Orientador: João Francisco Duarte Junior / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-14T11:34:11Z (GMT). No. of bitstreams: 1 Morais_FlaviaDomitilaCosta_D.pdf: 4537541 bytes, checksum: 26fba01114793a3a9cfe3f83120e6643 (MD5) Previous issue date: 2008 / Resumo: A presente pesquisa objetivou realizar um estudo voltado para o período elisabetano (Renascimento inglês), neste focalizando a arte teatral como das mais fortes expressões de arte, sociedade e cultura. Nosso foco de problematização está na análise de até que ponto o teatro elisabetano teve participação efetiva na transição de uma visão de mundo marcada pela episteme medieval, para uma cosmovisão renascentista. Michel Foucault, com seu conceito de episteme, ajudou-nos a estabelecer as bases teóricas para a compreensão de uma realidade desde suas estruturas mais profundas até a emergência de um sujeito autônomo a representar-se nos palcos e a fazer vibrar nas mentes e nos corações do público novas metas para a expressão humana. Buscamos afirmar a tese de que o teatro elisabetano, com suas caracterizações específicas, significou uma das forças de formação de uma nova visão antropológica e também cosmológica. Nossos objetivos desejaram realmente contemplar as convergências entre a arte, a cultura e a sociedade em um determinado segmento da história inglesa, o qual tem indiscutível importância para compreendermos a linha essencial de desenvolvimento das artes cênicas nos tempos posteriores. Demonstramos, através de seus temas, imagens, e principalmente da linguagem, os novos valores tanto individuais como socioculturais, por aglutinação, que esta arte ajudou a formar, ou antes, consolidou por meio de suas peças de talhe e temática crescentemente inovadores. Assim, buscamos argumentar acerca do ativismo sociocultural em que consistiu o teatro inglês renascentista. / Abstract: The following research aimed to achieve a study about the Elizabethan Age (English Renaissance), focusing its theatrical art as one of the most important expression of art, society and culture. The focus of our discussion is in the analysis of the Elizabethan theatre participation in the effective transition from a world view marked by the medieval episteme to the new Renaissance world view. The French philosopher Michel Foucault, with his concept of episteme, helped us to establish the theoretical basis to the comprehension of a reality from its deepest structures till the emergency of an autonomous subject representing himself in the stage, and vibrating, in the hearts and minds of the public, new aims for human expression. Along this research, we affirm the thesis that the Elizabethan theatre, with its specific characterizations, signified one strong formation power of a new anthropological and cosmological view. Our objectives desire to contemplate the convergencies among art, culture and society in a specific historic moment of the English nation, which has unquestionable importance when we want to understand the essential development of the dramatic art in later times. We demonstrated, through its themes, images and mainly its language, the new individual and sociocultural values that the Elizabethan theatrical art helped to form, or better saying, consolidated through its innovative plays in terms of themes and specific characteristics. We aimed to argue on the sociocultural activism of the English Renaissance theatre. / Doutorado / Doutor em Artes

AbstractOur life-experiences and our background form the way we act and the activities we are involved in. The overall purpose in this thesis has been to study what habits are to be found in different activities related to the outdoors and how these habits have been developed. Hopefully this work can contribute to a better understanding of the meaning of habits in our lives and thereby play a part in a further differentiated talk about habits and knowledge in society. The background and my theoretical approach has been three views of habits:In practice these patterns of habits are not separable so this approach should be seen as a way of making the development of habits clearer. Another purpose is to study how the following concepts can be related to habits: Reflection, master-apprentice, epistéme, techne, phronesis, interest and tacit knowledge. These habits and concepts constitute a background against which the results will be analyzed. The result originates from seven interviews with very experienced professionals. From the results of these interviews I have created short