Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-05-25T12:25:40Z No. of bitstreams: 1 hugotannousjorge.pdf: 978884 bytes, checksum: 0767a84e680db5e1f587a6d90e3a421b (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-02T11:50:00Z (GMT) No. of bitstreams: 1 hugotannousjorge.pdf: 978884 bytes, checksum: 0767a84e680db5e1f587a6d90e3a421b (MD5) / Made available in DSpace on 2016-07-02T11:50:00Z (GMT). No. of bitstreams: 1 hugotannousjorge.pdf: 978884 bytes, checksum: 0767a84e680db5e1f587a6d90e3a421b (MD5) Previous issue date: 2016-02-18 / Mesmo não sendo remissível à filosofia da ciência em seu sentido estrito, o pensamento do psiquiatra e psicanalista Jacques Lacan (1901-1981) é repleto de reflexões típicas dessa área da filosofia. Contudo, a relação entre seu pensamento e a filosofia da ciência do ambiente intelectual no qual iniciou sua produção, a França da primeira metade do século XX, na maioria dos casos, é desconsiderada ou considerada de forma parcial. Embora o filósofo da ciência Émile Meyerson (1859-1933) tenha sido citado de forma explícita e implícita na obra lacaniana significativas vezes, foram encontradas poucas publicações sobre sua relação com Lacan. Buscando contribuir para a análise dessa relação pouco investigada e indicar suas possíveis repercussões, investigamos convergências entre a doutrina de Meyerson em sua obra “Identidade e Realidade” e as produções de Lacan entre 1936 e 1953, além de condições para a apropriação lacaniana dessa doutrina. Concluímos que essa relação esclarece pontos importantes do “primeiro Lacan”, como, p. ex., o conceito de imago, a noção de verdade e a ideia do antropomorfismo das ciências naturais. Concluímos também que essa relação deve continuar a ser investigada porque promete esclarecer certos pontos do pensamento lacaniano. / Even if not includable in philosophy of science in its strict sense, the work of psychiatrist and psychoanalyst Jacques Lacan (1901-1981) has plenty of typical thoughts concerning this branch of philosophy. However, the relation between his work and the philosophy of science from the intellectual environment in which Lacan has initiated his production, France on the first half of the twentieth century, in most cases, is unconsidered or partially considered. Although philosopher of science Émile Meyerson (1859-1933) had been cited in explicit and implicit manners in lacanian works many times, few publications were found about the relation between Meyerson’s work and Lacan’s. Aiming at a contribution to the analysis of this poorly investigated relation and at an indication of its possible repercussions, we here investigate convergences between Meyerson’s doctrine in his work “Identity and Reality” and Lacan’s productions between 1936 and 1953, as well as conditions to the lacanian appropriation of the referred doctrine. We concluded that this relation enlightens important points of “the first Lacan”, such as, for instance, his concept of imago, his notion of truth and his idea of the anthropomorphism in the natural sciences. We also concluded that this relation must be more investigated since it promises to enlighten certain points of the lacanian thought.

This diploma thesis is examining hidden presence of a French author Romain Gary in the works of Émile Ajar. Only after Gary's death the public learned, that Émile Ajar was in fact Gary's pseudonym, although he has publicly denied this connection throughout his life. Because of this unrevealed mystification, Gary was given Goncourt prize twice, despite the fact that each author is only allowed to receive it once. Gary claims in his testament, that an observant reader of his work should immediately discover the connection. Can we agree with him, even if literary critics failed to find out? This work investigates various literary practices used by authors to hide their identity. The "lives" of both authors are presented. Gary did not only create Émile Ajar's life story, he also persuaded his nephew to pose as Ajar in public. The stories are followed by a comparative analysis of eight novels: four published under Gary's name and four under the pseudonym. Comparing the selected works from diverse aspects, we try to answer the principal question: Was it possible to prove that Émile Ajar was Gary's creation during his very lifetime?

