The last half of the twentieth century into the twenty-first century, in the West, has been referred to as postmodern. Postmodernity represents a stage in a society after having passed through a nihilism, itself produced by the universal commodification inherent in late stage capitalism. Here we explore the progress of devaluation through Adorno’s negative dialects to ascertain the potential for truth and authenticity in the object. Informing Adorno’s negative dialectics, were Kant, Hegel, and Marx. Through their dialectics, Adorno postulated the effect of commodities, as objects, within the first part of the 20th century, and how the lack of potential for truth and freedom in these objects anticipated the nihilism of both the late capitalism period, into the postmodern period. This nihilism itself, was anticipated by Nietzsche. Further, this entire focus on and influence of commodities on the individual, from the early twentieth century to the present is referred to as the commodity structure and itself can be equated to Heidegger’s falling prey. Once the subject has had the valuation or meaning of their lives stripped via this universal commodification of the commodity structure, this paper will argue through the works of Heidegger and Nietzsche and the role of the aesthetic, only then can the subject in the postmodern period reclaim qua participation in one’s own becoming towards both truth and authenticity, as well as freedom.

A thinker of impurity, Rancière is most often read as proposing an alternative to the ontology of the political. Against the many attempts to restore a pure sense of politics and of its public space, Rancière maintains the place of politics in a common appearance that is identical to reality. Though typically seen as having broken with the Marxist tradition, I argue here that it is possible to find in his fragmentary style something like a negative dialectic. While politics is what his works address, it is also how it is addressed. Politics, and its assertion of an apparently impossible equality, must be lived out by critique and not merely described. In doing just this, Rancière offers a renewed take on the western-Marxist tradition’s politics of aesthetics. Indeed, I maintain that Rancière, far from breaking with Marxism full stop, instead effects a reversal, a reversal of education into politics.

Esta dissertação surge da inquietação do pesquisador frente a um mundo que se deteriora lentamente. A partir desse contexto, os problemas analisados situam-se no campo da Educação. Em termos de realidade concreta, o estudo se realiza no Ensino Superior, na área de Administração, mais precisamente no campo dos Estudos Organizacionais, fulcro de onde se interroga, em última instância, a formação do Administrador. O exercício de leituras sobre as condições, as características e o contexto da educação na realidade brasileira e a opção de trabalhar com universidades conduziram à escolha de um método de análise hábil o bastante para tirar da opacidade aquilo a que este trabalho visa. Assim, do ponto de vista teórico e metodológico, lança-se mão de um processo analítico embasado nos princípios básicos da Dialética Negativa de Theodor Adorno. Tem-se então como objetivo geral do estudo o intento de cernir a visão de educação presente nos contextos em estudo, dando relevância aos elementos que, no entendimento de quem sistematiza e gerencia o currículo, conformam o ensino nos cursos de graduação em Administração em duas universidades públicas gaúchas. Os resultados da análise mostram que, de um modo geral, não há clareza de parte dos próprios administradores dos cursos de graduação sobre qual é o seu papel nesse processo, qual a importância da Universidade enquanto formadora, qual a razão de se formarem Bacharéis em Administração ou, ainda, quais as contribuições que estes profissionais podem trazer para a sociedade. Isto leva à reflexão de que talvez seja preciso voltar às origens dos cursos de Administração no país, defrontá-los com a realidade atual e questionar nos termos da Filosofia: “Por quê?, O quê?, Para quê?” / This dissertation is the result of the researcher’s preoccupation with a world that slowly deteriorates. Within this context, the problems analyzed are in the field of Education. In more concrete terms, this study takes place in Administration Higher Education, specifically in the field of organizational studies, the fulcrum from which it is questioned, ultimately, the education of administrators. The exercise of reading about the conditions, characteristics and the context of Brazilian education, and the possibility of working with universities led to the choice of an analytical method, skilled enough to unshadow what this study aims. Hence, from a theoretical and methodological point of view is used an analytical process grounded in basic principles of the Negative Dialectics of Theodor Adorno. Therefore, the main objective of the study is to shake the vision of education present in the studied contexts, giving relevance for what, in the understanding of those who organize and manage the curriculums, shapes teaching in Administration undergraduate courses in two public universities of the state of Rio Grande do Sul. The results showed that, in general, there is no clearness on the part the undergraduate courses administrators on what is their role in this process, how important is the university as an education facility, why educate Bachelors in Administration or even, what contributions those professionals can give to the society. This leads to the reflection that it is necessary to go back to the origins of Administration High Education courses in the country, contrast them with the current reality and question with philosophy terms: "Why?, What?, What for?"

