias, públicas e privadas, prende-se com o imperativo de, por um lado, proporcionar a todos os alunos aprendizagens significativas e duradouras, e, por outro, combater a discriminação e a diferenciação social e reduzir as taxas de abandono escolar. Considerando as características dos Cursos Profissionais, principalmente no que ser refere à sua estrutura modular, e o perfil particular da generalidade dos seus alunos, marcados pelo insucesso, cremos ser premente encontrar um modelo de ensino-aprendizagem adequado. Acreditamos que o Mastery Learning (ML), suportado pelas crescentes potencialidades das tecnologias de informação e de comunicação...

Development of Mastery during Adolescence: The Role of Family Problem Solving*

Conger, Katherine Jewsbury; Williams, Shannon Tierney; Little, Wendy M.; Masyn, Katherine E.; Shebloski, Barbara
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /03/2009 EN
Relevância na Pesquisa
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A sense of mastery is an important component of psychological health and well-being across the life-span; however, relatively little is known about the development of mastery during childhood and adolescence. Utilizing prospective, longitudinal data from 444 adolescent sibling pairs and their parents, our conceptual model proposes that family SES in the form of parental education promotes effective family problem solving which, in turn, fosters adolescent mastery. Results show: (1) a significant increase in mastery for younger and older siblings, (2) parental education promoted effective problem solving between parents and adolescents and between siblings but not between the parents themselves, and (3) all forms of effective family problem solving predicted greater adolescent mastery. Parental education had a direct effect on adolescent mastery as well as the hypothesized indirect effect through problem solving effectiveness, suggesting both a social structural and social process influence on the development of mastery during adolescence.

Arithmetic fact mastery in young children: A longitudinal investigation

Jordan, Nancy C.; Hanich, Laurie B.; Kaplan, David
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /06/2003 EN
Relevância na Pesquisa
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Children with poor arithmetic fact mastery (n = 45) at the end of third grade were compared to grade-level peers with good arithmetic fact mastery (n = 60) in competencies related to reading and mathematics. Children were assessed longitudinally across second and third grades. When predictor variables such as IQ were held constant, the poor fact mastery and good fact mastery groups performed at about the same level and progressed at a comparable rate on math story problems and on broad reading achievement. The groups also progressed at a comparable rate on broad math achievement, although children with poor fact mastery performed at a significantly lower level. Children with poor fact mastery showed remarkably little growth on timed number facts during the study period, despite normal growth in other areas of mathematics. Deficits in fact mastery are highly persistent and appear to be independent of reading and language abilities.

Cancer and Mastery: Do Age and Cohort Matter?

Pudrovska, Tetyana
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
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The prevailing lay and medical views of cancer as an uncontrollable and unpredictable disease raise a question about the effect of cancer on personal mastery. Does cancer undermine individuals’ beliefs? Are cancer survivors more likely than persons without cancer to feel that life is beyond their control? Using data from the 1994–1995 and 2004–2006 waves of the National Survey of Midlife Development in the United States, I compared cancer survivors and individuals without cancer to examine the association between cancer and personal mastery. According to the stress process perspective, cancer may be detrimental to personal mastery, whereas the positive catalyst perspective suggests that cancer can enhance mastery. When changes in personal mastery are placed in the joint context of developmental aging processes and socio-cultural transformations reflected in the experiences of birth cohorts, support is found for both perspectives. In the three oldest cohorts born between 1920s and 1940s, personal mastery declines with age for all participants regardless of their cancer status. Yet, this age-related decline is steeper among cancer survivors than their peers without cancer. In the two youngest cohorts born in the 1950s and 1960s...

Parental Support, Partner Support, and the Trajectories of Mastery from Adolescence to Early Adulthood

Surjadi, Florensia F.; Lorenz, Frederick O.; Wickrama, K. A. S.; Conger, Rand D.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
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This study examines the long-term associations among parental support, extra-familial partner support, and the trajectories of sense of mastery from adolescence to the early adulthood years. Ten waves of panel data collected over a 16-year period from the Iowa Family Transitions Project (N = 527) were used to test the hypotheses. Results indicated that parental support in adolescence was initially associated with higher levels of sense of mastery and with greater extra-familial partner support during the transition to adulthood. Higher extra-familial partner support was subsequently associated with an increase in sense of mastery during the transition to adulthood. Overall, our results underscore the importance of mastery in smoothing the adjustment to adulthood and the importance of supportive relationships in shaping a healthy sense of mastery.