Les instances politiques ont de tout temps exilé leurs adversaires, obligeant les proscrits à rompre avec leurs racines et leur histoire. Et si la littérature de l’exil s’est attachée à peindre la souffrance psychique inhérente à l’expatriation, force est de constater qu’à cette fonction cathartique vient parfois s’ajouter une fonction dénonciatrice. En effet, les hommes de lettres exilés ont parfois fait du verbe une arme redoutable dirigée contre le despotisme politique régnant dans leur pays natal. Cette thèse de doctorat se propose justement d’étudier l’imbrication entre le littéraire et le politique dans les littératures caribéennes francophones de l’exil, et plus précisément dans les oeuvres romanesques respectives d’Eduardo Manet et d’Émile Ollivier. D’origine cubaine, Manet a dû fuir la dictature castriste. Ollivier a pour sa part dû quitter son île natale Haïti pour rompre avec la répression duvaliériste. Les oeuvres de ces deux hommes de lettres sont à l’image du conflit politique de Cuba et d’Haïti, et rendent compte du conflit intérieur qui habite les exilés. Comment se manifeste l’arrachement à la terre natale à travers l’oeuvre des exilés politiques ? Pour ces écrivains politiquement engagés, dire l’exil est-il plus une écriture de la nostalgie qu’une littérature des idées ? Quelles sont les limites de l’engagement politique lorsque l’exilé est coupé de sa patrie et de son lectorat originel des décennies durant ? L’adaptation à la terre d’accueil serait-elle un frein à l’engagement politique ? Ces interrogations et bien d’autres seront au centre d’une partie majeure de la réflexion sur la corrélation entre exil et engagement politique. Dans la première partie de ce travail, l’accent est mis sur les spécificités linguistiques, politiques et géographiques de Cuba et d’Haïti, pour souligner tant la richesse multiculturelle des îles natales des écrivains, que les conditions qui ont donné naissance à cette écriture spécifique chez Manet et Ollivier. Cette partie s’attache à montrer que les soubresauts de l’Histoire collective se trouvent intimement liés aux choix personnels de ces deux hommes de lettres. Dans la seconde partie de ce travail, l’étude des différentes stratégies de résistance déployées par les protagonistes et l’arsenal répressif mis en place par les dictatures a été au centre de la réflexion. Une analyse a été consacrée à un enjeu relatif à toutes les littératures caribéennes à savoir l’identité. Dans les oeuvres à l’étude, l’histoire personnelle des protagonistes se trouve toujours liée à l’histoire collective, et chaque parcours est le reflet d’un questionnement incessant sur les origines, les dérapages politiques et la douleur de l’exil. La troisième partie de la thèse est consacrée à la corrélation entre exil et engagement politique. À travers l’étude des paradigmes de l’exil et son remède le retour, des questions majeures ont été formulées : L’engagement n’est-il pas invalidé par l’éloignement de la terre natale et du lectorat originel ? Et dans quelle mesure l’histoire convulsive et éclatée des Caraïbes prend-elle forme aujourd’hui à travers la langue française ? Même si cette thèse est consacrée à l’analyse d’oeuvres littéraires, une étude socio-historique de Cuba et d’Haïti a été entreprise. Cette étude s’est attachée à mettre en exergue le long passé de militantisme commun à ces deux anciennes colonies qui ont triomphé de l’esclavage et de la colonisation. L’histoire est de ce fait une donnée centrale pour l’identité cubaine et haïtienne, mais cet aperçu historique a été mis en annexes vu son caractère plus socio-historique que littéraire. / The political authorities have always exiled their opponents, forcing the outlaws to break with their roots and their history. And if the literature of exile has sought to paint mental suffering inherent to the expatriate, it is clear that the cathartic function is sometimes added a whistleblower function. Indeed, men of letters have sometimes been exiled from the verb a formidable weapon against the political despotism reigning in their homeland. This dissertation intends to study precisely the overlap between the literary and the political in the Caribbean Francophone literature of exile, and specifically in the respective novels of Eduardo Manet and Émile Ollivier. Originally from Cuba, Manet had to flee the Castro dictatorship. Ollivier for his part had to leave his native Haiti to break with the repressive Duvalier. The works of these two men of letters are a reflection of the political conflict of Cuba and Haiti, and reflect the inner conflict that lives in exile. How is the breakout to the homeland through the work of political exiles? For these politically engaged writers, exile say he is writing more of a nostalgia literature