Esta dissertação surge da inquietação do pesquisador frente a um mundo que se deteriora lentamente. A partir desse contexto, os problemas analisados situam-se no campo da Educação. Em termos de realidade concreta, o estudo se realiza no Ensino Superior, na área de Administração, mais precisamente no campo dos Estudos Organizacionais, fulcro de onde se interroga, em última instância, a formação do Administrador. O exercício de leituras sobre as condições, as características e o contexto da educação na realidade brasileira e a opção de trabalhar com universidades conduziram à escolha de um método de análise hábil o bastante para tirar da opacidade aquilo a que este trabalho visa. Assim, do ponto de vista teórico e metodológico, lança-se mão de um processo analítico embasado nos princípios básicos da Dialética Negativa de Theodor Adorno. Tem-se então como objetivo geral do estudo o intento de cernir a visão de educação presente nos contextos em estudo, dando relevância aos elementos que, no entendimento de quem sistematiza e gerencia o currículo, conformam o ensino nos cursos de graduação em Administração em duas universidades públicas gaúchas. Os resultados da análise mostram que, de um modo geral, não há clareza de parte dos próprios administradores dos cursos de graduação sobre qual é o seu papel nesse processo, qual a importância da Universidade enquanto formadora, qual a razão de se formarem Bacharéis em Administração ou, ainda, quais as contribuições que estes profissionais podem trazer para a sociedade. Isto leva à reflexão de que talvez seja preciso voltar às origens dos cursos de Administração no país, defrontá-los com a realidade atual e questionar nos termos da Filosofia: “Por quê?, O quê?, Para quê?” / This dissertation is the result of the researcher’s preoccupation with a world that slowly deteriorates. Within this context, the problems analyzed are in the field of Education. In more concrete terms, this study takes place in Administration Higher Education, specifically in the field of organizational studies, the fulcrum from which it is questioned, ultimately, the education of administrators. The exercise of reading about the conditions, characteristics and the context of Brazilian education, and the possibility of working with universities led to the choice of an analytical method, skilled enough to unshadow what this study aims. Hence, from a theoretical and methodological point of view is used an analytical process grounded in basic principles of the Negative Dialectics of Theodor Adorno. Therefore, the main objective of the study is to shake the vision of education present in the studied contexts, giving relevance for what, in the understanding of those who organize and manage the curriculums, shapes teaching in Administration undergraduate courses in two public universities of the state of Rio Grande do Sul. The results showed that, in general, there is no clearness on the part the undergraduate courses administrators on what is their role in this process, how important is the university as an education facility, why educate Bachelors in Administration or even, what contributions those professionals can give to the society. This leads to the reflection that it is necessary to go back to the origins of Administration High Education courses in the country, contrast them with the current reality and question with philosophy terms: "Why?, What?, What for?"

Esta dissertação surge da inquietação do pesquisador frente a um mundo que se deteriora lentamente. A partir desse contexto, os problemas analisados situam-se no campo da Educação. Em termos de realidade concreta, o estudo se realiza no Ensino Superior, na área de Administração, mais precisamente no campo dos Estudos Organizacionais, fulcro de onde se interroga, em última instância, a formação do Administrador. O exercício de leituras sobre as condições, as características e o contexto da educação na realidade brasileira e a opção de trabalhar com universidades conduziram à escolha de um método de análise hábil o bastante para tirar da opacidade aquilo a que este trabalho visa. Assim, do ponto de vista teórico e metodológico, lança-se mão de um processo analítico embasado nos princípios básicos da Dialética Negativa de Theodor Adorno. Tem-se então como objetivo geral do estudo o intento de cernir a visão de educação presente nos contextos em estudo, dando relevância aos elementos que, no entendimento de quem sistematiza e gerencia o currículo, conformam o ensino nos cursos de graduação em Administração em duas universidades públicas gaúchas. Os resultados da análise mostram que, de um modo geral, não há clareza de parte dos próprios administradores dos cursos de graduação sobre qual é o seu papel nesse processo, qual a importância da Universidade enquanto formadora, qual a razão de se formarem Bacharéis em Administração ou, ainda, quais as contribuições que estes profissionais podem trazer para a sociedade. Isto leva à reflexão de que talvez seja preciso voltar às origens dos cursos de Administração no país, defrontá-los com a realidade atual e questionar nos termos da Filosofia: “Por quê?, O quê?, Para quê?” / This dissertation is the result of the researcher’s preoccupation with a world that slowly deteriorates. Within this context, the problems analyzed are in the field of Education. In more concrete terms, this study takes place in Administration Higher Education, specifically in the field of organizational studies, the fulcrum from which it is questioned, ultimately, the education of administrators. The exercise of reading about the conditions, characteristics and the context of Brazilian education, and the possibility of working with universities led to the choice of an analytical method, skilled enough to unshadow what this study aims. Hence, from a theoretical and methodological point of view is used an analytical process grounded in basic principles of the Negative Dialectics of Theodor Adorno. Therefore, the main objective of the study is to shake the vision of education present in the studied contexts, giving relevance for what, in the understanding of those who organize and manage the curriculums, shapes teaching in Administration undergraduate courses in two public universities of the state of Rio Grande do Sul. The results showed that, in general, there is no clearness on the part the undergraduate courses administrators on what is their role in this process, how important is the university as an education facility, why educate Bachelors in Administration or even, what contributions those professionals can give to the society. This leads to the reflection that it is necessary to go back to the origins of Administration High Education courses in the country, contrast them with the current reality and question with philosophy terms: "Why?, What?, What for?"

