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ilustraciones, diagramas, tablas La enseñanza de las secciones cónicas es de gran importancia dada su relación con otras disciplinas (Buccino, 2011) y con diferentes situaciones cotidianas, sin embargo, en nuestro país se aborda de manera superficial ya que no se dispone del tiempo necesario, haciendo que sea frecuente sólo el uso de dos tecnologías: el tablero y el marcador (Quintero, 2017). Por tal motivo, el objetivo de este trabajo de investigación fue diseñar un proyecto de aula a partir de estrategias didácticas basadas en el uso de herramientas TIC (Tecnologías de la Información y las Comunicaciones) que contribuyeran al desarrollo de la competencia de interpretación y representación en las aplicaciones de las secciones cónicas en los estudiantes de grado décimo de la Institución Educativa Antonio José de Sucre del municipio de Itagüí. Con el fin de implementar esta propuesta, y basándose en el modelo de enseñanza de la geometría de Van Hiele, se realizaron tres pruebas diagnósticas, se aplicaron varios instrumentos y guías de trabajo apoyadas en herramientas TIC, para finalmente aplicar cinco cuestionarios que dieran cuenta del avance conceptual de los estudiantes. En los hallazgos obtenidos, se logró observar que los estudiantes fortalecieron la competencia de interpretación y representación de aplicaciones de las secciones cónicas, logrando establecer relaciones entre las figuras y situaciones del entorno a partir de la manipulación y experimentación. Sumado a esto, permitió no solo que los estudiantes fortalecieran competencias matemáticas, sino también comunicativas, digitales, artísticas y ciudadanas. (Texto tomado de la fuente) The teaching of conic sections is of great importance given its relationship with other disciplines (Buccino, 2011) and with different daily situations. however, in our country, it is treated superficially because it is not provided with the necessary time, making frequent only the use of two technologies: board and marker (Quintero, 2017). For such reason, the objective of this research paper was to design a classroom project with didactic strategies based on the use of ICT tools that contribute to the development of the interpretative and representation competencies in the applications of the conic sections in tenth-grade students at Antonio José de Sucre Educational Institution in the municipality of Itagüí. With the objective of implementing this proposal, and based on the teaching model for geometry of Van Hiele (2013), three tests were done; several work guides were applied, some of which were based on the elaboration of the conics with concrete material and the use of simulators; problem-solving to graph and present the equations of conic sections supported in graphing programs, elaboration of a rocket prototype for analyzing its trajectory with the Tracker program and calculation of planetary orbits with their respective exposures, all of these supported in ICT tools, to apply at the end five questionnaires that would give account for the conceptual advance progress of the students. In the obtained findings, it was possible to observe that the students strengthened their competence in interpretation and representation of applications of the conic sections, establishing relationships between the figures and situations in the environment of manipulation and experimentation. Adding to this, it allowed not only for students to strengthen their mathematical competencies, but also communicative, digital, artistic, and citizen competencies. Maestría Magíster en Enseñanza de las Ciencias Exactas y Naturales

This article aims to investigate the parable of the lost and found son (Lk 15,11-32), best known as the “prodigal son”, through the method of narrative analysis, demonstrating the centrality of paternal compassion in the pericope. The analysis of the narrator follows Genette’s categories, and the other narrative operators of reading are analyzed through Ska and through Marguerat and Bourquin. Plot was divided into three scenes, which put the characters in relation to the paternal house and to the father himself. In plot, the attitude of “moving by compassion” (v. 20) is configured as the turning point of the narrative, once it initiates a series of transformations that solve the conflict of the intrigue. Lucas builds a set of rereadings and analepses that place the welcoming of the father to the son in a central position. From the accumulation effect built by the use of three parables in a narrative sequence, and from the identification of intradiegetic narrator and narrator, it becomes clear that the narrator’s option is not for the proposal of rejection made by the eldest son, but for the compassion of the father, since Jesus’ own option is to welcome sinners and share his life with them (Lk 15,3). Este artigo objetiva investigar a parábola do filho perdido e reencontrado (Lc 15,11-32), mais conhecida como do “filho pródigo”, pelo método da análise narrativa, demonstrando a centralidade da compaixão paterna na perícope. A análise do narrador segue as categorias de Genette e os demais operadores de leitura da narrativa são analisados a partir de Ska e de Marguerat e Bourquin. O enredo foi divido em três cenas, as quais colocam os personagens em relação com a casa paterna e com o próprio pai. No enredo, a atitude de “mover-se de compaixão” (v. 20) configura-se como o ponto de mudança da narrativa, pois dá início a uma série de transformações que solucionam o conflito da trama. Lucas constrói um jogo de releituras e analepses que colocam em posição central a acolhida do pai ao filho. Pelo efeito de acúmulo construído pelo uso de três parábolas em uma sequência narrativa, e pela identificação do narrador e narratário intradiegéticos, fica claro que a opção do relato não é pela proposta de rechaço feita pelo filho mais velho, mas pela compaixão do pai, já que a própria opção de Jesus é acolher os pecadores e com eles compartilhar a vida (Lc 15,3).