of ideas? What are the limits of political engagement when the exile is cut off from his homeland and its original readership for decades? Adapting to the new home would it be an obstacle to political engagement? These questions and many others will be the focus of a major portion of the reflection on the relationship between exile and political commitment. In the first part of this work, the emphasis is on linguistic, political and geographical Cuba and Haiti, to highlight both the multicultural richness of the home islands of writers, that the conditions that gave rise to this entry specific Manet and Ollivier. This section attempts to show that the fluctuations of the collective history are intimately related to the personal choices of these two men of letters. In the second part of this work, the study of different resistance strategies deployed by the protagonists and the repressive arsenal established by dictatorships was the focus of reflection. One analyzed was devoted to an issue related to all Caribbean literatures namely the identity. In the works under consideration, the personal story of the protagonists is always linked to the collective history, and each course is a reflection of incessant questioning about the origins, the very political and the pain of exile. The third part of the thesis is devoted to the correlation between exile and political commitment. Through the study of paradigms of exile and the return remedy, major questions have been formulated: The commitment is it not invalidated by the distance from the homeland and the original audience? And to what extent the convulsive history of the Caribbean and exploded it takes shape today through the French language? Although this thesis is devoted to the analysis of literary, socio-historical study of Cuba and Haiti was undertaken. This study sought to highlight the long history of activism common to the two former colonies that have triumphed over slavery and colonization. The story is thus given a central identity for Cuban and Haitian, but this historical overview has been seen Annexes its more socio-historical than literary.

L'institutionnalisation de Zola, comportant à la fois la consécration d'une image officielle et la labellisation d'un corpus textuel, doit être envisagée à travers des manuels scolaires, histoires littéraires, études critiques et générations de lecteurs, en tant que réconciliation des métadiscours et conciliation des horizons d'attente. Linéarités, stratifications, constellations sémantiques et formelles sont des visions différentes d'un même objet de lecture, à savoir le texte naturaliste. Une entité qui parcourt sans cesse, par le biais du paratexte - documents critiques, sons et images - prolongation de la lecture jusque dans la périphérie de l'espace textuel, un chemin à double sens. De l'univocité sémantique longuement promue sur le plan scolaire à travers une critique de l'intentionnalité au trop plein de « déstructuration » menant parfois à un non sens ; puis de l'approche structuraliste comme réaction contre l'historicité atrophiant les sens et claustrant la spontanéité du lecteur à l'approche thématique libérant les fantasmes de la lecture dans un monde de symboles, le texte zolien cherche à joindre son lecteur. Ainsi, tout au long de notre étude, nous sommes allée à sa rencontre. Nous n'avons fait qu'observer, noter et constater. À présent, nous laissons entièrement aux lecteurs le soin de conclure … et de recevoir. / The process institutionalising Zola, implying both a recognition of an official image and the labelling of a textual corpus should be considered, by examining school text books, history of literature books, essays and other critical studies, and readers' generations as reconciliation of metadiscourses and conciliation among several « horizons of expectation ». Semantic and formal linearities, stratifications, constellations are all different sides of the same reading object, i.e. the naturalistic text. This entity travels incessantly along a doubleway road through the paratext, an extension of the reading experience up to the peripherical text area : critical documents, sounds and images. From the semantic univocity, which was longly promoted at school level thanks to an intention-focused criticism, up to an overdestructuration sometimes leading to nonsense ; then, from the structural approach reacting against that historicity which atrophies sense and confines spontaneous reading up to a thematic approach liberating a whole world of symbols, Zola's text tends to reach its reader. Thus, we have tried to join his text all throughout this analysis. Indeed, we have simply observed, noted and attested. From now on, we assume that it belongs to readers to get to a conclusion and… to receive.

