La règle des syzygies et le dualisme dans les Homélies et les Reconnaissances pseudo-clémentines: Études littéraires

Les Homélies et les Reconnaissances du Pseudo-Clément, aussi appelées Pseudo-Clémentines, sont des témoins privilégiés du foisonnement intellectuel et théologique des premiers siècles chrétiens. Alors que la recherche moderne a longtemps tenté de déterminer les différentes étapes de leur constitution (ne posant pour seule conclusion certaine que l’existence d’un « Écrit de base » à leur origine), le présent mémoire offre une enquête littéraire qui permettra de situer l’état final des Pseudo-Clémentines dans leur contexte rédaction, en établissant comment elles dialoguent avec les principaux groupes religieux de leur milieu (chrétiens, judéo-chrétiens, juifs, gnostiques et païens). Dans ce cadre, cette étude définit le dualisme pseudo-clémentin selon ses quatre aspects : la règle de syzygies ou des couples antagonistes, qui veut que tout, dans la création, soit organisé par Dieu en couples opposés ; les prophéties masculine et féminine, dont la première apporte la vérité alors que la seconde apporte le mensonge ; la doctrine des deux rois, dont l’un, qui est bon, gouverne le royaume du monde à venir, alors que l’autre, qui est mauvais, règne sur le monde présent ; la doctrine des deux voies, dont l’une mène au salut et l’autre à la perdition. Après une analyse de ces thèmes au sein des Pseudo-Clémentines, qui révèle les différences qui existent entre les deux textes, ces mêmes motifs sont recherchés dans la littérature apparentée, en particulier dans les textes gnostiques de la bibliothèque de Nag Hammadi, les textes découverts à Qumrân et la littérature judéo-chrétienne. Les conclusions dégagées permettent de définir précisément le dualisme des Homélies et celui des Reconnaissances, d’identifier des fonctions polémiques et rhétoriques de ce dualisme et de cerner des groupes religieux possiblement alliés et ennemis des Pseudo-Clémentines.

Efectos de una intervención educativa en los conocimientos y prácticas de los estilos de vida saludables para la prevención del cáncer de seno en estudiantes mujeres de un colegio público de la localidad de Ciudad Bolívar en Bogotá, Colombia

Objetivo: Evaluar los efectos de una intervención educativa en la práctica del autoexamen de seno, los conocimientos y práctica de los estilos de vida saludables para la prevención del cáncer de seno en estudiantes mujeres de un colegio público de la localidad de Ciudad Bolívar en Bogotá, Colombia. Materiales y métodos: Estudio de intervención, antes y después, no controlado en un periodo de seis meses con la participación de mujeres jóvenes estudiantes entre 10 y 20 años de edad. Se contemplaron cinco momentos metodológicos ejecutados en los meses de febrero en el cual se realizó la aplicación del cuestionario auto-diligenciado; de marzo en el cual las estudiantes recibieron una sesión educativa de 90 minutos y una de 60 minutos, soportadas con material audiovisual y folletos informativos. Se realizó el seguimiento prospectivo para la toma de datos en uno, tres y seis meses post-intervención. Conclusiones: 155 estudiantes fueron encuestadas. La prevalencia de práctica del autoexamen de seno fue de 78,1% (n=121). Se evidenció un cambio significativo en el conocimiento de la técnica y la práctica del autoexamen de seno, así como aumentos significativos en los conocimientos de los principales factores de riesgo para el cáncer de mama (p<,0001). En cuanto a los estilos de vida, las estudiantes mejoraron de manera significativa la práctica regular de actividad física con más de 150 minutos semanales a los 6 meses post-intervención. Conclusión: Una intervención educativa puede mejorar los conocimientos acerca de los factores de riesgo para cáncer de mama, la práctica del autoexamen de seno y los estilos de vida en mujeres jóvenes estudiantes de una localidad de bajo nivel socio-económico en Bogotá, Colombia. Estudios experimentales de alta calidad son requeridos.

The Evolution of Norms in Trade and Financial Networks in the First Global Age: the case of Simon Ruiz's network

In the 16th century, merchants and bankers gained a social influence and political relevance, due to their capacity of ‘faire travailler l’argent des autres’ (Benassar 1972:50). For the success of their activity, they built evolving networks with cooperative partners. These networks were much more than the sum of all partners. In the case study of the Castilian merchant Simon Ruiz, the network functioned in an unique way and independent from any formal institutional control. Its functioning varied in how different partners were associated and the particular characteristics and contents of these social ties. Being a self-organized network, since the formal institutions of trade regulation and the Crown control didn’t influence the network functioning, the Simon Ruiz network was deeply embedded in the economic and financial performance of the Hispanic Empires, in two different ways. The first, purely commercial. The monopolistic regime which was applied by the two crowns in the trade of certain colonial goods was insufficient to the costs of imperial maintenance. In such manner, particulars tried to rent a contract of exploration of trade, paying an annual sum to the crown, as in the Portuguese trade. Some of these agents also moved along Simon Ruiz’s network. But others were involved in relations with the imperial crowns on a second way, the finance. Maintaining Empires implied a lot of human, technical but also financial means, and most of the times Kings were forced to recur to these merchants, as we will demonstrate. What were the implications of these collaborative relations in both parts? The main goal of this paper is to comprehend the evolution of informal norms within Simon Ruiz’s network and how they influenced cooperative behavior of the agents, particularly analyzing mechanisms of sanctioning, control, punishment and reward, as well as their consequences in different dimensions: future interactions, social repercussions and in agent’s economic health and activity. The research is based in the bills of exchange and commercial correspondence of the private archive of Simon Ruiz, located in the Provincial Archive of Valladollid, Spain.

WHEN ONE’S LIFE IS IN DANGER

This paper aims to explain the origin of the idiom “correr risco de vida” (when one’s life is in danger). It originates from a concrete fact, whose use is very old in Portuguese: kings used to record names of people to whom they had given benefits or deserved a position or land. When someone fell in disfavor with the king or betrayed him, he would cross the disloyal person’s name off the book (cross it out, strike it off the book). This would mean that the person no more existed tom the king. However, the reference of use of registered names on the Book of Life is found in the Bible, The Exodus, when Moses asks God to cross his name off the book He had written. By metaphor, both the verb riscar (which shifted to arriscar) and the noun risco were grammaticalized, having more abstract meanings: “endanger life” and “danger”, respectively.

LITERATURA INFANTIL PARA UMA FORMAÇÃO LEITORA MULTICULTURAL

This essay aims at presenting some reflections on the compositional structure of two children literary works based on African-Brazilian theme and their implications on the elementary school reader’s background. The selected works are "The Little Kings of Congo" (2007), written by Edimilson Pereira de Almeida, and "Africa, my little Chaka" (2006) by Marie Sellier, and translated by Rose Freire D'Aguiar. Our basic principle is that, during the formative process in reading and culture, the structural organization of children's literature work comes as a factor that can trigger more or less interest from this reader under construction in the early grades. The educator who wishes to educate proficient readers should know and explore the structural, linguistic and contextual aspects from the literary text so the student can deduce their meanings. These studies are based on sociological aspects of reading, as Freire (2006) and Silva (1998), of culture in Hall (1997), of training reader through children's literature in Zilbermann (2003), Abramovich (1983), Aguiar and Bordini (1993), Cademartori (2009), Coelho (2000), among others. It is also bring into account that the school is the locus of ethno-racial diversity and the Afro-Brazilian children's literature, when present in this context and properly handled, can create opportunities to train children to be proficient readers; to give knowledge concerning the African culture and promote respect for differences, since the early school years.