Multicultural Mastery Scale for Youth: Multidimensional Assessment of Culturally Mediated Coping Strategies

Fok, Carlotta Ching Ting; Allen, James; Henry, David; Mohatt, Gerald V.;
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
27.49%
Self-mastery refers to problem-focused coping facilitated through personal agency. Communal mastery describes problem solving through an interwoven social network. This study investigates an adaptation of self- and communal mastery measures for youth. Given the important distinction between family and peers in the lives of youth, these adaptation efforts produced Mastery-Family and Mastery-Friends subscales, along with a Mastery-Self subscale. We tested these measures for psychometric properties and internal structure with 284 12 to 18-year-old predominately Yup’ik Eskimo Alaska Native adolescents from rural, remote communities — a non-Western culturally distinct group hypothesized to display higher levels of collectivism and communal mastery. Results demonstrate a subset of items adapted for youth function satisfactorily, a three-response alternative format provided meaningful information, and the subscale’s underlying structure is best described through three distinct first-order factors organized under one higher order mastery factor.

Mastery and the mobile future of massively multiplayer games

Roy, Daniel, S.M. Massachusetts Institute of Technology
Fonte: Massachusetts Institute of Technology Publicador: Massachusetts Institute of Technology
Tipo: Tese de Doutorado Formato: 66 p.
ENG
Relevância na Pesquisa
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What game design opportunities do we create when we extend massively multiplayer online games (MMOs) to cell phones? MMOs allow us to create representations of our own increasing mastery, and mobile gives us better access to this mastery and allows us to integrate it more fully into the ways we see ourselves. MMOs motivate mastery by making that mastery personally and socially relevant, and visibly showing it increase. Virtual worlds that make players feel physically and socially present increase motivation to achieve mastery. MMOs that convince players their avatars represent some aspect of their personalities increase motivation to invest in and experiment with different constructions of self. I apply these principles to an analysis of two games: Labyrinth, a game I helped create, and World of Warcraft, the current leading MMO. With Labyrinth, I explain the design decisions we made and their impact. With World of Warcraft, I described how altering the design could accommodate mobile play and better motivate increasing mastery.; by Daniel Roy.; Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Comparative Media Studies, 2007.; Includes bibliographical references (p. 64-66).

L’incidence du programme Vers le pacifique sur les buts de maîtrise et le sentiment d’appartenance à l’école

Hiroux, Marie-Hélène
Fonte: Université de Montréal Publicador: Université de Montréal
Tipo: Thèse ou Mémoire numérique / Electronic Thesis or Dissertation
FR
Relevância na Pesquisa
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La présente étude avait pour but de déterminer si un programme de prévention de la violence par l’entraînement aux habiletés en résolution de conflits et en médiation pouvait avoir une incidence sur la motivation scolaire et le sentiment d’appartenance à l’école. De par ses trois missions fondamentales (instruire, qualifier et socialiser), l’école québécoise est pour l’élève à la fois un milieu de vie et un milieu d’apprentissage. Toutefois, des problèmes de comportement et de motivation à apprendre peuvent freiner la réussite de certains jeunes. Pour remédier à la situation, des programmes visant à améliorer le comportement des élèves et à prévenir la violence à l’école ont été mis sur pied et évalués, indiquant une amélioration de certains comportements. Quelques études ont aussi noté une corrélation entre ces programmes et la motivation à apprendre. Sachant que l’adoption de buts de maîtrise et le sentiment d’appartenance à l’école sont des variables qui agissent positivement sur la motivation à apprendre, il est pertinent de se demander si un tel programme peut avoir une incidence sur ces variables. Des analyses secondaires de données issues du Rapport final d’évaluation des impacts du programme Vers le pacifique pour les quatre années de sa mise en œuvre (Bowen...