In der Bachelorarbeit „Entfremdung in Kafkas Parabeln“ mit den auserwählten Parabeln „Die Brücke“, „Eine Kreuzung“, „Heimkehr“, „Kleider“ und „Wunsch, Indianer zu werden“, geschrieben bei Franz Kafka, ist die Erscheinung der Entfremdung deutlich zu erkennen. Dieses Thema wurde schon in vielen wissenschaftlichen Aspekten der Menschheit aufgegriffen und viele Philosophen, Psychologen aber auch Soziologen haben versucht, eine klare Definition zu erstellen, denn dieses Phänomen ist verständlich ziemlich komplex und kann in viele unterschiedliche Bedeutungen gespalten werden. Die Entfremdung ist ein Prozess, der sowohl psychisch, als auch physisch zu erkennen ist und manchmal auch von der Gesellschaft angeregt wird. Im Zustand der Entfremdung hat die Person, grob gesagt, das Gefühl, etwas Abstraktes oder Materielles sei von ihm oder ihr entnommen worden, dass möglicherweise Teil seiner oder ihrer Persönlichkeit war. Dieser Entzug regt oftmals an, die eigene Gestalt mental oder visuell arg zu verändern, was sowohl negativ, als auch positiv sein kann, entsprechend der Situation und den Umständen. In den ausgesuchten Parabeln, die sowieso eine bestimmte Bedeutung mit sich tragen, da das die Aufgabe der Parabeln ist, können unterschiedliche Aspekte der Entfremdung wiedergefunden werden, da sich die Texte in ihren Situationen, Umständen und Protagonisten unterscheiden, die dadurch ermöglichen, einen Einblick in die Varietät der Entfremdung zu bekommen und sich somit der Leser eine eigene Vorstellung erschaffen kann, wie weit sich die Entfremdung entwickeln kann und wo man sie auffinden kann, denn sie ist nicht nur deutlich in der Vergangenheit zu finden, sie ist auch heute dominant in der Gegenwart zu erkennen. U završnom radu „Otuđenje u Kafkinim parabolama“ s izabranim parabolama „Die Brücke“, „Eine Kreuzung“, „Heimkehr“, „Kleider“ i „Wunsch, Indianer zu werden“ koje je napisao Franz Kafka, pojava otuđenja jasno je uočljiva. U povijesti čovječanstva ovu su temu obradili mnogi znanstvenici, brojni filozofi, psiholozi pa i sociolozi pokušali su uspostaviti jasnu definiciju, no ovaj fenomen iznimno je kompleksan, nije ga lako shvatiti i može poprimiti različita značenja. Otuđenje je psihički proces koji je i fizički uočljiv, a ponekad je potaknut i od strane društva. Ukratko rečeno, u stanju otuđenja osoba ima osjećaj da joj je oduzeto nešto apstraktno ili materijalno što je možda bilo dio njegove ili njezine osobnosti. Takva vrsta osjećaja često potiče snažnu mentalnu ili vizualnu promjenu vlastitoga lika koja može biti pozitivna i negativna, u skladu sa situacijom i okolnostima. U izabranim parabolama, koje same po sebi nose poruku, jer je to zadatak parabola, mogu se uočiti različiti aspekti otuđenja. Budući da se tekstovi razlikuju u situacijama, okolnostima i likovima, to omogućuje uvid u različite oblike otuđenja i time čitatelj može stvoriti vlastitu sliku, osvijestiti do koje razine se otuđenje može razviti i gdje ga je moguće pronaći, jer ono se ne pojavljuje samo u prošlosti, već je dominantno uočljivo i u sadašnjosti. In the final thesis „Alienation in Kafka's Parables“ referring to selection of parables „Die Brücke“, „Eine Kreuzung“, „Heimkehr“, „Kleider“ and „Wunsch, Indianer zu werden“, written by Franz Kafka, the occurrence of alienation is clearly visible. This topic has been discussed in the history of mankind by many scientists, numerous philosophers, psychologists, but also sociologists who have tried to establish its clear definition, due to the fact that this phenomenon is quite complex to comprehend and is likely to have different meanings. Alienation is a process, which is psychologically, but also physically recognizable and which is sometimes motivated by the society. Briefly, in the state of alienation the person has the feeling that something abstract or physical has been taken away from him or her that may be part of his or her personality. This withdrawal often provokes mental or visual change of the character, which can be both positive and negative, depending on the situation and circumstances. In selected parables, which carry a specific meaning, as this is the task of parables, different aspects of alienation can be found. As the texts vary according to the situations, circumstances and protagonists, this enables an insight in the various forms of alienation and therefore, the reader is able to construct his or her own image on how far alienation can develop and where one can find it. Alienation is not only a part of the past, but it is also noticeable in the present.

[ES] En este artículo se analiza la importancia del tipo de modelo para estudiar el efecto de la temperatura sobre el crecimiento de Aonidiella aurantii y su enemigo natural Aphytis Mellinus. Se han probado diferentes modelos con los datos existentes en la bibliografía y se propone que se utilice un modelo parabólico en vez de lineal. Los estudios de otros autores utilizan modelos lineales, más fáciles de calcular, pero se ajustan peor a los datos existentes. Tampoco desde un punto de vista conceptual, ya que no tiene sentido utilizar una función creciente (lineal o potencial y = a Tb), cuando los datos son primero decrecientes y luego crecientes (temperatura vs. número de días). En este artículo se analizan otros ajustes, comprobando que el mejor ajuste es mediante una función polinómica de segundo grado., [EN] This article discusses the importance of building a model that studies the effect of temperature on Aonidiella aurantii and its natural enemy Aphytis Mellinus that is parabolic rather than linear. The studies of other authors use linear models that do not fit the facts and are not adequate, since it makes no sense to adjust with a straight line, or with a power function y = a T b , which are increasing, when the temperature behaviour at which the number of days begins to grow is first decreasing and then increasing. This article analyses other adjustments, verifying that the best adjustment is through a polynomial function of the second degree.

