Made available in DSpace on 2014-06-11T19:33:30Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-10-26Bitstream added on 2014-06-13T21:06:19Z : No. of bitstreams: 1 andrade_tcb_dr_mar.pdf: 786111 bytes, checksum: cd58f1250356fa07508d26fab6b7ce6c (MD5) / A discussão sobre apropriação/vivência de valores – se colocada em nível radical – necessita previamente passar pelo estudo acurado das concepções filosóficas subjacentes na Política Educacional brasileira atual que engendra os currículos vivenciados nas instituições escolares do país. Nesse sentido, estabeleceram-se como objetivos da pesquisa de campo identificar a percepção de professores das séries iniciais do Ensino Fundamental, sobre apropriação e vivência de valores e a metodologia que eles indicam usar, em sua prática pedagógica, quanto a esses conteúdos atitudinais. Identificar a influência do currículo oculto em sua práxis educativa. Identificar se a formação profissional das docentes contribui para educação com pluralidade ética. Pauta-se em Arendt (2000, 2003), asseverando que todos os aspectos da condição humana têm alguma relação com a política. Também em Sarabia (2000), quando assinala que os professores devem dar a mesma atenção aos conteúdos atitudinais, valores e normas que dispensam aos conteúdos factuais e conceituais. Cabe ao Estado responsabilizar-se pela efetivação dos direitos humanos, garantindo igualdade de oportunidades a todos os cidadãos. Para que os alunos tenham claros seus direitos, dentre outros aspectos, faz-se necessária sólida formação em valores, entendendo-os sob o ponto de vista da transvaloração dos valores como em Nietzsche (1988a) e do politeísmo de valores conforme postulado por Weber (1998). Supôs-se que a prática pedagógica dos professores, objeto desta pesquisa, favorecesse a apropriação/vivência de valores, atitudes e normas, contribuindo para educação emancipadora, visando aos interesses do coletivo da humanidade. / The discussion about value/living appropriation – is in a radical level – it is necessary to go through the accurate study of philosophical conceptions which is subjacent in the Brazilian Political Education nowadays, therefore the questions in the roll. There were established as the field research objectives to identify the teacher’s perception, especially those of the initial grades of the Fundamental Teaching, about the value conception and indicated methodology for the attitudinal content, values and rules so that students can perceive the social problems and, with critical sense, became participant and capable to think changes, looking for solutions. Mention in Arendt (2000, 2003), that all aspects of human conditions have a relation with politics. Also in Sarabia (2000), when is mentioned that the teachers should give the same attention to the attitudinal content, values and rules that are given to the factual and conceptual ones. It is up for the State’s responsibility the human rights accomplishment, to guarantee equal opportunities for all citizens. So that the students have their rights clearly, beyond other aspects, it is necessary solid value development, knowing them through Nietzsche (1988a) e Weber (1998) polytheism point of view. Presumed the teacher’s pedagogical practices, this research object, supported the value/living, attitudes and rules appropriation, contributing for the education emancipation, aiming the humanity collectives concerns. The following instruments were used: questionnaire, interviews and teacher’s statement in the data collection; for the analyses and interpretation, the Sample theory and estimation statistics (BARBETTA, 1998), the Hermeneutic (ALVES, 1991) and, yet, synthesis amplified (SANCHEZ-GAMBOA, 1989).

La pluridisciplinarité artistique contemporaine, qui remonte à l’humanisme et au romantisme, est-elle encore liée à un désir de connaissance et de totalité, ou s’inscrit-elle dans un spectre de fragmentation ? Les défaillances reconnues du savoir, du sujet et de l’œuvre forment une résistance à la puissance des technostructures. La sphère de l’art, détachée de la division du travail artistique, s’inscrit dans une négativité non dialectique. Par la sape méthodique des référents et des maîtrises, l’œuvre s’ouvre au désordre et au manque. Poursuivant simultanément plusieurs démarches distinctes dans les arts visuels, la musique et l’écriture, passant de l’art populaire à l’art intellectualisé, étant autant témoin qu’acteur de mon travail, je propose une approche de l’art qui se définit plus par l’errance et la pluralité que par un projet unitaire. La position mineure et dispersée se ressource dans une poïétique prolifique : simultanéité divergente, transposition négative, hétérogénéité, confusion des temps, présence du vide et du fantomatique… / Is artistic pluridisciplinarity, which goes back to Humanism and Romanticism, still connected to a desire for knowledge and for holistic apprehension, or does it reveal the prospect of fragmentation? The known shortcomings of knowledge, of the subject, and of the work of art resist the power of techno-structures. Once the artistic sphere gets disconnected from the division of artistic labor, it is amenable to a non-dialectical negativity. As the work of art methodically subverts referents, mastery and know-hows, it becomes accessible to loss and disorder. Being as much the witness as the agent of the work I produce, I propose an approach to art conceived as wandering and plural—an approach based on various forms of practice in visual arts, music, and writing, which shift from popular to intellectual art. This artistic stance, minor and scattered, draws its strength from a prolific poietics: divergent simultaneity, negative transposition, heterogeneity, confusion of temporalities, void, and haunting presences…