Self-Esteem and Mastery in Maintenance Cardiac Rehabilitation

Pretty, Chelsea
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
37.49%
Background: CVD is the second leading cause of death in Canada. Mastery and self-esteem are psychosocial factors, suggested to be emerging risk factors for CVD. Purpose: The purpose of the study was two-fold; first to establish whether mastery and self-esteem predicted adherence to maintenance CR; and second, whether mastery and self-esteem improved after a 6-month maintenance CR program. Methods: Data were collected at the Brock University Heart Institute. The study involved a sample of 98 participants. At intake to the program and 6-month follow-up, participants completed a questionnaire battery which included the Rosenberg Self-Esteem Scale and the Pearlin-Schooler Mastery Scale. Results: Mastery and self-esteem scores did not alter the likelihood of adherence to the CR program. Mastery and self-esteem did significantly improve after 6-months of CR amongst participants with the lowest exercise capacity. Conclusion: Maintenance CR does improve mastery and self-esteem amongst those with diminished exercise capacity.

The Efficacy of an Interactive Computer System for Teaching Developmental Mathematics to College Students

Miranda, Jeffrey
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
27.35%
Many students are entering colleges and universities in the United States underprepared in mathematics. National statistics indicate that only approximately one-third of students in developmental mathematics courses pass. When underprepared students repeatedly enroll in courses that do not count toward their degree, it costs them money and delays graduation. This study investigated a possible solution to this problem: Whether using a particular computer assisted learning strategy combined with using mastery learning techniques improved the overall performance of students in a developmental mathematics course. Participants received one of three teaching strategies: (a) group A was taught using traditional instruction with mastery learning supplemented with computer assisted instruction, (b) group B was taught using traditional instruction supplemented with computer assisted instruction in the absence of mastery learning and, (c) group C was taught using traditional instruction without mastery learning or computer assisted instruction. Participants were students in MAT1033, a developmental mathematics course at a large public 4-year college. An analysis of covariance using participants’ pretest scores as the covariate tested the null hypothesis that there was no significant difference in the adjusted mean final examination scores among the three groups. Group A participants had significantly higher adjusted mean posttest score than did group C participants. A chi-square test tested the null hypothesis that there were no significant differences in the proportions of students who passed MAT1033 among the treatment groups. It was found that there was a significant difference in the proportion of students who passed among all three groups...

Role of physical activity in the relationship between mastery and functional health

Sargent-Cox, Kerry A.; Butterworth, Peter; Anstey, Kaarin Jane
Fonte: Oxford University Press Publicador: Oxford University Press
Tipo: Artigo de Revista Científica Formato: 12 pages
Relevância na Pesquisa
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PURPOSE OF THE STUDY: To examine the influence of mastery, physical activity levels, and subsequent trajectories of domains of functional health across the adult life course. DESIGN AND METHODS: We examined 8-year trajectories of physical functioning (handgrip strength) and functional health (physical [RAND PHC12], psychological [RAND MHC12], and cognitive [processing speed]) in a large Australian sample (n = 7,485 at baseline) of 3 cohorts (20–24, 40–44, and 60–64 years). Within- and between-person indirect effects of physical activity on the relationship between mastery and health were examined using multilevel structural equation models. RESULTS: Mastery was positively related to within-person change in physical and psychological health for all cohorts, and processing speed for the 60s. Between-person mastery was positively associated with all health domains across all cohorts. Physical activity indirectly influenced the between-person relationships between mastery and handgrip strength, physical health, and psychological health in all cohorts, and between mastery and processing speed for the 60s. IMPLICATIONS: Psychological resources are important mechanisms for functional health as they may drive adaptive behaviors such as physical activity. The within-person association connecting mastery with physical and psychological health trajectories provides promise for interventions that foster or improve a sense of mastery. The findings contribute to the understanding of complex relationships between personal resources and behaviors that aid in successful aging across the life span.; This study was supported by Australian National Health and Medical Research Council Grants No. 973302...