No presente trabalho tentamos reconstruir os principais lineamentos da teoria estética e da teoria da sociedade de Theodor Adorno. Com tal propósito, partimos de uma revisão critica da interpretação canônica efetuada tanto por Jürgen Habermas como por Axel Honneth do potencial explicativo contido em obras clássicas da primeira geração da Escola de Frankfurt. O objetivo central deste confronto procura demonstrar que o conceito de cultura de Adorno y Horkheimer tem um potencial explicativo e critico que nem Habermas, nem Honneth souberam destacar. Para reexaminar esse potencial teórico subterrâneo resulta imprescindível referir-se as duas grandes obras da maturidade de Adorno, a Teoria estética e a Dialética negativa. Realizamos-nos esse trabalho procurando explicitar um conceito de cultura alternativo ao de Habermas e Honneth, para tentar logo extrair conclusões referidas à lógica interna das ciências sociais. / The object of this thesis is to reconstruct the basic lines of Adorno\'s aesthetic and social theory. We discuss Jürgen Habermas and Axel Honneths canonic interpretation about the theoretic potential of the classic works of the first generation of the Frankfurt School. The central aim of this confrontation is to demonstrate that the concept of culture developed by Adorno and Horkheimer has a theoretic potential that had not been perceived by Habermas and Honneth. In order to reevaluate this potential it is necessary to discuss the last Adornos works, which means, to discuss once again the Aesthetic Theory and the Negative Dialectics. We pretend to find, finally, a different concept of culture in order to use it in the critical reexamination of the internal logic of social sciences.

Esta pesquisa tem por objetivo investigar a categoria da totalidade presente na fase tardia do pensamento de Theodor W. Adorno, sobretudo na Dialética Negativa, e sua relação com o diagnóstico de tempo proposto pelo filósofo na década de 1960. Apesar de sua crítica enfática à categoria da totalidade, Adorno não deixa de utilizá-la em âmbitos variados de suas análises, como por exemplo, no diagnóstico do capitalismo tardio mediante o conceito de mundo administrado. Se, no entanto, a totalidade deve ser exposta apenas em sua negatividade, ou se ela conserva dentro dela, de algum modo, um horizonte normativo, é uma questão que não encontra consenso na literatura secundária, e que buscaremos desdobrar nessa pesquisa. Com isso, pretendemos alcançar uma melhor compreensão acerca do próprio projeto adorniano de uma dialética negativa e de sua relação com o diagnóstico de tempo proposto pelo filósofo na década de 1960. / This research aims to investigate the category of totality in the late Theodor W. Adorno, specially in Negative Dialectic, and its relation with the time diagnosis of the 1960s. Despite his emphatic criticism of the category of totality, Adorno still uses it in several fields of his analysis, such as the diagnosis of late capitalism through the concept of administered world. If, however, the totality must be exposed only in its negativity, or if it still keeps in itself, in a certain way, a normative horizon, is a question that does not reach consensus in the secondary literature, and which will be developed in our research. Therewith, we intend to achieve a better understanding of Adorno\'s own project of a negative dialectic and of its relation with the time diagnosis proposed by the philosopher in the 1960s.

Society’s current experience of nature is ambiguous. Just as nature proves severely affected by human activities and vulnerable, it also appears threatening to us. Although the changes in nature have been perceived for long as an ecological crisis, this experience and the challenges it provides have remained persistently exigent over the last four decades. As a consequence, our epistemological understanding of nature and culture as separate entities has been inherently shaken. My study is located among ecocritical attempts to negotiate these experiences. Immanent critiques of E. O. Wilson’s and Bruno Latour’s epistemologies exemplify how we cannot escape the dualism in society’s relationship to nature by simply declaring nature’s and culture’s unity. Relying on the social philosophy of Max Horkheimer and Theodor W. Adorno, I instead consider the dualism as historically both true and false, and argue that instrumental reason provides a socio-psychological barrier to transcending the way Western society relates to nature. Central to the situation’s perpetuation is the confidence that the object of knowledge can be adequately and steadily identified in knowledge. Based on Adorno’s negative dialectics, I develop a model of cognition that works through the dualism within the knowing subject and in its relation to animals. This model is substantiated in the context of Enlightenment thought. A reconstruction of the development of René Descartes’ (1596–1650) epistemology in relation to his philosophy of nature and the place of animals within it shows the animal as particularly resistant to Descartes’ conceptual identification. In the writings on animal behaviour of Hermann Samuel Reimarus (1694–1768) this resistance further manifests as a self-mediation of animals, which denotes the limits to their conceptual assimilation. Maria Sibylla Merian’s (1647–1717) aesthetically mediated insect studies capture this tension between species commonalities and unique particularities, and represent the single specimens as nonidentical individuals. Through critical engagement with these works, my study develops a cognitive approach to nature that preserves its object as qualitatively mediated between universal and particular properties, and inherently nonidentical. Simultaneously, it recovers the animal as an object of knowledge particularly resistant to identificatory thought. Consolidating these two insights, aesthetic mediation of animals provides an experience that reveals to the subject its limited power over the objects and which is capable of raising the memory of nature within the subject.