Made available in DSpace on 2017-07-10T18:55:44Z (GMT). No. of bitstreams: 1 Thiago Melo.pdf: 1098810 bytes, checksum: f946c2adcb967df1d30bda75afb120d8 (MD5) Previous issue date: 2014-03-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study aims to discuss and examine how are constructed, on the discursive practices, the identities and representations of the students studying in Brazilian schools, but reside in Paraguay. To achieve the proposed objective, were prepared and answered the following research questions: a) through own and others perspectives, how cross-border students construct their identities and represent themselves? b) how cross-border students through their own narratives, negotiate, repeal and manipulate their identities? c) what are and how are constructed representations about the social, cultural, linguistic and ethnic pluralism of the border scenario for students who live in Paraguay and study in Brazil? This paper is inserted under the Applied Linguistics, following the guidelines in order to break with the borders and disciplinary boundaries, towards an inter/trans/ indisciplinary perspective (PENNYCOOK, 2006; MOITA LOPES, 2006; SIGNORINI, 2006; CESAR/CAVALCANTI, 2007; COX e ASSIS-PETERSON, 2007; PIRES-SANTOS, 2011, 2012). Were used to generate records the principles of qualitative research/interpretive of ethnographic investigation (ERICKSON, 2001; BORTONI-RICARDO, 2008), having as support the perspectives of cultural and anthropological studies (BAUMAN, 2001, 2005; CUCHE, 2002; BHABHA, 2003; HALL, 2006, 2009; CANCLINI, 2011; BARTH, 2011), Educational Studies (HYPOLITO/ GANDIN, 2003; CANDAU, 2012) and sociology (BOURDIEU, 1989; 1997; ELIAS/ SCOTSON, 2000, FOUCAULT, 2002). The data used for the analyzes were derived from audio and video recordings, field notes and unstructured interviews realized with four focus groups, each group containing three students (twelve subjects interviewed in total). Were taken, the narratives (PENNA, 1998, MOITA LOPES, 2002; BARROS, 2011) from the interviewed subjects, as data for use in the research, the speeches, and the way they are constructed, are the first object of analysis. The research showed that issues of territoriality, ideology and power mark the identity constructions of cross-border students . Through the stories told, we can see that such students often can negotiate, revoke and manipulate their identities, having the possibility to choose the place where they want to belong and who want to be, highlighting the unstable and relative character of their identities. However, these individuals end up feeling pressured to choose just one ethnicity/nation and to use only one language in the school monocultural/monolingual context, marked by the predominance of the Portuguese language as hegemonic / O presente estudo tem como objetivo discutir e averiguar como são construídas, nas práticas discursivas, as identidades e representações dos alunos que estudam em escolas brasileiras, mas que residem no Paraguai. Para alcançar o objetivo proposto, foram elaboradas e respondidas as seguintes perguntas de pesquisa: a) por meio de olhares para si e pelos olhares do Outro, como os alunos transfronteiriços constroem suas identidades e se auto-representam?; b) como os alunos transfronteiriços , por meio de suas próprias narrativas, negociam, revogam e manipulam suas identidades?; c) quais são e como são construídas as representações acerca do pluralismo social, cultural, linguístico e étnico do cenário transfronteiriço pelos alunos que vivem no Paraguai e estudam no Brasil? O presente trabalho está inserido no âmbito da Linguística Aplicada, seguindo as orientações no sentido de rompimento com as fronteiras e limites disciplinares, em direção a uma perspectiva inter/trans/indisciplinar (PENNYCOOK, 2006; MOITA LOPES, 2006; SIGNORINI, 2006; CESAR e CAVALCANTI, 2007; COX e ASSIS-PETERSON, 2007; PIRES-SANTOS, 2011, 2012). Foram utilizados para a geração de registros os princípios da pesquisa qualitativa/interpretativista de cunho etnográfico de investigação (ERICKSON, 2001; BORTONI-RICARDO, 2008), tendo como amparo as perspectivas dos Estudos Culturais e Antropológicos (BAUMAN, 2001, 2005; CUCHE, 2002; BHABHA, 2003; HALL, 2006, 2009; CANCLINI, 2011; BARTH, 2011), dos Estudos Educacionais (HYPOLITO e GANDIN, 2003; CANDAU, 2012) e da Sociologia (BOURDIEU, 1989; 1997; ELIAS e SCOTSON, 2000, FOUCAULT, 2002). Os registros para as análises foram provenientes de gravações em áudio e vídeo, notas de campo e entrevistas não estruturadas realizadas com quatro grupos focais, contendo três alunos cada grupo (totalizando doze sujeitos entrevistados). Foram tomadas, assim, as narrativas (PENNA, 1998, MOITA LOPES, 2002; BARROS, 2011) dos sujeitos entrevistados como registro para a pesquisa, sendo seus discursos, e a maneira como eles se constroem, objeto primeiro de análise. A pesquisa evidenciou que as construções identitárias dos alunos transfronteiriços são marcadas por questões de territorialidade, ideologia e poder. Pelas histórias narradas, é possível perceber que tais alunos, muitas vezes, conseguem negociar, revogar e manipular suas identidades, tendo a possibilidade de escolher o lugar ao qual querem pertencer e quem querem ser, evidenciando o caráter instável e relativo das mesmas. No entanto, esses sujeitos acabam sentindo-se pressionados a terem que escolher apenas uma etnia/nação a qual pertencer e somente uma língua para utilizar no contexto escolar monocultural/monolíngue marcado pela predominância do português como língua hegemônica