Submitted by Edmo Carvalho (edmofc@gmail.com) on 2019-11-29T15:03:30Z No. of bitstreams: 1 CARVALHO_TESE - 2019.pdf: 2935061 bytes, checksum: 3a96c621f804e1d4ea9c1652ad110cb5 (MD5) Approved for entry into archive by Ana Miria Moreira (anamiriamoreira@hotmail.com) on 2019-11-29T17:08:41Z (GMT) No. of bitstreams: 1 CARVALHO_TESE - 2019.pdf: 2935061 bytes, checksum: 3a96c621f804e1d4ea9c1652ad110cb5 (MD5) Made available in DSpace on 2019-11-29T17:08:41Z (GMT). No. of bitstreams: 1 CARVALHO_TESE - 2019.pdf: 2935061 bytes, checksum: 3a96c621f804e1d4ea9c1652ad110cb5 (MD5) No campo da antropologia da didática, os conhecimentos didáticos (profissionais) podem ser utilizados para questionar os conteúdos curriculares e as estratégias para ensino destes. Nessa investigação, propõe-se que a integração de noções didáticas nas teorias matemáticas é uma forma de promover tal questionamento. Isso é olhado de perto na difusão do objeto função quadrática num curso de formação de professores de Matemática. Isto implica dizer que as restrições nas práticas que constituem a Atividade Matemática de professores e estudantes constituem o nosso objeto de investigação. Objetiva-se, assim, analisar as condições e/ou restrições institucionais de uma proposta de construção de um modelo praxeológico alternativo para o estudo da função quadrática, de modo que sejam trabalhadas situações que nos levem ao encontro da função quadrática como parábola em curso de formação docente. Trata-se de uma problematização também sobre os status da parábola, bem como das inter-relações entre domínios matemáticos. Essa investigação se alicerça no paradigma do questionamento do mundo, amparado teoricamente no quadro da Teoria Antropológica do Didático desenvolvida por Yves Chevallard, do qual tomam-se algumas noções necessárias à interpretação dos dados construídos no seu desenvolvimento. É parte de uma Engenharia Didática de segunda geração, denominada Engenharia do Percurso de Estudo e Pesquisa – PEP, que se constitui como percurso metodológico dessa investigação. Os resultados indicam que a proposição de situações que levem a função quadrática à parábola pela experimentação de um PEP potencializou a integração de noções didáticas nas Praxeologias Matemáticas dos participantes da investigação e, por consequência, o questionamento dos conteúdos a serem ensinados. Isso caracterizou, ainda, uma espécie de reconstrução de praxeologias didático-matemáticas nesse contexto formativo. Abstract In the field of anthropology of didactics, the didactic knowledge (professionals) can be used to question the curricular contents and the strategies for their teaching. In this research, it is proposed that the integration of didactic notions in mathematical theories is a way to promote such questioning. This is closely watched on the diffusion of the mathematical quadratic function object in a mathematics teacher training course. This implies that the restrictions on the practices that constitute the mathematical activity of teachers and students constitute the object this investigation. Thus, the objective is to analyze the conditions and / or institutional constraints of a proposal to construct an alternative praxeological model for the study of quadratic function, to work out situations that lead us to the quadratic function as a parablein teacher training course. It is also a discussion of the status of the parable, as well as the interrelationships between mathematical domains. This investigation is based on the paradigm of questioning of the world, supported theoretically in the framework of the Anthropological Theory of Didactics developed by Yves Chevallard, from which some notions necessary for the interpretation of the data built in its development are taken. It is part of a second generation Didactic Engineering, called Engineering of the Study and Research Path - SRP, which constitutes the methodological path of this investigation. The results indicate that the proposition of situations that take the quadratic function to the parable through the experimentation of a SRP potentiated the integration of didactic notions in the mathematical praxeologies of the research participants and, consequently, the questioning of the contents to be taught. This also characterized a kind of reconstruction of didactic-mathematical praxeologies in this formative context.

Esta monografía presenta un estudio exegético - teológico de la perícopa de la dracma perdida (Lc 15,8-10), un texto exclusivamente lucano. En ella, se parte de la estructura del evangelio de Lucas, lo que permite conocer que la ubicación del pequeño relato se halla en el contexto de la subida de Jesús a Jerusalén, sección que tiene, entre otras cosas, una finalidad pedagógica para los discípulos y demás oyentes que le acompañan. La enseñanza de Jesús, que presenta el hagiógrafo en la sección manifestada, se realiza, en su mayoría, por medio de parábolas, las que permite ver algunos elementos de la vida de los habitantes de la Palestina del s. I d.C. y ciertas dificultades presentes en los seguidores de Jesús y en las primeras comunidades, las cuales desean ser iluminadas por medio de la predicación de Cristo. La parábola de la dracma perdida, objeto de estudio en este trabajo, responde a la realidad de exclusión, por parte de los fariseos y escribas, a los publicanos y pecadores. Por medio del análisis de ésta parábola se descubren diferentes componentes de la cultura palestina en tiempos de Jesús, los mismos que ayudan a comprender el sentido del texto y a reconocer las actitudes de misericordia que se han de tener con quienes se consideran pecadores. Finalmente, a partir de los elementos encontrados, se proporcionan algunos aspectos que pueden iluminar el trabajo pastoral en el contexto actual, brindando, al agente pastoral, algunos elementos de reflexión. This monograph presents an exegetical - theological study of the pericope of the lost drachma (Luke 15:8-10), an exclusive Lukan text. Therein begins the structure of Luke’s Gospel, which allows knowing that the location of the short tale is found in the context of Jesus’ rise to Jerusalem. This section has a pedagogical aim for his disciples and followers. The teaching of Jesus, presented by the hagiographer in the manifested section is carried out mostly by parables, so that, it allows seeing the elements and difficulties of some inhabitants from Palestine who followed Jesus during the first century, also some communities that wish to be enlightened by Christ’s preaching. The lost drachma parable, the purpose of study in this work, responds to the reality of exclusion by pharisees and scribes to the publicans and sinners. Through the analysis of this parable, different elements of the Palestinian culture in Jesus' time are discovered, these help to understand the text and to recognize the attitudes of mercy towards who consider themselves sinners. Finally, from the elements found, some elements are given to enlighten the pastoral work in the current context, giving to the pastoral agent some reflection elements. Licenciado en Teología Pregrado

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Artykuł jest próbą interpretacji dzieł Mikołaja Reja i Marcina Bielskiego w kategoriach encyklopedycznego teatru. Taka konstrukcja stanowi odwzorowanie obrazu ówczesnego świata. Można mówić o zgodności między uczonymi treściami a wielką machiną theatrum mundi, którego struktury, relacje i zakres sprawnie funkcjonują w zamkniętym dyskursie literackich utworów. „Krotochwila ludzka” staje się więc miejscem zmagań człowieka z własnymi słabościami i losem. Staropolscy pisarze, aby zilustrować tę walkę, posłużyli się popularnym w renesansie mitem o bogini Kirke i jej ofiarach zamienionych w zwierzęta. Maski faunistyczne stanowiły znakomite alegorie występków ludzkich, chociaż mogły również przedstawiać wzorcowe zachowania, jakie warto było naśladować. Encyklopedyczny teatr okazuje się cyklem lekcji moralności czerpanych z przyrody. Miał on służyć korygowaniu i doskonaleniu natury ludzkiej., The article is an attempt to interpret the works of Mikołaj Rej and Marcin Bielski in terms of an encyclopedic theater. The author makes efforts to show the mechanism of action of such a structure, which is a representation of the image of contemporary world. One can speak about the correspondence between the learned contents and the great machine of theatrum mundi, whose structures, relationships and scope function excellently in the closed discourse of literary works. The Human Farce thus becomes a place of human struggle with its own weaknesses and fate. Old Polish writers, in order to illustrate this struggle, used a popular myth in the Renaissance about Goddess Circe and her victims turned into animals. The faunistic masks were excellent allegories of human vices, although they could also depict exemplary behaviors that were worth imitating. Theencyclopedic theater turns out to be a cycle of moral lessons drawn from nature, which was supposed to serve to correct and improve human nature.