Sacred worlds : an analysis of mystical mastery of North Indian Faqirs.

Saniotis, Arthur
Fonte: Universidade de Adelaide Publicador: Universidade de Adelaide
Tipo: Tese de Doutorado
Publicado em //2002
Relevância na Pesquisa
37.49%
This thesis examines the nature of the mystical complex of faqirs who live in North India. Faqirs are Muslim mystics who regularly engage in various mystical and ascetic practices. I argue that a faqir's mystical complex derives from his concern to express mystical mastery. My focus on faqirs' mystical mastery draws attention to their engagement with the spirit world which informs and shapes their worldview and practices. My ethnography of faqirs' mystical mastery is based on my fieldwork at the thirteenth century Muslim shrine of Nizamuddin Auliya. I examine how faqirs incorporate various kinds of mystical mastery in their every day lives. I explore how faqirs' mystical practices are ways of expressing mystical mastery. A faqir's mystical practices are shown to underpin his concern with personal autonomy, power and existential control. Afaqir's mystical practices also underscore his associations with various spirit beings. My analysis seeks to highlight the experiential dimension of faqirs' mystical mastery which is intrinsically linked to the spirit world. In so doing, I reveal the nexus between faqirs' religious imagination and experience. I also demonstrate that a faqir's relation with spirit beings is on going and plays a crucial part in shaping his mystical identity. As I will show...

L’évaluation de la compétence professionnelle des futurs maitres du Québec à intégrer les technologies de l'information et des communications (TIC) : maitrise et usages

Villeneuve, Stéphane P.
Fonte: Université de Montréal Publicador: Université de Montréal
Tipo: Thèse ou Mémoire numérique / Electronic Thesis or Dissertation
FR
Relevância na Pesquisa
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Au Québec, la compétence professionnelle à intégrer les technologies de l’information et de la communication (TIC) est une compétence professionnelle à acquérir par les étudiants en enseignement. Cependant, son acquisition est problématique à plusieurs niveaux. Afin d’évaluer et mieux comprendre la compétence, cette thèse présente trois objectifs : 1) décrire le degré de maitrise des TIC et leurs usages dans les salles de classe 2) identifier les facteurs qui influencent l’intégration des TIC en fonction de la compétence professionnelle, et finalement 3) décrire le niveau d’atteinte des composantes de la compétence. Pour atteindre les objectifs de l’étude, une méthodologie mixte fut employée. Ce sont 2065 futurs enseignants du Québec provenant de neuf universités québécoises qui ont complété le questionnaire en plus de 34 participants à des groupes de discussion (n = 5). Cette thèse rédigée sous forme d’articles, répondra à chacun des objectifs visés. Dans le but de mieux comprendre l’utilisation actuelle des TIC par les futurs maitres, le premier article fournira un aperçu de la maitrise d’outils technologiques susceptibles d’être utilisés lors des stages. Le deuxième article visera à identifier les variables externes ainsi que les différentes composantes de la compétence qui ont une influence sur l’intégration des TIC lors des stages. Dans le troisième article...

Mastery learning : que contributos para o ensino-aprendizagem de alunos de português no 10º ano?

Jerónimo, Fernanda Maria Nobre Lamy
Fonte: Universidade Aberta de Portugal Publicador: Universidade Aberta de Portugal
Tipo: Dissertação de Mestrado
Publicado em //2013 POR
Relevância na Pesquisa
37.45%
Dissertação de Mestrado em Supervisão Pedagógica apresentada à Universidade Aberta; Partindo de um conceito positivista da aprendizagem e da assunção do papel determinante do professor para a sua emergência nos alunos, o presente estudo investigou os contributos da utilização do modelo de ensino Mastery Learning (ML) para o processo de ensino aprendizagem de alunos de Português, disciplina dos Cursos Científico-Humanísticos, estando subjacente a preocupação com a motivação dos aprendentes para a aprendizagem e o sucesso do seu desempenho. Se, por um lado, o trabalho realizado recupera a relevante mediação que os pressupostos pedagógicos assumem na relação do ensino com a aprendizagem, por outro, surge teoricamente ancorado no paradigma comportamental, que a perspetiva com base na observação de comportamentos do aluno, sendo este o centro das atenções do professor. Assim, focalizámo-nos no modelo Aprendizagem de Mestria ou Mastery Learning, que reflete a influência determinante dos estudos de John Carroll e Benjamin Bloom, assim como a revalorização de que tem sido alvo desde a década passada (sobretudo com Thomas Guskey), colocando o enfoque na performance (step by step) dos aprendentes e na sua progressiva melhoria até um grau satisfatório. Deste modo...