stories. This is a narrative method, a qualitative attempt that is built on life histories. In this case intention is to formulate an idea of how the way to different habits and knowledge are formed.The stories, i.e. the result, illustrates that all respondents, in one way or another, are affected by the social habit. The culture and the traditions that exist where you were born and where you live will influence habits, the way people think and what values they have creates circumstances for further development. The habit of action is also clearly described in the stories where experiences are an essential part of creating habits. To this habit of action, reflection must be added, a reflection related to the experienced actions. These reflections can help to develop and refine so new actions and challenges can be made. The stories also demonstrate that the relation master-apprentice develops habits. The apprentice learns from the master but the master also has the opportunity to learn by reflecting over why he or she acts in the way he or she does. The habit of knowledge by epistéme, techne and phronesis is also shown in the results. The dominating knowledge-form in these stories is techne, which can be described as know how. Phronesis, practical wisdom, can also be seen in some stories. The concept of phronesis is a question of doing the right thing at the right time considering3the unique situation thus the concept of phronesis involves an ethic dimension. Within the frames of phronesis signs of tacit knowledge can be seen, where the stories describe a kind of intuitive action. The result also indicates that interest is a major factor for creating habits and therefore interest is important for the development of knowledge.Finally I hope that this thesis can contribute to a deeper knowledge about habits and different kind of knowledge. My work can hopefully lead to a discussion or contribute to differentiation in the discussion about knowledge that is presented in today’s society. This is especially important to discuss in the university world where more and new knowledge is the foundation for development.Word for seeking: Habits, epistemology, forms of knowledge, reflection, master-apprentice, episteme, techne, phronesis, interest, and tacit knowledge.

212 f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-24T17:51:47Z No. of bitstreams: 1 Tese Fabio zoboli_seg.pdf: 2920040 bytes, checksum: b20287acfcdf2bfa23a2e81cc92c2aac (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-04-30T20:16:22Z (GMT) No. of bitstreams: 1 Tese Fabio zoboli_seg.pdf: 2920040 bytes, checksum: b20287acfcdf2bfa23a2e81cc92c2aac (MD5) / Made available in DSpace on 2013-04-30T20:16:22Z (GMT). No. of bitstreams: 1 Tese Fabio zoboli_seg.pdf: 2920040 bytes, checksum: b20287acfcdf2bfa23a2e81cc92c2aac (MD5) Previous issue date: 2007 / No transcorrer de seu complexo devir histórico o ser humano se deparou com diversas problemáticas e perplexidades que dizem respeito a sua própria existência. Uma delas, talvez a mais paradoxal de todas, é a episteme de ser humano fundada na cisão corpo/mente. A educação física, como parte da educação escolar, historicamente teve como função, a partir dessa episteme dualista, o cuidado para com o corpo – res extensa. A partir dessa perspectiva a presente pesquisa teve como principal objetivo: Compreender de que forma nas diversas práxis de educação física se articulam a episteme fundada na cisão corpo/mente. A preocupação em se estabelecer tal pesquisa se deve ao fato de deduzirmos haver em tal episteme a origem de vários problemas da educação física. Reconhecemos nela também uma desumanização, sobretudo como realidade histórica da condição humana. Condição esta que tem e teve, nas práxis das várias ciências que as sustentaram e disseminaram sua humanidade, até certo ponto roubada. Deste modo nossa pesquisa se orientou sob o seguinte pressuposto: A episteme de cisão corpo/mente – construída historicamente – articula-se nas práxis de educação física através de jogos de poder/saber, regimes de verdade, símbolos culturais e imaginários sociais subjetivando e objetivando os sujeitos contribuindo assim para a manutenção e reprodução do sistema de produção econômica. Percebeu-se através da pesquisa a existência de técnicas, táticas e práxis que se estruturam e se perpetuam a partir desta episteme de cisão. Assim apresentamos: a mente como alvo no processo de ensino/aprendizagem; o condicionamento da mente, a imobilização e o controle do corpo no ambiente escolar; a episteme de cisão corpo/mente: o desporto e a biologização da educação física; a biologização humana e o homem máquina na educação física; bem como a (in)exclusão e a episteme de cisão corpo/mente. Tratou-se de uma pesquisa qualitativa que abordou o tema sob o viés de um estudo bibliográfico. / Salvador