Este trabalho investiga a questão do corpo em Psicanálise tendo como referência a obra de três dos autores fundamentais para o pensamento psicanalítico, quais sejam: Freud, Reich e Lacan. Estuda o problema do corpo percorrendo inicialmente a obra de Sigmund Freud, tendo em vista a forma como seu pensamento se distancia do campo da Medicina e do corpo biológico, articulando uma noção de corpo específica ao campo psicanalítico a partir de conceitos como inconsciente, sexualidade e pulsão (Trieb). Nesse contexto, focaliza a forma como ele funda uma nova disciplina e uma nova prática, na qual a intervenção se faz por meio da palavra. Aborda a obra de Wilhelm Reich, verificando como seu pensamento surge inicialmente a partir das idéias e conceitos freudianos. Focaliza a especificidade da noção de corpo e a forma como ele funda uma teoria e uma técnica ativa de intervenção na clínica, que se distinguem em vários pontos do método freudiano clássico. Examina as perspectivas teórico-clínicas estabelecidas por Jacques Lacan a partir da sua releitura do texto freudiano e da ênfase sobre a linguagem. Analisa como a nova conceituação do inconsciente freudiano, (estruturado como linguagem) e a introdução do conjunto terminológico e conceitual Real, Simbólico e Imaginário permitem repensar o campo psicanalítico e a problemática do corpo em Psicanálise. Destaca a especificidade da proposta teórico-clínica de cada um dos três autores, verificando como, das diferentes concepções sobre o corpo, decorrem formas distintas de abordá-lo na clínica. / This work examines the issue of the body in Psychoanalysis with refeence to the works of three fundamental authors of psychoanalytical thought: Freud, Reich and Lacan. It studies the problem o f the body, initially based on the works of Sigmund Freud, considering the way his thought distances itself from the medical field and the biological body, articulating a notion of body specific to the field of psychoanalysis, taking into account concepts such as unconsciousness, sexuality and instinct (Trieb). In this context, it focuses on the way he establishes a new discipline and a new practice, in which the intervention is made trough the word. It covers the work of Wilhelm Reich, verifying how his thought initially appears from Freudian ideas and concepts. It focuses specifically on the notion of body and the way he establishes a theory and active technique of intervention in the clinic, that distinguishes itself in many aspects of the classic Freudian method. It examines the perspectives of clinical-theory established by Jacques Lacan, from his rereading of the Freudian text and the emphasis on the language. It analyses how the new conception of Freudian unconsciousness (structured as a language) and the introduction of the terminological and conceptual group, Real, Symbolic and Imaginary allows a rethinking of the psychoanalytical field and of the problem of the body in Psychoanalysis. What stands out is the specific nature of each of the three authors clinical-theory proposal checking how the different body conceptions result in distinct methods of dealing with them at the clinic.

Cette thèse étudie Germinal et Au Bonheur des dames d'Émile Zola sous l'angle de l'histoire économique, de l'économie industrielle et du marketing. Elle cherche à déterminer ce que ces deux romans nous apprennent sur le fonctionnement des entreprises de la seconde moitié du XIXe siècle, et comment ils préfigurent l'actualité économique de la fin du XXe et celle du début du XXIe siècle. Les entreprises fictives de Zola sont non seulement représentatives des firmes réelles de l'époque, mais de plus elles rappellent certaines caractéristiques et stratégies de nos entreprises contemporaines. Par ses talents, l'extrême précision de sa méthode de recherche, son approche résolument différente de celle d'un historien de l'économie et son étonnante modernité en ce début du XXIe siècle, Zola rend la lecture de ces deux œuvres essentielle aux historiens de l'économie et aux économistes. La comparaison détaillée entre les entreprises fictives de ces romans et les réalités de l'industrie houillère et du commerce de détail de cette époque témoigne de leur véracité historique. Cette étude vise aussi à établir un parallèle entre les entreprises fictives de Zola et celles d'aujourd'hui en s'appuyant sur leurs caractéristiques et pratiques respectives en termes d'économie industrielle et de marketing. Enfin, cette thèse tente de discerner ce qui, dans le discours de beaucoup d'économistes contemporains sous-entend que l'origine des faits et pratiques économiques étudiés ici ne date que de quelques décennies. / This dissertation studies Émile Zola's Germinal and Au Bonheur des dames from the perspective of economic history, industrial economics and marketing. Its goal is to determine what these novels disclose on how companies functioned in the second half of the 19th century, and to which extent they anticipate the economic reality of the late 20th and early 21st centuries. Zola's fictional companies are not only representative of the real companies of that era but they also reflect some characteristics and strategies of the real firms of the early 21st century. Zola's talents, his meticulous method of research, his technique of economic analysis which significantly differs from that of an economic historian, and his ongoing modernity today make these novels a must for economic historians and economists alike. The detailed comparison between the fictional companies in the two novels and the real conditions in the mining and the retail industries ! vouch for their historical credibility. This study also aims at drawing a parallel between Zola's fictional companies and today's firms by analyzing their respective characteristics and practices in terms of industrial economics and marketing. Furthermore, this dissertation attempts to understand why many contemporary economists seem to suggest that the origin of the economic facts and practices studied here date back a couple of decades only.