Goal orientation and mastery climate: a review of contemporary research and insights to intervention

Valentini,Nadia Cristina; Rudisill,Mary Elizabeth
Fonte: Programa de Pós-Graduação em Psicologia, Pontifícia Universidade Católica de Campinas Publicador: Programa de Pós-Graduação em Psicologia, Pontifícia Universidade Católica de Campinas
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/06/2006 EN
Relevância na Pesquisa
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This manuscript is a review of human achievement motivational theory, that emphases goal orientation and mastery climates. Specifically, it provides an overview of goal orientation researches and discusses how much the implementation of motivational climates in learning settings affects children and adolescents' psychological and behavioral responses. The manuscript concludes with further discussion about researches in this field, and emphases the in learning environments practical application.

ENSEÑANZA INDIVIDUALIZADA, EVALUADA POR MASTERY, ASISTIDA POR COMPUTADORA

Vargas, Caba
Fonte: Universidade Nacional Autônoma do México Publicador: Universidade Nacional Autônoma do México
Tipo: Artigo de Revista Científica
ES
Relevância na Pesquisa
27.35%
El sistema actual de grados, de un año de duración y calificaciones que permiten aprueben el grado estudiantes que no saben hasta 40% de lo que se enseña, produce estudiantes con deficiencias en todos los niveles. Los estudiantes son llamados brillantes, promedio, o lento y eso hace que los estudiantes que no son brillantes tengan baja auto-estima, y los estudiantes “lentos” hasta llegan a odiar la escuela. Producto de estas deficiencias muchos estudiantes son indisciplinados y no aprecian la educación. Este sistema es producto de un sistema en el que se intenta que los estudiantes a aprendan la misma cantidad de material en la misma unidad de tiempo. Pero la realidad es que los estudiantes son individuales no un grupo homogéneo. El sistema de enseñanza actual es cruel, inhumano, y desperdicia las habilidades de millones de seres humanos. Para resolver estas deficiencias, se propone un sistema en que, en vez de forzar al individuo a adaptarse al tiempo asignado, adapte el tiempo a las habilidades del individuo y hacer que todos los estudiantes sean “brillantes”. El sistema es llamado mastery learning, por su nombre en inglés. Este sistema es flexible, y ayuda al estudiante a desarrollar mejor sus habilidades...

Mastery, perceived stress and health-related behaviour in northeast Arnhem Land: a cross-sectional study

Daniel, Mark; Brown, Alex; Dhurrkay, J. Garnggulkpuy; Cargo, Margaret; O'Dea, Kerin
Fonte: Université de Montréal Publicador: Université de Montréal
Tipo: Artigo de Revista Científica Formato: 330936 bytes; application/pdf
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BACKGROUND:Indigenous peoples in Australia are disadvantaged on all markers of health and social status across the life course. Psychosocial factors are implicated in the aetiology of chronic diseases and in pathways underpinning social health disparities. Minimal research has investigated psychosocial factors and health in Indigenous peoples. This study evaluated associations between mastery, perceived stress, and health-related behaviour for a remote Indigenous population in Australia.METHODS:Complete data on mastery (the degree to which individuals feel in control of their lives), perceived stress, physical activity, and fruit and vegetable consumption were obtained for 177 participants in a community-based chronic disease risk factor survey. Psychosocial questionnaires were completed as an option during community screening (response rate = 61.9%). Extensive consultation facilitated the cross-cultural adaptation of measures.RESULTS:Mastery was inversely correlated with perceived stress measures (p < 0.009): recent stress, r = -0.47; chronic stress, r = -0.41; and youth stress, r = -0.30. Relationships between mastery and behaviour varied according to age group (<25 or =25 years) for physical activity (p = 0.001) and vegetable consumption (p = 0.005). Individuals aged =25 years engaging in =2 bouts of physical activity/week had lower mastery than individuals engaging in =3 bouts/week...