When a parable has exaggerated details and talking animals, it is sometimes known as an apologist. While themes and justifications for parables / apologists have been practically unchanged for centuries, forms and artifices to address them tend to multiply and draw on innovations, as can be seen in Shelly Oria and Nelly Reifler’s “Ruben” which is where the narrative spills after extrapolating the limits of moral narrative. The complexity resulting from the games of themes, characters, roles justifies exploring the various categories of puzzles that end up giving shape to this story. Quando uma parábola traz detalhes exagerados e animais falantes, às vezes, é reconhecida como um apólogo. Enquanto temas e justificativas para parábolas/apólogos são praticamente imutáveis há séculos, formas e artifícios para abordá-los tendem a se multiplicar e a valer-se de inovações, como se pode averiguar no conto “Ruben”, de Shelly Oria e Nelly Reifler, que é para onde a narrativa se derrama após extrapolar os limites de narrativa moral. A complexidade resultante dos jogos de temas, personagens, papéis justifica explorar as várias categorias de enigmas que acabam por dar forma a esse relato.

Mitte des 20. Jahrhunderts kam es zu den großen Veränderungen in der Gesellschaft wegen der politischen, ökonomischen und gesellschaftlichen Modernisierung und dem Übergang vom Kapitalismus zum Sozialismus. Diese neuen Umstände waren eine Herausforderung für die Literatur, weil mit den bisherigen klassischen Konzeptionen des Theaters die neue Welt mit neuen gesellschaftlichen Beziehungen auf die Bühne gebracht werden konnte. Aus diesem Grund gründete Brecht sein „Theater des wissenschaftlichen Zeitalters“, das die gesellschaftlichen und wissenschaftlichen Fortschritte folgt und erfüllt neben künstlerischen auch seinen sozialen Zweck. Die wichtigste Frage, die mit seiner Aufführung erzeugt werden sollte, ist:“ Wie kann man diese Situation verändern?“. Die Antwort versuchte Brecht durch die objektive Wiedergabe der Wirklichkeit, durch die Kritik der Moral und des Kapitalismus geben. Außer der genannten Frage, können drei weitere Fragen hervorgehoben werden, die für das Schreiben seiner Stücke ausschlaggebend waren. Das wären: was, wen und wie, und beziehen sich auf den Gegenstand, das Subjekt und das Objekt der Forschung. Diese Arbeit versuchte die Entstehung von Brechts episches Theater, als auch seine Ziele und Besonderheiten zu beschreiben. Die Hintergründe und Hauptmerkmale wurden am Beispiel von dem Parabelstück „Mutter Courage und ihre Kinder“ verdeutlichen und im zeitlichen Kontext gebracht. Das genannte Parabelstück wurde später in Beziehung mit den klassischen Prinzipien des Theaters gebracht und ihnen gegenübergestellt. Das Hauptziel der Arbeit bezieht sich auf die Zerlegung von Brechts neuem Theaterapparat, d.h. den V-Effekten mittels der Textanalyse, die sich an dem Inhalt oder Inszenierung des Stückes orientieren, um schließlich die zentralen Zweifel und Unstimmigkeiten durch die Kritik und Schlussfolgerung aufzuhellen. Sredinom 20. stoljeća došlo je do velikih promjena u društvu uzrokovanih političkom, ekonomskom i društvenom modernizacijom kao i prijelazom kapitalizma u socijalizam. Dotadašnje klasične kazališne koncepcije više nisu bile u mogućnosti iznijeti na pozornicu nove društvene odnose pa su novonastale okolnosti predstavljale izazov za književnost. Zbog toga Brecht razvija svoj „Theater des wissenschaftlichen Zeitalters“ koji slijedi društvene i znanstvene napretke te ispunja, uz umjetničku, također i svoju socijalnu svrhu. “Kako se ova situacija može izmijeniti?“ je glavno pitanje koje se kroz njegovu izvedbu provlači. Brecht pokušava ponuditi odgovor putem objektivnog prezentiranja stvarnosti, kritikom morala i kapitalizma. Osim navedenog, mogu se izdvojiti još tri pitanja, bitna za pisanje njegovih djela te glase: što, kome i kako, a odnose se na predmet, subjekt i objekt ispitivanja. U ovom radu je opisan nastanak Brechtovog kazališta, kao i njegovi ciljevi i posebnosti. Njegova društvena pozadina i glavna obilježja pobliže su objašnjena na primjeru parabole „Mutter Courage und ihre Kinder“ te dovedena u vremenski kontekst. Navedena parabola je kasnije povezana sa klasičnim principima kazališta i njima suprostavljena. Glavni cilj rada se odnosi na razlaganje Brechtovog kazališnog aparata odnosno efekata otuđenja uz pomoć analize rada na tekstu, a koji se orijentiraju na sadržaj i izvedbu djela kako bi se naposljetku mogle rasvijetliti glavne dvojbe i neusklađenosti istih kroz kritiku i zaključak. In the middle of the 20th-century, major changes took place in the society due to political, economic and social modernization as well as the transition from capitalism to socialism. The contemporary classical theater conventions could not have brought on stage the new world and its social relations, so these newly created circumstances represented a challenge for the literature. For this reason, Brecht developed his "Theater des wissenschaftlichen Zeitalters ", which follows the social and the scientific progress, and at the same time fulfills not only its artistic but its social purpose as well. The most important question of the performance is: "How could this situation be changed?". Brecht tries to give the answer through the objective reproduction of reality, the critique of morality and the critique of capitalism. Apart from the mentioned one, there are 3 more questions relevant for writing of his plays, the questions of what, to who and how, which are based on the topic, subject and object of the research. This paper attempts to describe the genesis of Brecht's epic theater as well as its goals and peculiarities. The background and the main features were exemplified on the parable of "Mutter Courage und ihre Kinder" and placed into the context of time. This parable was later linked with the classical principles of the theater, as well as juxtaposed with them. The main objective of the paper is the decomposition of Brecht's new theatrical apparatus, i.e. the alienation effects by means of text analysis, which are based on the content of the play or its staging, to finally illuminate the central doubts and inconsistencies through the criticism and conclusion.