Title: Stop moving stuff around all the time! - A scientific essay about the challenges in the preschool indoor environment  My scientific essay is based on a series of events in which I believe that both I and my colleague was unprofessional and did not have the children’s best interest at heart. The events took place in my professional career as an unskilled educator. The quandary was about the clashes that occurred between me and my colleague, when I was hired as a new but experienced educator to her department. A department with, in my opinion, a poor educational indoor environment. I came up with new ideas on how it could be further developed, but did not discuss it with my colleague or children before I changed it. This meant that we ended up in conflict with each other, both because of my hasty actions, but also because of her ambiguous leadership. The purpose of this scientific essay has been to reflect on the importance of how we as educator communicate with each other and what the consequences are when we do not. I examined how the distribution of power between us educators may appear and the importance of having a good educational indoor environment in the preschool facility. The issues I have analyzed are: What characterizes a good educational environment? How to work towards cooperation and collaboration in a new team of educator? How does the division of power between the teachers affect the educational operation in preschools? I have used the method of reflection to examine my dilemma. I chose to use the Reggio Emilia pedagogy to reflect on the children's part in creating the preschool environment, in which they spend their days. I’ve also reflected on the perspective of knowledge of Aristotle’s work The Nicomachean Ethics, where I focused primarily on the three forms of knowledge; episteme, techne and phronesis. Last but not least, I reflect on power relations, based on some of Foucault's thoughts about power. It has been discovered in my individual reflections as well as in discussions with my fellow students and work colleagues that this is a common dilemma and that conflicts often arise when strong wills meet and are to be welded into a collaborating team. / Min vetenskapliga essä utgår från en serie händelser där jag anser att både jag och min kollega handlade oprofessionellt och inte hade barnens bästa för ögonen. Händelserna utspelade sig inom min yrkesverksamma tid som outbildad barnskötare. Dilemmat handlade om de krockar som uppstod mellan mig och min kollega, när jag kom som ny men erfaren pedagog till hennes avdelning. En avdelning med, enligt mig, undermålig pedagogisk inomhusmiljö. Jag kom med nya idéer om hur den skulle ändras, men diskuterade inte det med min kollega eller barnen innan jag ändrade i den. Detta gjorde att vi hamnade i konflikt med varandra, både på grund av mitt förhastade handlande men även på grund av hennes otydliga ledarskap. Syftet med den vetenskapliga essän har varit att reflektera över vikten av att vi pedagoger kommunicerar med varandra och vilka konsekvenserna blir när vi inte gör det. Jag undersökte hur maktfördelningen mellan oss pedagoger kan te sig och vikten av att ha en god pedagogisk inomhusmiljö på förskolan. De frågeställningar jag utgått från är: Vad kännetecknar en bra pedagogisk miljö? Hur får man till bra samarbeten och samarbetsformer i ett nytt arbetslag? Hur påverkar maktfördelningen mellan pedagogerna det pedagogiska arbetet i förskolan? Jag har använt metoden reflektion för att kunna undersöka mitt dilemma. Jag valde att använda mig av Reggio Emilia pedagogiken, för att reflektera över barnens del i den miljön de vistas i varje dag. Jag har reflekterat kring kunskapsperspektivet med utgångspunkt i Aristoteles bok Den Nikomachiska etiken, där jag fokuserat på de tre kunskapsformerna; episteme, techne och fronesis. Sist men inte minst har jag reflekterat utifrån ett maktperspektiv med utgångspunkt i några av Foucaults tankar om makt. Det har framkommit i mina individuella reflektioner samt i diskussioner med mina kurskamrater och arbetskollegor att detta är ett vanligt dilemma och att det ofta förekommer konflikter när starka viljor möts och ska sammansvetsas till ett fungerande arbetslag.