A presente pesquisa discute as contribuições do pensamento filosófico-estético e pedagógico de Rudolf Steiner (1861-1925) e da Rítmica de Émile Jaques-Dalcroze (1865-1950) para os processos de ensino-aprendizagem em Música no contexto escolar, especialmente no período compreendido entre 7 e 14 anos de idade. A partir da pesquisa bibliográfica dos textos de ambos os autores, abarcando conferências, publicações e artigos, o trabalho consistiu, primeiramente, em sintetizar alguns conceitos fundamentais para a Antroposofia, ciência do espírito que Rudolf Steiner elaborou no início do século XX, como ampliação do campo de conhecimento das ciências naturais. Steiner adota a cosmovisão de Goethe e Schiller, bem como seu método cognitivo contemplativo, como alternativa ao materialismo mecanicista do pensamento cartesiano. O estudo revela a correspondência entre os pensamentos de Rudolf Steiner e Émile Jaques-Dalcroze em muitos aspectos, comprovando a hipótese da possibilidade de um fecundo diálogo e mútua complementação entre os dois contemporâneos. Dalcroze, em sentido inverso ao de Steiner, parte da observação e da intuição sobre sua experiência prática como docente de Música, compositor e intérprete, para a elaboração de uma filosofia estético-pedagógica. Dalcroze criou a Rítmica como um método ou um caminho para o desenvolvimento de uma escuta criativa, com o corpo inteiro, encontrando a musicalidade na expressão gestual e no movimento corporal. Ambos os autores apresentam uma concepção expandida de ritmo como princípio que urde toda a vida e toda arte, essencial a todo o processo educativo. Eles ainda trazem múltiplas contribuições importantes para a reflexão sobre a prática pedagógica em Música na atualidade, especialmente no tangente à arte de educar pelo ritmo, em que a improvisação e o aspecto lúdico potencializam a expressão criativa em aula. A dialética entre liberdade e estrutura, integrando escuta e corpo pela respiração e o movimento, e a concepção integrada das artes, como processos estésicos e poiéticos complexos, estendem a sua importância à apreciação dos repertórios modernos e pós-modernos na Educação Musical contemporânea. / This research discusses the contributions of Austrian philosopher Rudolf Steiner\'s (1861-1925) philosophical, aesthetic and pedagogical thought and of Austrian-Swiss musician, composer and music educator Émile Jaques-Dalcroze\'s (1865-1950) Eurythmics to the Music teaching-learning process in elementary and secondary school, especially concerning children between 7 and 14 years of age. Based on bibliographical research comprehending original texts - papers and books - and conferences, this work aims at, first of all, providing a synthesis of some concepts that are fundamental to Anthroposophy - a spiritual science founded by Rudolf Steiner at the beginning of the XXth. century and intended to be an expansion of natural science\'s scope of knowledge. Steiner adopts Goethe\'s and Schiller\'s artistic cosmovision and their cognition method, founded on contemplative observation of nature, as an alternative for the mechanical philosophy of Cartesian materialism. The study shows the many matching aspects of Steiner\'s and Dalcroze\'s thoughts, showing that it is possible to establish a prolific and mutual complementary dialogue between these two contemporaries, given that the latter followed the inverse path of the former toward his aesthetic and pedagogical philosophy, taking as starting point an intuitive approach of his own practical experience as Music teacher, composer and performer. Dalcroze created the Eurhytmics as a method or way to develop creative listening with the whole body, finding musicality in gestural expression and body movement. Both authors present an expanded conception of rhythm as the essence of life, that which unites all the arts and should be a component of every educational process. They also bring great contributions to the consciousness about pedagogical practices in Music at present, specially concerning the art of education through rhythm, taking improvisation and its playful nature as resources to enhance the creative expression in class. The dialectics between freedom and structure, integrating listening to the body as a whole through breathing and movement, as well as their integrated conception of Arts as a complex aesthetic and poetic process expand its importance toward the appreciation of modern and postmodern repertoires in the contemporary Musical Education.