Romani “Prokleta avlija” I. Andrića i “Psi u trgovištu” I. Aralice primjeri su povijesnih romana koji obiluju romanesknim parabolama o tiranijskoj vlasti, odnosno odnosu malog, običnog čovjeka s vladajućim strukturama. U oba romana riječ je o vremenima Turske vladavine i golemim političkim, vjerskim, kulturnim i jezičnim posljedicama koje je to razdoblje ostavilo. U Andrićevu djelu povijesni okvir tiče se kraja 18. i početka 19. stoljeća, dok je kod Aralice riječ o 16. stoljeću. Rad istražuje upravo oblik, narativ i svrhu romanesknih parabola u ovim romanima, s naglaskom na arhetipskim temama, osobito na tom specifičnom i burnom odnosu vlasti i pojedinca. Iako je u oba navedena romana riječ o prošlim vremenima, opisane prilike i danas su, u svojoj suštini, zapravo vrlo aktualne i upravo se u tome očituje moć novopovijesnih romana, kakvi su Prokleta avlija i Psi u trgovištu. Ono što je ključno u pristupu kod oba navedena djela je činjenica da se fokus premješta s “velike povijesti” i “velikih junaka” na “male životne priče”, odnosno na priče pojedinca, običnog “malog” čovjeka koji tako postaje središnji lik romana i glavni junak priče kroz čiji s tijek prikazuje upravo ta pojedinačna egzistencija zarobljena i podređena vladajućim silama i ostalim povijesni događajima i pojavama koje mijenjaju i određuju sudbinu pojedinca. The novels The Damned Yard by Ivo Andrić and the Dogs in a Baazar of Ivan Aralica are examples of historical novels abounding in romanesque parables about the tyrannical authority and the relation of an ordinary man with ruling structures. In both novels it is about the times of Turkish power and the enormous political, religious, cultural and linguistic consequences that it has left. In Andrić's work, the historical framework concerns the end of the 18th and the beginning of the 19th century, while in the Aralice it is about the 16th century. The paper explores the very form, narrative, and purpose of the romanesque parables in these novels, with an emphasis on archetypal themes, especially on this specific and blazing relationship between power and the individual. Although both of these novels are about the past times, the described circumstances are, in essence, very actual and that is where the power of these novels precisely is. What is crucial to approaching both of these works is the fact that focus is shifted from "great history" and "great heroes" to "small stories", to the stories of the individual, the ordinary "little" man, who is becoming the central figure of the novel and the main hero of the story through which flow shows individual existence trapped and subordinated to the ruling forces and other historical events and phenomena that change and determine the destiny of an individual.

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The ethical context in which the stories Brat and Łowy by Emilia Kiereś are clearly rooted – especially considering the literary expectations of a young reader – allows the phenomenon of imagination also to be observed and discussed in terms of humanistic values, which are a very important aspect of Polish studies. In Kiereś’s works, the power of imagination of the protagonists and the crossing of its boundaries are a sort of ethical imperative that motivates the heroes into action. In both stories by Emilia Kiereś, which are deeply rooted in the poetic of the fairy tale, fantasy and folk tale, the Romantic experience of existence, the mystery of nature, and the characters themselves appear in the context of ethical values. Therefore, in addition to the convention of the Romantic fairy tale, both stories also take the genealogical form of a parable., Etički kontekst u koji su priče Brat i Łowy [Lov] Emilije Kiereś jasno ukorijenjene (naročito uzmemo li u obzir čitateljska očekivanja mlađe publike) omogućava razmatranje fenomena mašte i raspravu o njemu i u odnosu na humanističke vrijednosti koje predstavljaju važan aspekt polonistike. Snaga mašte protagonista i prelaženje njezinih granica u Kiereśinu stvaralaštvu predstavljaju neku vrstu etičkoga imperativa koji junake potiče na djelovanje. U objema pričama Emilije Kiereś – koje su duboko ukorijenjene u poetici bajke, fantastike i usmene priče – romantičarsko iskustvo postojanja, tajne prirode i likovi javljaju se u kontekstu etičkih vrijednosti. Stoga, osim konvencija romantičarske bajke, obje priče također preuzimaju genološki oblik parabole., Der ethische Kontext, worin die Geschichten Brat und Łowy von Emilia Kiereś eingebettet sind, ermöglicht − beachtet man insbesondere die Leseerwartungen des jüngeren Publikums – die Hinterfragung der Phantasie auch in Bezug auf die humanistischen Werte, diesen derart wichtigen Bestandteil der Polonistik. Die Einbildungskraft der Protagonisten und das Überschreiten der Grenzen der Phantasie stellen eine Art ethischen Imperativs dar, der die Helden zum Handeln bewegt. In beiden Geschichten, die tief in der Poetik des Märchens, der Fantastik und der mündlichen Überlieferungen verwurzelt sind, kommt die romantische Erfahrung der Existenz, der Natur und der Gestalten im Kontext von ethischen Werten zum Vorschein. Aus diesem Grund beruhen beide Texte nicht nur auf den Konventionen der romantischen Märchenproduktion, sondern nehmen darüber hinaus die genealogische Form einer Parabel an.

El siguiente trabajo de grado presenta inicialmente un acercamiento histórico a la mecánica celeste y a las diferentes conjeturas e intentos que se realizaron para explicar el movimiento de los astros. Se muestran algunos conceptos y deducciones sobre las secciones cónicas a través de la Matemática y la Física. Con esto se elabora una secuencia didáctica, compuesta por seis guías que incluyen algunos aspectos teóricos de las cónicas, sus características, propiedades, deducciones y se proponen actividades cuya finalidad es introducir las secciones cónicas en el grado noveno con el objetivo de contribuir y facilitar al aprendizaje del tema en cuestión, para que una vez que lleguen los estudiantes al grado décimo complementen la temática y no les genere dificultades en ese año académico. Así mismo, se presenta el análisis correspondiente de la aplicación de esta secuencia didáctica y sus diferentes conclusiones Abstract : The following work of grade presents a historical approach initially to the celestial mechanics and the different conjectures and intents that were carried out to explain the movement of the stars. Some concepts and deductions are shown on the conical sections through the Mathematics and the Physics. With this didactic sequence, composed of six guides that include some theoretical aspects of conic, characteristics, properties and activities proposed deductions are made aimed at introducing conic sections in the ninth grade in order to help and facilitate the learning of the subject matter, so that once they reach tenth grade students to complement the theme and not create difficulties for them in this academic year. Likewise, it is presented the analysis corresponding of the application of this didactic sequence and their different conclusions Maestría

This thesis deals with the analysis and interpretation of short stories "The murder case - Kafka's idyll" and "Tiger in the kitchen" from the collection of stories Sære historier (1963) by Villy Sørensen. The primary aim of this thesis is to distinguish a similarity between the short stories of Villy Sørensen and the works of Franz Kafka. The author works on the assumption that both writers use parable as their main means of expression. The first chapter of the thesis concerns Villy Sørensen and the time he lived, together with the fantastic prose, which he represents. Subsequently the author characterizes the parable with definitions and examples from world literature. In analysis of the short story "The murder case", the reader will not just see an interpretation of story as it is; a comparison is also made with The Trial by Franz Kafka. Lastly there is an analysis of the short story "Tiger in the kitchen".