[pt] Esta tese no campo da comunicação política dialoga com as noções de público, de John Dewey (2012[1922]), e esfera pública, de Habermas (1991; 1997; DAHLGREN, 2005; CALHOUN, 1992), com a teoria dos sistemas deliberativos (PARKINSON; MANSBRIDGE, 2012; ELSTUB et al., 2016; HENDRIKS, 2015), bem como com a literatura especializada em consultas públicas online (SHANE, 2012; COLEMAN; SHANE, 2012). O objetivo é analisar a comunicação política que se formou a partir das duas consultas públicas online sobre o Marco Civil da Internet de modo a perceber contribuições epistêmicas desse processo por meio da análise de material midiático e dos discursos dos Deputados e Senadores no Congresso Nacional. Nesse sentido, esta pesquisa tem por base duas research questions: (RQ1) de que forma as consultas públicas online do Marco Civil da Internet informaram, do ponto de vista da comunicação política e da deliberação, o sistema deliberativo que se construiu em torno do tema?; e (RQ2) que ganhos epistêmicos e democráticos as consultas públicas online do Marco Civil da Internet podem ter trazido ao sistema deliberativo e ao processo decisório? Com o intuito de entender significados compartilhados a partir das duas consultas públicas online sobre o Marco Civil da Internet, os procedimentos metodológicos utilizados incluíram buscar, pela observação dos comentários dos participantes no momento das consultas, temas e argumentos utilizados para cada grande tema do debate, resultando em 322 indicadores (ou posicionamentos que sustentaram cada tema), divididos no espectro analítico dos direitos e das responsabilidades dos seguintes atores: 1) governo, 2) provedores e empresas prestadoras de serviços de internet; e 3) usuários. Ao fim, enfatiza-se que os significados gerados a partir das duas consultas públicas online para cada tema circularam pelos dois espaços deliberativos analisados - mídia e Congresso Nacional - tanto em termos de diversidade de posicionamentos, quanto em relação à sua ampla utilização, sendo possível perceber uma conexão relevante do sistema deliberativo em torno do Marco Civil da Internet, a partir dos argumentos desenvolvidos nas duas consultas públicas online e utilizados nos espaços deliberativos analisados. / [en] This thesis in the field of political communication discusses Dewey s notions of the public (DEWEY, 2012 [1922]), and Habermas s public sphere (HABERMAS, 1991; 1997; DAHLGREN, 2005; CALHOUN, 1992); the deliberative systems theory (PARKINSON; MANSBRIDGE, 2012; ELSTUB et al., 2016; HENDRIKS, 2015); as well as the specialized literature on online public consultations (SHANE, 2012; COLEMAN; SHANE, 2012). The aim is to analyze the communication developed during the two online public consultations of the Brazilian Internet Law Framework, within the dimensions of deliberative systems, in order to understand if and how there were epistemic contributions for this process with the reproduction of the positions developed during the online public consultations in other deliberative spaces. Through the observation of media material and the speeches of Congressmen and Senators in Parliament, the aim is to analyze which arguments born from the public sphere were repeated on those spaces. There are two main research questions: (RQ1) how did the online public consultations of the Brazilian Internet Law Framework inform, in the light off political communication and deliberation, the deliberative system that was built around the theme? And (RQ2) What were the epistemic and democratic gains that the online public consultations of the Brazilian Internet Law Framework brought to the deliberative system and to the decision-making process? In order to understand the meanings shared from the public consultations of the Brazilian Internet Law Framework, the methodological procedures included the search of comments made available at the time that the online public consultation occurred, aiming to discover the frameworks and arguments used by participants for each major theme, resulting in 322 indicators (or arguments that supported each framework). These were broken down into the analytical spectrum of rights and responsibilities of the following actors: 1) government, 2) internet service providers and companies; and 3) users. Finally, it is emphasized that the arguments generated from the two public consultations for each framingcirculated through the two deliberative spaces - media and parliament - both in terms of diversity of positions and in relation to their wide use, therefore establishing a strong connection to the deliberative system around the Brazilian Internet Law Framework, formed from the arguments developed in the two public consultations and used in the deliberative spaces analyzed, namely, media and parliament.