O objetivo deste trabalho é analisar os sentidos e significações atribuídos por professores de escolas particulares (de elite) ao Transtorno de Déficit de Atenção e Hiperatividade (TDAH). Muito já foi escrito a respeito da psicopatologização das questões escolares sob o nome de TDAH. Entretanto, poucas são as pesquisas e os estudos dirigidos especificamente à repercussão deste fato na prática dos professores e menos ainda dos professores de escolas de elite do Ensino Fundamental 1 e à compreensão dos sentidos conferidos por eles a este fenômeno. O modelo utilizado é o da pesquisa qualitativa em Psicanálise, e o trabalho está dividido em dois momentos: revisão bibliográfica sobre o tema, discutida criticamente, e a pesquisa de campo por meio de entrevistas semidirigidas. A condução das entrevistas e a análise dos resultados foram psicanaliticamente orientadas pelo referencial teórico freudlacaniano. Primeiramente, levantamos elementos do espaço social e epistêmico que revestem este controverso diagnóstico e quais seus efeitos sobre a subjetividade das crianças. Discutimos a diversidade clínica envolvida nesta nomenclatura, que reduz manifestações subjetivas e sociais à categoria de transtorno. Trouxemos uma reflexão do trajeto organicista do quadro de TDAH e apresentamos um contraponto entre a noção de transtorno e o entendimento de sintoma para Psicanálise como tratamento ao real da angústia. Num segundo momento, analisamos as entrevistas com as professoras e as dividimos em categorias. Constatamos que o discurso do capitalista, aliado ao cientificismo do discurso da ciência, vem trazendo uma série de consequências ao sujeito, entre as quais: transforma a educação em mais uma mercadoria a ser consumida, legitima a transferência da responsabilidade de certos valores educativos próprios às famílias para as mãos da escola, desresponsabiliza aqueles envolvidos com a educação da criança, inclusive ela própria, e subjuga o mal-estar do sujeito a alterações neuroquímicas. Analisando esses aspectos, o trabalho busca evidenciar a permeabilidade do discurso pedagógico ao discurso médico científico hegemônico. Observamos que essa epidemia de TDAH acaba sendo, em grande parte, engendrada por uma sociedade capitalista, calcada no consumo e no lucro e tendo como representante o poder da indústria farmacêutica. Em uma perspectiva contrária às regularidades discursivas dos ditos especialistas, as professoras entrevistadas apresentam particularidades nas condições de enfrentamento dos impasses escolares, inventando, dia após dia, estratégias para lidar com seus alunos. Assim, este trabalho pretende, também, contribuir com um espaço de reflexão ética, visando propiciar práticas educacionais mais críticas / The objective of this work is to analyze the senses and the significances assigned by teachers in private schools (elite group) to Attention Deficit Hyperactivity Disorder (ADHD). Much has been written about the issues of school psychopathology under the name of ADHD, however, there are few researches and studies directed specifically to the impact of this fact on teachers practice - and even less on elite schools teachers of elementary school and the insight of the meanings conferred by them to this phenomenon. The model used is the qualitative research in psychoanalysis and the work is divided into two stages: bibliographic review on the subject, critically discussed, and field research through semi-structured interviews. The conduct of the interviews and analysis of the results were psychoanalytically oriented through Freud-Lacan theoretical framework. First, we raised elements of social and epistemic space lining this controversial diagnosis and its effects on children subjectivity. We discussed the clinical diversity involved in that nomenclature which reduces subjective and social events to the category of a disorder. We have brought a reflection of the organicist path box ADHD and present a counterpoint between the notion of disorder and the understanding of symptom for Psychoanalysis as a treatment to the real of the angst. In a second stage, we analyzed the interviews with the teachers and divided them into categories. We noticed that the capitalist discourse, allied to the scientificism of the science discourse has brought a number of consequences to the subject including: turned education into a commodity to be consumed, legitimized the transfer of responsibility for certain families own educational values to the hands of the school, didnt blame those involved with the child\'s