Este trabalho tem como objetivo apresentar a Fun c~ao quadr atica em uma nova perspectiva gr a ca. O conte udo Fun c~ao Quadr atica e ensinado no nono ano do Ensino Fundamental e primeira s erie do Ensino M edio, sendo trabalhados os seguintes conceitos: equa c~oes e inequa c~oes envolvendo polin^omios de 2o grau, representa c~ao gr a ca, concavidade, zeros da fun c~ao quadr atica, v ertice da par abola, valor m nimo ou m aximo e aplica c~oes em outras areas do conhecimento. Para desenvolver este trabalho, foram utilizados os softwares matem aticos Winplot e Geogebra, com o intuito de facilitar a compreens~ao das representa c~oes gr a cas das fun c~oes. A par abola foi comentada a partir de um contexto hist orico e abrangeu tamb em o conceito de termos espec cos e de ni c~oes envolvendo fun c~oes. Foi relacionado o conceito de retas tangentes ao crescimento e decrescimento das fun c~oes. Tamb em foi exibido a par abola no contexto da Geometria Anal tica e do c alculo diferencial, salientando a in u^encia de cada coe ciente em rela c~ao ao gr a co. A par abola foi estudada como uma das sec c~oes c^onicas t~ao pesquisadas por Apol^onio. Foi citada algumas aplica c~oes da par abola no cotidiano, na f sica e em problemas de modelagem. The objective of this study is to present the Quadratic Function in a new graphic perspective. The Quadratic Function content is taught in the ninth year of elementary school and rst year of high school, the following concepts are learned: equations and inequalities involving polynomials of second degree, graphing, concavity, zeros of the quadratic function, the parable vertex, minimum or maximum and applications in other elds of knowledge. Two mathematical softwares, Winplot and Geogebra, were used in order to facilitate the understanding of graphic representations of functions. The parable was discussed from a historical point of view that also included the concept of speci c terms and de nitions involving functions. The concept of tangent lines to growth and decrease of functions was related. The parable was also exhibited in the context of Analytic Geometry and Calculus, emphasizing the in uence of each coe cient in relation to the graph. The parable was studied as one of the conic sections so studied by Apollonius. Some applications of the parable in daily life, physics and modeling problems were cited.

Przedmiotem badawczym niniejszego artykułu jest Ładowa pieczara, jedna z "powieści ludowych" Józefa Ignacego Kraszewskiego, wydana w 1852 roku, która tematyzuje zagadnienie "sprawy chłopskiej" w sposób oryginalny na tle literatury epoki. Artykuł stanowi w całości pracę analityczno-interpretacyjną, skupioną przede wszystkim na samym tekście, ale niepomijającą kontekstów ważnych dla Ładowej pieczary, jak: światopogląd, filozofia autora powieści oraz sytuacja historyczna epoki. Pierwsza część pracy zawiera odpowiedź na pytanie o genologiczne usytuowanie powieści poprzez analizę kolejnych elementów składających się na strukturę utworu: obudowy paratekstualnej dzieła, czasu i miejsca akcji, narracji i narratora, fabuły oraz kreacji bohaterów. Druga część artykułu przynosi rozstrzygnięcie kwestii zamysłu ideowego Kraszewskiego, jaki został wpisany w Ładową pieczarę, czyli znaczenia kultury i stanu chłopskiego dla kultury narodowej. The theme in question for this article is based on Ładowa pieczara, one of Józef Ignacy Kraszewski’s "folk novels", which was published in 1852 and raised the "peasant question" in a manner different than any other literary works of the Romantic period. The article is based on an analytical-interpretative strategy and concentrates not only on the text of the novel, but also on the external context of Ładowa pieczara - Kraszewski’s outlook and philosophy within the on-going historical situation of the Romantic era. The first part of the article answers the question regarding the genre of the novel through an analysis of the components which comprise Ładowa pieczara’s structure: its paratextual constituents, time and space of the action, narration, plot, and creation of characters. The second part of the article adjudicates the issue of an ideological conception of the novel - the manifestation of the peasantry and its culture, as well as its influence on the Polish nation and national culture.

Visando despertar o interesse do aluno pelo tema, antes mesmo do seu tratamento algébrico; o trabalho Cônicas para o Ensino Médio da contextualização álgebra inicia-se com o contexto histórico do tema cônicas, mostrando a origem dos seus estudos e discorrendo um pouco sobre os matemáticos responsáveis pela fundamentação dessa teoria. Abordaremos o tratamento algébrico das três cônicas em estudo: A elipse, a parábola e a hipérbole pois é assim que os alunos da educação básica os veem durante o 3° ano do ensino médio. Citaremos também alguns conceitos básicos da geometria analítica os quais serão necessários para as demonstrações das propriedades e das proposições que permearão o trabalho. Apresentaremos também o programa GEOGEBRA com explicações das suas funções básicas as quais servirão de suporte para enriquecer situações cotidianas da sala de aula cuja temática inclui cônicas. Algumas construções dinâmicas serão apresentadas utilizando o programa e isto poderá servir para o professor como motivação para algumas demonstrações geométricas. Finalmente; apresentaremos propostas para a abordagem do tema em sala de aula de maneira diferenciada uma vez que contextualizaremos com fatos históricos e situações cotidianas cada uma das cónicas. Juntamente com uma proposta de problematização da cônica, vinculada à sua aplicação. Aiming to arouse student interest in the subject, even before their algebraic treatment work Conic for Secondary Education, contextualization algebra begins with the historical context of the theme conical, showing the origin their studies and discoursing a little about the reasons responsible for this mathematical theory. Discuss the algebraic treatment of the three conical study: The ellipse, the parable and the hyperbola it is so that students see the basic education during the 3rd year of high school. Also will cite some basic concepts of analytic geometry which will be necessary for statements of properties and propositions that permeate the work. We will also present the GEO GEBRA program with explanations of its basic functions which will support everyday situations to enrich the classroom whose theme includes conical. Some dynamic constructions will be presented using the program and it should serve as motivation for the teacher to some geometric statements. Finally, we will present proposals to approach the subject in the classroom differently since contextualizaremos with historical facts and everyday situations each conic, together with a proposal for discussion of conical, linked to your application.