Submitted by Alison Vanceto (alison-vanceto@hotmail.com) on 2017-02-17T11:59:01Z No. of bitstreams: 1 DissLAGV.pdf: 738424 bytes, checksum: 044ec8def0ef42101b4b568d53ae8bee (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-03-09T19:50:21Z (GMT) No. of bitstreams: 1 DissLAGV.pdf: 738424 bytes, checksum: 044ec8def0ef42101b4b568d53ae8bee (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-03-09T19:50:33Z (GMT) No. of bitstreams: 1 DissLAGV.pdf: 738424 bytes, checksum: 044ec8def0ef42101b4b568d53ae8bee (MD5) / Made available in DSpace on 2017-03-09T19:58:57Z (GMT). No. of bitstreams: 1 DissLAGV.pdf: 738424 bytes, checksum: 044ec8def0ef42101b4b568d53ae8bee (MD5) Previous issue date: 2016-11-24 / Não recebi financiamento / Considering the theoretical and metodological aproaches of Critical Theory of Society, especially by the contributions of Adorno and Horkheimer, this study analyses the discrepancy between what is yearned for and what is taught about art in the public school of São Paulo State. One can verify the misunderstanding of negative dialectic tension between autonomy and adaptation that are carried and expressed in a fundamental educative principle which conciliates the citzenship exercise and the development of job skills. This lack of understanding becomes the formative practices unable to disrupt the collapse of culture. In this Master Thesis, the aim is to demonstrate, by the critical conception of aesthetic experience, the recovering of Art as an underlying element for the formation of learner's emancipation. / Este trabalho analisa, a partir do referencial teórico-metodológico da Teoria Crítica da Sociedade, sobretudo, no âmbito das reflexões de Adorno e Horkheimer, a discrepância entre o que se aspira e o que se ensina em termos de Arte na escola pública paulista. O não reconhecimento da tensão dialética existente entre autonomia e adaptação contidas e externadas no princípio fundamental educativo que concilia o exercício da cidadania e a qualificação para ao trabalho, torna a prática formativa incapaz de romper com a falência da cultura. A pesquisa procurou demonstrar, a partir da concepção crítica da experiência estética, o restabelecimento da Arte como elemento crucial para a formação da emancipação dos educandos.

Esta pesquisa tem por objetivo investigar a categoria da totalidade presente na fase tardia do pensamento de Theodor W. Adorno, sobretudo na Dialética Negativa, e sua relação com o diagnóstico de tempo proposto pelo filósofo na década de 1960. Apesar de sua crítica enfática à categoria da totalidade, Adorno não deixa de utilizá-la em âmbitos variados de suas análises, como por exemplo, no diagnóstico do capitalismo tardio mediante o conceito de mundo administrado. Se, no entanto, a totalidade deve ser exposta apenas em sua negatividade, ou se ela conserva dentro dela, de algum modo, um horizonte normativo, é uma questão que não encontra consenso na literatura secundária, e que buscaremos desdobrar nessa pesquisa. Com isso, pretendemos alcançar uma melhor compreensão acerca do próprio projeto adorniano de uma dialética negativa e de sua relação com o diagnóstico de tempo proposto pelo filósofo na década de 1960. / This research aims to investigate the category of totality in the late Theodor W. Adorno, specially in Negative Dialectic, and its relation with the time diagnosis of the 1960s. Despite his emphatic criticism of the category of totality, Adorno still uses it in several fields of his analysis, such as the diagnosis of late capitalism through the concept of administered world. If, however, the totality must be exposed only in its negativity, or if it still keeps in itself, in a certain way, a normative horizon, is a question that does not reach consensus in the secondary literature, and which will be developed in our research. Therewith, we intend to achieve a better understanding of Adorno\'s own project of a negative dialectic and of its relation with the time diagnosis proposed by the philosopher in the 1960s.