education, including herself, and subdued the malaise of the subject to neurochemical changes. Analyzing these aspects, this work seeks to demonstrate the permeability of pedagogic discourse to the hegemonic scientific medical discourse. We observed that this \"epidemy of ADHD\" ends up being largely engendered by a capitalist society grounded in consumption and income, having for major elective representantive the power of the pharmaceutical industry. On a counter perspective to the discursive regularities of said experts, the teachers who were interviewed show some particularities in terms of confrontation school impasses, \"inventing\" day after day, strategies for dealing with their students. This study also aims to contribute to an area of ethical reflection to provide more critical educational practices

Trata-se de um trabalho que apresenta elaborações teóricas e pesquisa de campo, na modalidade de pesquisa qualitativa, e que teve como objetivo investigar os sentidos e significados atribuídos ao diagnóstico de Transtorno de Déficit de Atenção e Hiperatividade (TDAH) por adultos clinicamente avaliados como portadores do transtorno na infância. Utilizou-se na pesquisa de campo o instrumento de entrevistas semi-dirigidas, ao qual se buscou engajar o espectro da história oral como suporte para esse instrumental. A condução das entrevistas e posterior análise dos resultados foram psicanaliticamente orientadas através do referencial teórico freud-lacaniano. Com o estudo teórico e a revisão da literatura, analisamos as configurações psíquicas que tais fenômenos, como o TDAH, suscitam e seus efeitos no estabelecimento do laço social. Constatou-se, também, que os modos de organização da vida social na atualidade, evidenciam determinadas formas de pensar e agir, dentre as quais se incluem fenômenos como a desatenção, a hiperatividade e a impulsividade. Na pesquisa de campo, dispôs-se um espaço de encontro com os entrevistados, convocando-os a falar sobre o conjunto de sintomas agenciado pelo transtorno, destacando-se suas implicações nos âmbitos da vida familiar, afetiva, do trabalho e na construção da identidade subjetiva. Buscou-se, também, reforçar a pertinência da psicanálise nos casos que colocam em perspectiva certos impasses no processo de alteridade e identidade e que revelam a ação (acting) como forma privilegiada de expressão do mal-estar. Através do ato psicanalítico, torna-se possível propiciar ao sujeito um momento de subversão que possibilita a ruptura com o ponto de apoio que estabelece com o saber construído a seu respeito, para que então se crie algo novo, abrindo espaço para aquilo que escapa à realidade biológica e faz emergir a dimensão simbólica dos processos psíquicos e corporais, a partir da forma singular com que o sujeito pode, então, nomear aquilo que lhe afeta / It is a work that presents theoretical elaborations and a qualitative field research, aimed to investigate the meanings attributed to the diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) by adults clinically assessed as carriers of the disorder in childhood. In the field research, it was used the instrument of the semi-directed interviews, which engaged the spectrum of oral history as support for this instrumental. Interviews conduction and subsequent result analysis were psychoanalytically oriented through the Freudian-Lacanian theoretical framework. With the theoretical study and the literature review , we analyze the psychic configurations such phenomena, as ADHD, raise and their effects on establishment of social ties. It was found that modes of organization of social life nowadays highlight certain ways of acting and thinking including phenomena such as inattention, hyperactivity and impulsivity. In the field research, interviewees were stimulated to talk about symptoms intermediated by the disorder, highlighting its implications in the areas of family, love life, work and the construction of subjective identity. It was also sought to strengthen the relevance of psychoanalysis in cases that put into perspective some of the impasses of otherness and identity process and show the action (acting) as a privileged form of malaise expression. Through the psychoanalytic act, it becomes possible to provide the subject a subversion moment that allows the break with the foothold established with the knowledge built about him, so he can create something new, making room for what escapes biological and brings out the symbolic dimension of psychic and bodily processes, from the singular way in which the subject can, then, nominate what affects himself