在對人文科學的考查中，傅柯發現到人文科學其實埋藏了很大的偏差，而這個偏差的主要來源，是傳統的主體哲學的觀點。「主體」(subject)與「人」(man)之間的關係沒有明確地釐清，以致於在這個狀況之下所形構的人文科學，不是一個能表現「人」的科學，而是製造了一個科學的人。即使狄爾泰(Wilhelm Dilthey)已經試圖從自然科學當中，分離出關於人的科學；康德(Immanuel Kant)也承認了人作為經驗實體的有限性，但他們就是不能提供人的科學一個實在的基礎。針對這個人的科學的客觀基礎，傅柯試圖提供一個唯物的認定，而這個實在的根據，就在事物的秩序。事物的秩序被表達在一歷史的過程，這個歷史過程中隱含了三個不同時期的知識型(episteme)，這三個時期就包含了兩個斷裂。斷裂是在現實中發生，所以它所提供的是現實的客觀基礎，而不是觀念的基礎。從人文科學在歷史演變中的轉變看來，傳統的對待方式，是將人的知識的問題孤立出來，然而這個方式只是一種主觀的作法，並沒有一個客觀的基礎，傅柯認為必須將人文科學放到歷史的演變中，才有實在的根據。在對人文科學史的演變的分析中，傅柯說明三個知識型之間的轉變。問題的源起是要說明「相似」(resemblance)，在文藝復興時的認知方式是相似，古典時期為要說明「相似」如何「相似」，而提出「表象」(representation)作為說明的方式，因為兩者間的相同，故可以互相代表。「表象」預設了能夠表達的能力，為了要表象「相似」，而出現科學的人，所以人才變成現代的主題。為了避免掉入傳統的窠臼，傅柯提出新的處理人文科學的方法。這個方法的產生與法國當代哲學思潮之間，有許多的互動關係，像是巴舍拉(Gaston Bachelard)與岡居朗(George Canguilhem)的科學史研究方法，或是索緒爾(Ferdinand de Saussure)與李維史陀(Claude Levi-Strauss)的結構的客觀形式，都帶給傅柯很大的啟發。傅柯把他的探究方法稱為考古學，他借用並轉化了結構主義的語言(langue)概念，去處理「言說」(discourse)的領域，言說的特徵在於它具有歷史性，不是一種形式概念，言說的基礎在於知識型，因為知識型擁有「歷史的先驗」(historical a priori)。言說與知識型兩個概念構成了整個考古學的重心，透過這兩個概念的分析，與傳統概念間的對比，考古學顯示了不同於過往的兩個特性：考古學之下的人文科學消解了主體的限制；它同時揭露了一種沒有真理形式的知識觀。

<p>This dissertation explores the ideational underpinnings of the rise of the west through a comparison of ancient Greek geometry, medieval Arabic algebra, and early modern European calculus. Blending insights from Thomas Kuhn, Michel Foucault, and William H. Sewell, I assert that there is an underlying logic, however clouded, to the unfolding of a given civilization, governed by a cultural episteme that delineates the boundaries of rational thought and the accepted domain of human endeavor. Amid a certain conceptual configuration, the rise of the west happens; under other circumstances, it does not. Mathematics, as an explicit exhibition of logic premised on culturally determined axioms, presents an outward manifestation of the lens through which a civilization surveys the world, and as such offers a window on the fundamental assumptions from which a civilization's trajectory proceeds. To identify the epistemological conditions favorable to the rise of the west, I focus specifically on three mathematical divergences that were integral to the development of calculus, namely analytic geometry, trigonometry, and the fundamental theorem of calculus. Through a comparative/historical analysis of original source documents in mathematics, I demonstrate that the logic in the earlier cases is fundamentally different from that of calculus, and furthermore, incompatible with the key developments that constitute the rise of the west. I then examine the conceptual similarities between calculus and several features of the rise of the west to articulate a description of the early modern episteme.</p> / Dissertation

Syftet med föreliggande studie är att belysa de normer, värden och kunskaper som uttrycks i GY11, den svenska gymnasieskolans läroplan. Studien använder sig av en ideologikritisk analys, vars avsikt är att ge en fördjupad förståelse för samhället genom att avslöja falska beskrivningar av och uppfattningar om makt och verklighet. Med utgångspunkt i den prövande tesen att läroplanen som dokument står under inflytande av det omslutande samhällets idéer och materiella förhållanden läses och förstås GY11 i relation till teorier om rationalitet, kontroll och individualisering. Analysen visar att GY11 i flera avseenden bär drag av en nyliberal ideologi och bekräftar stora delar av den samhällskritik som formulerats av den kritiska skolan och av individualiseringsteoretiker. Det teoretiska ramverket anlägger även ett praktiskt perspektiv med begreppen techne, episteme och fronesis, vilka fungerar som referenspunkter i diskussionen kring kunskapers och handlingars legitimitet i enlighet med samhällets dominerande rationalitet. Studien har även en ambition att övergripande resonera om den svenska skolans realiserbara möjligheter att verka för ett kritiskt förhållningssätt och ett djupare samhällsmedvetande.

Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-29T13:30:09Z No. of bitstreams: 1 Claudio Amorim.pdf: 1225394 bytes, checksum: 5a359a8fec7ef979e8d5691067f51e29 (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-06-10T19:05:31Z (GMT) No. of bitstreams: 1 Claudio Amorim.pdf: 1225394 bytes, checksum: 5a359a8fec7ef979e8d5691067f51e29 (MD5) / Made available in DSpace on 2013-06-10T19:05:31Z (GMT). No. of bitstreams: 1 Claudio Amorim.pdf: 1225394 bytes, checksum: 5a359a8fec7ef979e8d5691067f51e29 (MD5) Previous issue date: 2007 / Apoiando-se no instrumental teórico e técnico da matemática, da eletrônica e da computação, a cibernética estabeleceu-se com uma das forças que modelam o mundo contemporâneo. Um dos aspectos da nossa herança cibernética, a automação, ao diversificar substancialmente as formas possíveis das relações de produção, propõe novos e urgentes desafios, na mesma medida em que oferece oportunidades inéditas para a emancipação da humanidade. Até o presente, a automação tem servido sobretudo à concentração e abuso do poder político e econômico. Também tem contribuído para o desemprego e para a desqualificação da dos trabalhadores. Favorecendo a produção em altíssima escala, a automação contribui ainda para a exacerbação do consumismo, e conseqüentemente, da alienação. Nesse contexto, o uso dos sistemas automatizados como força transformadora, a serviço do bem-estar social, requer o reposicionamento das competências humanas, ora desafiadas pelos avanços diários da tecnologia, que se materializa por meio de dispositivos e sistemas cada vez mais complexos e autônomos. Apoiado no estudo da automação na indústria e nas aeronaves, o presente trabalho tem como objetivo elucidar os principais desafios educacionais rumo à cooperação significativa e conseqüente entre pessoas e autômatos. Com base na visão de Vieira Pinto de tecnologia como instrumento de emancipação, e na visão de Paulo Freire de educação como emancipação, propõe-se que novas práticas educacionais são necessárias para formar pessoas capazes de compreender, conceber e operar sistemas cibernéticos cada vez mais eficazes, para o bem da humanidade. Embora os seres humanos cooperem com os autômatos, tanto no âmbito teórico como em tarefas práticas, apenas os humanos são seres da práxis, intencionais, sociais e comprometidos uns com os outros. Sugere-se que o desenvolvimento de pessoas plenamente competentes fundamente-se na integração de três virtudes intelectuais aristotélicas: epistéme (conhecimento teórico), tékhne (savoir-faire) e phrónesis (sabedoria prática, ou bom senso). / Salvador

abstract: Using Michel Foucault’s archaeological and genealogical approaches, this study analyzes the influence of discourse—particularly the discursive impact of the short story, novel, poetry, chronicle, essay, film, photography, and comics—in shaping how soccer has become known in Latin America. The analysis not only considers how the so-called “beautiful game” and related texts have been embedded with dominant ideologies—among these heteronormativity, nationalism, elitism, and neoliberalism—but also how resisting discursive forces have attempted to deconstruct these notions. The following pages demonstrate that soccer in Latin America represents more than just a mere sport, but rather a significant social and cultural entity that facilitates an understanding of the region. Furthermore, by providing a critical view of one of the region’s most powerful cultural institutions, this study sheds light on how dominant individuals use the sport and popular culture to construct knowledge and guide social practices. / Dissertation/Thesis / Doctoral Dissertation Spanish 2017