The plurality of worlds has had a long history in England, which has not gone unnoticed by scholars. Historians have tended to view this English pluralist tradition as similar to those found on the continent, and in doing so have failed to fully understand the religious significance that the plurality of worlds had on English thought and society. This religious significance is discovered through a thorough investigation of plurality as presented by English natural philosophers and theologians, and in so doing reveals much about England in the seventeenth century. As natural philosophers incorporated plurality within the larger framework of natural theology, it became a weapon of science and reason to be used against the unreasonable atheists of late seventeenth-century England.

The diploma thesis combines the theoretical concepts of postmodernism and biopower, that are subsequently applied to the particular issue of covering Muslim women living in the Czech Republic. This problem includes the religious, gender, media, social and philosophical level. Each of them is supported by key authors who are experts in this issue. Michel Foucault's concept of biopower, that covers both social and individual bodies through power discourse, interferes with the clothing, that gender attribute, like the Muslim veil, is based on the ideas of Judith Butler. The priority is the ambivalent conception by Jean-François Lyotard, as a kind of conflict, the outlet of which is pluralistic debate. The aim of the thesis is to find a tolerant solution of the current erratic situation in the collision of European and Middle Eastern cultures in the Czech Republic, like wearing the Muslim veil, as the expression of Islam in public with applying Lyotard's demanding ethics of accepting pluralism as an alterity. Key words: postmodern, contradiction, biopower, Muslim veil, media discourse, gender, plurality

In 1958 the German philosopher Hannah Arendt released The Human condition, a book in which she famously discusses the terms of life on earth. Amongst her many important contributions to the field of political thinking that this book contains, her understanding of the two concepts natality and plurality perhaps make up the most groundbreaking and influential ones. Natality, for Arendt, is what constitutes man’s capacity to begin. The new beginning which every newborn born into the human world inherently entails is closely related to the human condition of plurality. This essay aims at understanding how Arendts analysis of the human conditions of natality and plurality together shapes the collective life of humans. With comments from feminist philosopher Adriana Cavarero who proposes a critique of Arendt’s understanding of natality as being far too abstract, and political thinker Chantal Mouffe, who critiques Arendt for having an unrealistic understanding of the common world as devoid of antagonistic conflict. The essay also discusses the critique against modernity which Arendt forms against the background of her understanding of the modern era as a time where the human conditions are being neglected.

Musiktheorie ist eine singuläre Erscheinung: Keine andere künstlerische Disziplin hat eine derartige Theorie ausprägen können. Die Wandlungen, die nicht nur die Gegenstände der Musiktheorie und ihre theoretische Beschreibung, sondern auch den Theoriebegriff als solchen erfasst haben, haben doch eine grundlegende Tatsache unangetastet gelassen: Die Musiktheorie ist eine Theorie rationaler Strukturen und Verhältnisse, seien sie nun tonsystematisch oder werkbezogen, systematisch oder historisch, mathematisch, kosmologisch, physikalisch oder pragmatisch begründet. Nur als solche konnte sie historische Kontinuität ausbilden. Dass Klang als solcher in einer Theorie dieses Zuschnitts zuerst einmal systematisch ausgeschlossen wird, ist kein Zufall und auch kein behebbares Versäumnis, sondern konstitutiv. Klang wird, wie man aristotelisch sagen könnte, einer Theorie der musikalischen Formen zur Materie, zu dem, was nicht strukturell beschrieben werden kann. Damit wird Klang sozusagen negativ bestimmt als das, was sich der Theorie entzieht – nicht dem theoretischen Zugriff schlechthin, aber diesem speziellen. Indem sich die Musiktheorie dem Klang in seinen verschiedenen Dimensionen zuwendet, wird sie sich in einen anderen Typus Theorie verwandeln müssen bzw. mit anderen Theorietypen in Dialog treten. Aus einer Theorie musikalischer Rationalität wird ein ganzes Ensemble von Theorien unterschiedlicher Rationalitätsweisen, deren Zusammenspiel immer wieder neu austariert werden muss. / Music theory is a singular phenomenon: no other artistic field has been able to develop a theory of this type. Through the centuries, its objects and their theoretical examination and also the concept of theory itself have undergone major changes, while one thing has remained untouched: music theory is a theory of rational structures and relationships, regardless if they are located in the tonal system or the work, sought after in systematic or historical analyses, and founded in mathematics, cosmology, physics or in musical practice. This is what has guaranteed its historical coherence. It is no accident that sound as sound is systematically excluded from a theory of this kind, and this exclusion cannot simply be undone because it is constitutive for this kind of theory. For a theory of musical forms, sound becomes matter in the Aristotelian sense; it turns into something that cannot be described structurally. In this way, sound is negatively determined as that which eludes theory – not theory as such but this particular one. In turning to sound in its various dimensions, music theorists will have to adapt music theory to other types of theory. A theory of musical rationality will turn into an ensemble of theories whose interplay will constantly have to be rebalanced.