Made available in DSpace on 2016-06-17T20:32:13Z (GMT). No. of bitstreams: 1 carvalho_tsl_tmp313.pdf: 1944817 bytes, checksum: 5465a78d78ad9027694c3920e5076c34 (MD5) Previous issue date: 2013-10-11 Language is not only a means through which human beings express their thought. It also is not simply a virtual code ready and available outside of the formation context. Any one of these comprehensions, each in its own way, does not consider the speakers and the situations of use as determiners of the facts and rules of the language. Language is essentially dialogic and should be understood as a form or process of inter-action , in which the users interact as social subjects. It is not the work of one individual, but the social and historical work of that individual and of others. And it is constituted for the others and with the others. That is why it is affirmed that the interactions occur within an enormous social, historical and ideological context and, in these limits, language suffers interferences. This concept demands a differentiated reading of the biblical text, that is, an approach which takes in the historical, social and dialogic aspect of the text. Thus, what is being proposed is a biblical reading through the sociological method, a reading from the four sides. This method is based on the presupposition that there exist four sides or aspects which determine the social life of a people. It is a methodology orientated toward a simplified reading with didactic goals, which presents the totality of the social dynamism in four great aspects or dimensions of the social reality, that is: economic, social, political and ideological. Based on the dialogic concept of the text, on the theory of genres, on the historical-cultural aspect with data obtained from an exegetical analysis and, especially, on the sociological aspect of the parable of the Good Samaritan, this paper carries out a sociological reading of the text of Luke 10:25-37 to reach the goal of the parable of the Good Samaritan. With this reading various social voices were identified which permeate the text as was also identified a peculiar proposal of a Christian model which seeks the protagonist of the Christian love instead of being concerned with the object and the limit of this compassion. A língua não é apenas um meio através do qual o ser humano expressa seu pensamento. Também não é apenas um código virtual já pronto e disponível fora do contexto de formação. Qualquer uma dessas compreensões desconsidera, a seu próprio modo, os falantes e situações de uso como determinantes dos fatos e regras da língua. A língua é essencialmente dialógica e deve ser compreendida enquanto forma ou processo de inter-ação , no qual os usuários interagem enquanto sujeitos sociais. Ela não é trabalho de um indivíduo, mas trabalho social e histórico seu e dos outros. E é para os outros e com os outros que ela se constitui. Por isso, se afirma que as interações ocorrem no interior de um enorme contexto social, histórico e ideológico e, nesses limites, a linguagem sofre interferências. Essa concepção exige uma leitura diferenciada do texto bíblico, ou seja, uma abordagem que alcance o aspecto histórico, social e dialógico do texto. Dessa maneira, o que se propõe é a leitura bíblica por meio do método sociológico, a leitura dos quatro lados. Esse método parte do pressuposto de que existem quatro lados ou aspectos que são determinantes na vida social de um povo. É uma metodologia orientada para uma leitura simplificada, com fins didáticos, que apresenta a totalidade do dinamismo social em quatro grandes aspectos ou dimensões da realidade social, a saber: econômico, social, político e ideológico. Fundamentado na concepção dialógica do texto, na teoria dos gêneros, no aspecto histórico-cultural com dados obtidos através de uma análise exegética e, especialmente, no aspecto sociológico da parábola do bom samaritano, este trabalho realiza uma leitura sociológica do texto de Lucas 10.25 37 para alcançar o propósito da parábola do Bom Samaritano. Com essa leitura se identificaram várias vozes sociais que permeiam o texto e, também, uma proposta peculiar de modelo cristão que procura o sujeito do amor cristão em vez de se preocupar com o objeto e o limite dessa compaixão.

An Approach of Curves in High School shows a screenplay that has as an aim to facilitate the student learning, making him/er to connect the taught content with his/er experience. For this, the chapter 1 approaches Math concepts that are prerequisites to comprehend the curves that will be exposed; the first one - and main concept - is the conception of Cartesian Plan, considering that the analytical part of the curves develops in this plan; then it is presented the distance between two points and the distance between point and straight; after that, the number “e” is given and, finally, the straight circular cone theory. In chapter 2, called Historic Context, as its own name indicates, brings us a synthesis from each related curves origin (the ellipse, the parabola, the hyperbole and the catenary). Chapters 3, 4, 5 and 6 speak of these curves in the previously mentioned order. In them, the forms of the curves are identified in people’s daily routine, for example, the ellipse form was observed in some objects inside important places and in nature; whereas the parabola form, besides being seen in some objects, was also observed in constructions and body launches; yet the hyperbole form, in nature and navigation system; finally, the catenary formin electrical grid and constructions. After that, each one of the chapters mentions how to get the geometrical drawing of the respective curve, in a simple way by using the following means: pencil, ruler, compass, paper, string, cuppingglassand rope. Chapter 6 was an exception. It is about the catenary, which was demonstrated by the “jump-rope” play. However, these last 4 chapters focus on the same subject: they develop the analytical concept of the curves in study by showing their respective definitions, elements, equations and application to fix the exposed theory as well. Uma Abordagem de Curvas no Ensino Médio mostra um roteiro que tem como intuito facilitar a aprendizagem do aluno, fazendo com que este relacione o conteúdo trabalhado com sua vivência. Para tal, o capítulo 1 aborda conceitos matemáticos que são pré-requisitos para a compreensão das curvas que serão expostas; o primeiro - e principal conceito - é a concepção de plano cartesiano, visto que a parte analítica das curvas desenvolve-se neste plano; em seguida é apresentada a distância entre dois pontos e a distância entre ponto e reta; logo após, tem-se o número “e” e, por fim, a teoria de cone circular reto. Já o capítulo 2, intitulado de Contexto Histórico, como o próprio nome indica, traz uma síntese da origem de cada uma das curvas tratadas (a elipse, a parábola, a hipérbole e a catenária). Os capítulos 3, 4, 5 e 6 falam destas curvas na ordem citada precedentemente. Neles são identificadas as formas das curvas em situações do dia a dia das pessoas, por exemplo: a forma de uma elipse foi destacada em objetos, em locais importantes e na natureza; enquanto a forma da parábola, além de ter sido destacada em objetos, foi também em construções e em lançamento de corpos; já a forma da hipérbole, na natureza e em sistema de navegação; e finalmente, a forma da catenária, em rede elétrica e em construções. Após isso, cada um dos capítulos trata de como obter o desenho geométrico da curva em questão, de forma simples e utilizando os seguintes recursos: lápis, régua, compasso, papel, barbante, ventosa e corda. A exceção foi o capítulo 6 que trata da catenária, a qual foi obtida por meio da brincadeira de “pula-corda”. No entanto, estes 4 (quatro) últimos capítulos terminam enfocando o mesmo assunto: eles desenvolvem o conceito analítico das curvas em apreço, destacando as suas respectivas definições, seus respectivos elementos, suas equações, e aplicação para fixação da teoria exposta.