A presente pesquisa discute as contribuições do pensamento filosófico-estético e pedagógico de Rudolf Steiner (1861-1925) e da Rítmica de Émile Jaques-Dalcroze (1865-1950) para os processos de ensino-aprendizagem em Música no contexto escolar, especialmente no período compreendido entre 7 e 14 anos de idade. A partir da pesquisa bibliográfica dos textos de ambos os autores, abarcando conferências, publicações e artigos, o trabalho consistiu, primeiramente, em sintetizar alguns conceitos fundamentais para a Antroposofia, ciência do espírito que Rudolf Steiner elaborou no início do século XX, como ampliação do campo de conhecimento das ciências naturais. Steiner adota a cosmovisão de Goethe e Schiller, bem como seu método cognitivo contemplativo, como alternativa ao materialismo mecanicista do pensamento cartesiano. O estudo revela a correspondência entre os pensamentos de Rudolf Steiner e Émile Jaques-Dalcroze em muitos aspectos, comprovando a hipótese da possibilidade de um fecundo diálogo e mútua complementação entre os dois contemporâneos. Dalcroze, em sentido inverso ao de Steiner, parte da observação e da intuição sobre sua experiência prática como docente de Música, compositor e intérprete, para a elaboração de uma filosofia estético-pedagógica. Dalcroze criou a Rítmica como um método ou um caminho para o desenvolvimento de uma escuta criativa, com o corpo inteiro, encontrando a musicalidade na expressão gestual e no movimento corporal. Ambos os autores apresentam uma concepção expandida de ritmo como princípio que urde toda a vida e toda arte, essencial a todo o processo educativo. Eles ainda trazem múltiplas contribuições importantes para a reflexão sobre a prática pedagógica em Música na atualidade, especialmente no tangente à arte de educar pelo ritmo, em que a improvisação e o aspecto lúdico potencializam a expressão criativa em aula. A dialética entre liberdade e estrutura, integrando escuta e corpo pela respiração e o movimento, e a concepção integrada das artes, como processos estésicos e poiéticos complexos, estendem a sua importância à apreciação dos repertórios modernos e pós-modernos na Educação Musical contemporânea. / This research discusses the contributions of Austrian philosopher Rudolf Steiner\'s (1861-1925) philosophical, aesthetic and pedagogical thought and of Austrian-Swiss musician, composer and music educator Émile Jaques-Dalcroze\'s (1865-1950) Eurythmics to the Music teaching-learning process in elementary and secondary school, especially concerning children between 7 and 14 years of age. Based on bibliographical research comprehending original texts - papers and books - and conferences, this work aims at, first of all, providing a synthesis of some concepts that are fundamental to Anthroposophy - a spiritual science founded by Rudolf Steiner at the beginning of the XXth. century and intended to be an expansion of natural science\'s scope of knowledge. Steiner adopts Goethe\'s and Schiller\'s artistic cosmovision and their cognition method, founded on contemplative observation of nature, as an alternative for the mechanical philosophy of Cartesian materialism. The study shows the many matching aspects of Steiner\'s and Dalcroze\'s thoughts, showing that it is possible to establish a prolific and mutual complementary dialogue between these two contemporaries, given that the latter followed the inverse path of the former toward his aesthetic and pedagogical philosophy, taking as starting point an intuitive approach of his own practical experience as Music teacher, composer and performer. Dalcroze created the Eurhytmics as a method or way to develop creative listening with the whole body, finding musicality in gestural expression and body movement. Both authors present an expanded conception of rhythm as the essence of life, that which unites all the arts and should be a component of every educational process. They also bring great contributions to the consciousness about pedagogical practices in Music at present, specially concerning the art of education through rhythm, taking improvisation and its playful nature as resources to enhance the creative expression in class. The dialectics between freedom and structure, integrating listening to the body as a whole through breathing and movement, as well as their integrated conception of Arts as a complex aesthetic and poetic process expand its importance toward the appreciation of modern and postmodern repertoires in the contemporary Musical Education.