FORTRAN: A Self-paced, mastery-based course

Etlinger, Henry; Goodman, Gordon; Plummer, Charles
Fonte: ACM: Proceedings of the twelfth SIGCSE technical symposium on Computer science education Publicador: ACM: Proceedings of the twelfth SIGCSE technical symposium on Computer science education
Tipo: Proceedings
EN_US
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A new FORTRAN service course has been developed and is being pilot-tested. The course was designed to reduce the number of redundant FORTRAN courses, make more efficient use of faculty time, and provide more consistent and predictable learning outcomes for down-stream courses while improving faculty and student satisfaction. The course is largely self-instructional, mastery-based and self-paced. Incentives are used to reward students for mastery of learning outcomes and prompt completion of assignments. Preliminary evaluations of the course show that we have been largely successful in meeting design goals.; © ACM, 1981. This is the author's version of the work. It is posted here by permission of ACM for your personal use. Not for redistribution. The definitive version was published in the Proceedings of the twelfth SIGCSE technical symposium on Computer science education. http://doi.acm.org/10.1145/800037.800964 ................................. "FORTRAN: A self-paced, mastery-based course," Proceedings of the twelfth SIGCSE technical symposium on Computer science education. Held in St. Louis, Missouri, United States: 26-27 February 1981.; SIGCSE: ACM Special Interest Group on Computer Science Education

Microcomputer demonstrations in a mastery-based personalized system of instruction course

Isaacs, Morton; Harnish, Roger
Fonte: Rose-Hulman Institute of Technology Publicador: Rose-Hulman Institute of Technology
Tipo: Artigo de Revista Científica
EN_US
Relevância na Pesquisa
37.17%
The use of demonstrations in a mastery-based Personalized System of Instruction (PSI) Introductory Psychology course is discussed. The specifics of fourteen computer demonstrations in current use is described, as well as how the demonstrations are used to stimulate student involvement in a mastery PSI format.

Escrever, verbo intransitivo: ascensão e ocaso de uma mestria epistolar entre literatos brasileiros; To write, intransitive verb: rise and fall of an epistolary mastery amongst Brazilian writers

Santos, Flavio Tito Cundari da Rocha
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 07/10/2015 PT
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A presente dissertação trata da formação de jovens literatos brasileiros, por meio das cartas trocadas por 42 deles com Machado de Assis e Mário de Andrade, as quais, somadas, compuseram um arquivo de 1444 documentos, cobrindo o período de 82 anos de comunicação epistolar. Valendo-nos das contribuições teóricas de Michel Foucault e de outros pensadores pós-estruturalistas, tomamos a educação operada pelas missivas como ocasião de uma experiência capaz não apenas de ordenar a escrita dos iniciantes conforme critérios literários específicos, mas também de incitar determinados modos de subjetivação atinentes a uma presumida vida literária. Tendo isso em vista, confrontamos diferentes correntes de estudos epistolográficos como os de crítica genética e também os que versam sobre a escrita de si , de modo a estabelecer um procedimento atento não ao processo criativo, este decorrente do par analítico autor/obra, mas às práticas conformadoras da relação entre o sujeito que escreve e os ditames instituintes da escrita literária, tal como esta é aqui compreendida. A análise do material epistolar foi levada a cabo com base em quatro eixos temáticos: 1) a relação entre mestria literária e crítica; 2) a importância dos grupos literários para a formação dos jovens escritores; 3) o embate dos aspirantes com uma suposta vida ideal de literato; 4) os debates em torno das noções de inspiração e de espontaneidade na produção literária. Assim...