A Hipérbole e suas Aplicações inicia-se com um breve contexto histórico sobre o qual se originou o estudo das cônicas e propõe uma abordagem diferenciada para o estudo de cônicas no Ensino Médio devido a grande quantidade de aplicações importantes das propriedades das cônicas no cotidiano. O primeiro capítulo do trabalho trata-se dos conceitos preliminares para um bom estudo da hipérbole. Logo em seguida apresentamos o conceito de hipérbole, seus principais elementos, rotação de eixos e propriedades da hipérbole. Dentre essas propriedades, o principal objeto de estudo será a propriedade re etora da hipérbole, pois é esta que tem aplicações nos mais variados ramos da ciência tal como Astronomia, nos telescópios e na navegação. Algumas aplicações serão citadas brevemente e outras abordadas com mais detalhes. Finalizando, apresentaremos um novo sistema de coordenadas também muito utilizado: o sistema de Coordenadas Polares e adotando esse novo sistema, deduzir as equações da elipse, parábola e hipérbole. The Hyperbole and its Applications begins with a brief historical background on the origins of the conic sections analysis, followed by a proposition of a new approach to the conic sections studies in High School, due to the large amount of important applications these studies have in everyday life. The rst chapter of the research presents the primary concepts necessary to a good hyperbole study understanding. After presenting this concepts the research focuses in the evidence of the hyperbole concept, its most important elements, the rotary axis and the hyperbole properties. Among these properties, the main object of this study is the re ective hyperbole property, since it can be applied to many elds of study such as Astronomy, in the Telescopes and even Navigations. Some other properties are brie y mentioned during this work and others have a more detailed approach. Finally, a largely used new coordinates system is presented - the Polar Coordinate System. The research purpose is to infer, by the use of this new system, the equations of the ellipse, parable and hyperbole. Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

Este trabalho tem como objetivo ampliar os conhecimentos sobre a função quadrática, proporcionando uma nova perspectiva sobre o comportamento de seu gráfico. Inicialmente, apresenta a definição da função quadrática, bem como, os conceitos básicos que envolve a parábola. Em segundo lugar, caracteriza-se a parábola, descrevendo a simetria existente em relação ao eixo vertical que contém o vértice, os intervalos de crescimento e decrescimento da função e o comportamento da curva descrita pelo gráfico. Finalmente, relaciona cada coeficiente da função quadrática ao gráfico dando um caráter geométrico aos coeficientes através da variação de seus valores. This paper aims to expand the knowledge about the quadratic function providing a new perspective on the behavior of its graph. Initially, presents the definition of Quadratic Function, as well as the basic concepts involving the Parable. Secondly, the Parable is characterized, describing the symmetry existing in relation to the vertical axis which contains the vertex, the intervals of growth and decrease of the function and the behavior of curve described by the graph. Finally, this study relates each coefficient of the quadratic function to the graph, giving a geometric character to the coefficients through the variation of its values. Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

In the article is considered the parable about the Prodigal son as a form of novelistic integrity. The transformation is traced of structure of an evangelical parable in «Oblomov», it’s filling by individual and author’s combination theory of mifopoetichesky and arkhetipichesky motives . The attention is focused on two options of art interpretation of a parable., В статье рассматривается притча о Блудном сыне как форма романной целостности. Прослеживается трансформация структуры евангельской притчи в «Обломове», ее наполнение индивидуальноавторской комбинаторикой мифопоэтических и архетипических мотивов. Акцентируется внимание на двух вариантах художественной интерпретации притчи., У статті розглядається притча про Блудного сина як форма романно ї цілісності. Простежується трансформація структури євангельської притчі в «Обломові», її наповнення індивідуально-авторською комбінаторикою міфопоетичних та архетипічних мотивів. Акцентується увага на двох варіантах художньої інтерпретації притчі.

El recurso a otros lenguajes que caracteriza el "giro teológico" implica para Ricoeur y Henry el caso de las parábolas. Para el primero, las parábolas constituyen expresiones límites que remiten a experiencias límites de apertura. Para Henry significan modos de acceso a las relaciones trascendentales de la Vida, que ponen de manifiesto la insuficiencia de la metáfora. El artículo explora estas significaciones a la luz de los textos evangélicos y de las obras de los filósofos mencionados, en dirección a una fenomenología de la excedencia. To appeal to other languages is what characterizes the "Theological Turn" as far as Ricoeur and Henry use it to deal with parables. For the former, parables are liminal expressions which send you back to liminal experiences of reaching out. For the last, they mean ways of access to transcendental relations of Life, which show clearly the insufficiency of metaphors. The author explores these meanings on the light of evangelical texts and the works of the philosophers mentioned above, with a thrust toward a phenomenology of exceedance.

Este artículo presenta la representación social del guadalupanismo contenida en el programa de televisión La Rosa de Guadalupe desde la estructura del sustrato narrativo de la parábola y el intertexto del mito guadalupano. La sintaxis narrativa del programa muestra la objetivación de la representación social como estructura que organiza y da coherencia a los significados. Aquí se muestra la estructura del programa como ruta de análisis de la representación social en televisión, así como un acercamiento a la actualización del mito guadalupano y los sentidos sacro-profanos de la imagen de la Virgen que presenta el programa. This article presents the social representation of guadalupanismo (the socio-religious culture surrounding the myth of Our Lady of Guadalupe) contained in the TV show La Rosa de Guadalupe, from the point of view of the narrative structure of the parable and the intertex of the myth of Guadalupe. The narrative syntax of the program shows the objectification of the structure of the social representation that organizes and gives coherence to the meanings.