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This thesis examines the role of the former national screen agency in Scotland, which was in charge of distributing public funds for screen activity between 1997 and 2010. It examines how external factors such as cultural policy and internal factors such as individual approaches to film funding, affected the agency's perception and remit. The study draws on the institutional logics perspective (Thornton et al., 2012) to frame the interplay of two competing imperatives, one commercial, one creative, affecting the creative industries in Scotland and Scottish Screen's activities more specifically. However, it goes beyond this duality by examining more nuanced factors which significantly affected the organisation's trajectory and remit. Taking into account the predominant logic(s) throughout Scottish Screen's history and focusing on organisational responses during moments of transition or conflict, I use the analytical framework developed by Boltanski and Thévenot in On Justification (2006) to examine criticisms, justifications, and attempts at compromising expressed through official and non-official channels. The thesis outlines how opinions and decisions stemming from disparate views of what is “worthy” affected the agency's activity and funding decisions, as well as the dialogue with its stakeholders. The conclusions extracted from my findings inform existing literature on responses to plurality and challenge some claims made by institutional logic scholars: the first conclusion is that lack of conflict between logics does not necessarily translate into lack organisational conflict, as the latter often derives from different orders of worth which override the commercial-creative logic divide and are incompatible amongst themselves. The second conclusion, related to the first one, is that stability may be enhanced (at least temporarily) in a professional environment dominated by a plurality of logics as long as there is compatibility amongst the orders of worth set forth in pursuit of organisational goals. A third conclusion is related to the examination of some contributions to the orders of worth perspective and the study of plurality and instability in organisational practices, notably Boltanski and Chiapello's (2007) depiction of a seventh world of worth called the ‘projective city' (underpinned by the higher value of activity aimed at creating or maintaining ever-changing networks), and David Stark's (2009) study of plurality and ambiguity management in organisations. My findings suggest that organisational models based on pervasive, horizontal networks capable of transgressing traditional hierarchical structures were never fully deployed in Scottish Screen - traces of these practices are identified, but, overall, actors defended more traditional organisational scripts.

Cette thèse vise à mener une étude détaillée sur la manière dont les penseurs du XIIIème siècle ont appréhendé et utilisé le fameux dictum d’Aristote du De anima II : « l’âme est l’acte premier du corps organique qui est potentiellement en vie » En effet, nous examinons les modalités philosophiques qui ont poussé Bonaventure et Thomas d’Aquin à proposer chacun une lecture originale de ce passage tout en admettant tous les deux que l’âme humaine et le corps ne sont pas à prendre comme deux substances distinctes, mais comme deux parties qui constituent l’essence d’une personne humaine. Nous tentons ainsi de décrire, dans leur processus d’élaboration et de mise en œuvre, ces théories qui visent à nous démontrer l’unité naturelle de l’être humain, ce qui constitue au final des solutions aux problèmes issus de la « two substances view », c'est-à-dire celui du dualisme des substances. / The objective of this thesis is to understand how 13th century thinkers have adopted the famous dictum of Aristotle's De anima II that “the soul is the first act of the organic body potentially having life”. In this perspective, this thesis examines the way in which Bonaventure and Thomas Aquinas, each with his own creativity, elaborated to establish the unity of human being that consist in their claim that the human soul and body are not two distinct substances, but two essential parts of the human nature or a human person. In so doing, this thesis analyses the concepts like “substance”, “hoc aliquid”, “intellective soul” “intellect” etc and their meaning in respective contexts where Bonaventure and Thomas Aquinas give us relevant solutions that can deal with problems arising from the "two substances view", or substance dualism.