Orientador : Zelico Loparic / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-07-14T02:44:12Z (GMT). No. of bitstreams: 1 Augusto_SuzeteMotta_M.pdf: 23468377 bytes, checksum: a63609a53385f8cc994ce0a0959e81da (MD5) Previous issue date: 1992 / Resumo: Não informado / Abstract: Not informed. / Mestrado / Mestre em Filosofia

Orientador: Pedro Laudinor Goergen / Tese (doutorado) - Universidade Estadual de Campinas. Faculdade de Educação / Made available in DSpace on 2018-08-04T16:21:32Z (GMT). No. of bitstreams: 1 Longhi_ArmindoJose_D.pdf: 948708 bytes, checksum: 33dc15e56ec6069a41d2775148c8f3ff (MD5) Previous issue date: 2005 / Resumo: O presente trabalho pretende examinar a ação educativa na perspectiva da teoria do agir comunicativo e tem como objetivo identificar o tipo de ação produzida pela interação professor-aluno no contexto da instituição escolar. O estudo é resultado de uma pesquisa bibliográfica e o referencial teórico é a obra de Jürgen Habermas. Busca analisar o conceito de agir comunicativo sob o aspecto da linguagem e do discurso. Define competência comunicativa. Analisa a linguagem como o meio gerador do agir comunicativo, o entendimento como o meio gerador do consenso e as pretensões de validade. Explicita o conceito de discurso e a sua legitimidade é obtida mediante o uso de regras procedimentais. Pretende aplicar o referencial teórico na análise da ação educativa. Busca localizar simbolicamente a instuição escolar na inter-relação entre os conceitos de sistema e mundo da vida. Apresenta uma tipologia das ações educativas realizadas nas instituições sociais. Descreve os contextos de interação das relações funcionais, das interações entre os membros adultos da instituição escolar, das interações entre adultos e alunos, e das interações entre os próprios alunos. Expõem as relações entre os tipos de ações realizadas na escola e o saber neles materializado, a forma de argumentação utilizada, o modelo de racionalidade existente e o modo como se manifestam nos contextos educacionais. O agir comunicativo comprende aquelas ações orientadas para o entendimento e o agente é o sujeito competente lingüisticamente para agir na busca do consenso. A ação educativa compreende as ações intencionais cuja finalidade (imediata ou futura) é a formação do aluno, segundo os critérios de uma teoria crítica da educação e os agentes são os profissionais integrantes da comunidade escolar. A interação professor-aluno é assimétrica e deve estar intencionalmente orientada para a formação do aluno. A escola, entendida como um contexto social e historicamente determinado, por um lado, cumpre a função sistêmica quando realiza ações orientadas para o produto e, por outro, cumpre a função simbólica quando realiza ações orientadas para o entendimento / Abstract: The present work intends to examine the educational action in the perspective of the theory of acting talkative having as objective to identify the kind of action produced by the interaction teacher-student in the context of the teaching institution. The study is the result of a bibliographical research and the theoretical referencial is based on Jürgen Habermas work. It looks for to analyze the concept of acting talkative on the aspect of the language and of the speech. It defines talkative competence. It analyzes the language as the generator way of the acting talkative, the understanding as the generator way of the consent and the validity pretenses. It explicit the speech concept and its legitimacy is obtained with of the use of proceeding rules. It intends to apply the theoretical referencial in the analysis of the educational action. It looks for to locate by symbols the school institution in the interrelation between the concepts system and world of the life. It presents a typology of the educational actions accomplished in the social institutions. It describes the contexts of interaction of the functional relationships, of the interactions among the adult members of the school institution, of the interactions among adults and students, and of the interactions among the own students. It exposes the relationships among the types of actions accomplished in the school and the knowledge in them materialized, the way of argumentation used, the model of existent rationality and the way as they show in the educational contexts. It acting talkative comprehends those actions guided for the understanding and the agent is linguistically the competent subject to act in the search of the consent. The educational action embraces the intentional actions whose purpose (immediate or future) is the student's formation, according to the criteria of a critical theory of the education and the agents are the school community's professionals members. The interaction teacher-student is asymmetric and must be intentionally guided to the student's formation. The school, understood as a social and historically determinated context, on one side, executes the systemic function when it accomplishes actions guided for the product and, for other side, it executes the symbolic function when it accomplishes actions guided for the understanding / Doutorado / Historia, Filosofia e Educação / Doutor em Educação

M.A. / When fighting against the dominance of instrumental reason, aesthetic consciousness always admitted its allegiance to ‘another state of being,’ i.e., to the explosive break with the continual inertia of linear social development. In the literature written at the turn of the 20th century this was symbolized in the ‘life of danger’ that contrasted with the normality of ordinary bourgeois life. This study shows that Baudrillard no longer believes in ‘another state of being’ with explosive force. In Baudrillard's theory of simulation, the crisis of overproduction in capitalism is to be understood as the total shift of production into reproduction. His position has consequences for the idea of the catastrophic nature of the present social situation and for the aesthetic means with which it can finally be thought. Baudrillard calls the catastrophic effect of the threat emanating from simulation an implosion not an explosion, it results from the fact that under pressure from a merely simulated reality, every social energy is expended internally in the play of signifiers, evaporating in some catastrophic process. His aesthetic fascination with events does not seem to have disappeared completely in the process. For Baudrillard, on September 11 2001, the terrorists countered simulation with simulation itself. This is what makes it a true event. What is unthinkable in this event is the use of death in a staged exchange where a whole culture could be attacked. The attack brings back death to a world that pretends it is not there. If political economy is the most rigorous attempt to put an end to death, it is clear that only death can put an end to political economy. Baudrillard encounters an indifference, a void and death at the heart of thought. This leads to apocalyptic tones. For Baudrillard, one only attains to thought when one interiorizes the limit and displaces it. Thinking no longer works except by breaking down and dismantling itself. For Deleuze, on the other hand, to dissent is to affirm other modes of life. Deleuze constructs an entire philosophy of life – conceived as a philosophy of difference. This enables Deleuze to have an affirmative notion of the aesthetic impulse: the artwork as an unexpected event that actualizes the virtual. The virtual is not a general idea, something abstract and empty, but the concept of difference (and of life) rendered adequate. The concept of the virtual gives us the time of life. Pure, virtual being is real and qualified through the internal process of differentiation. Being differs with itself. It does not look outside itself for another or a force of mediation because its difference rises from its very core, from ‘the explosive internal force that life carries within itself’ (Deleuze, 1988: 105). Deleuze conceives of a discrete art with metamorphic force. Deleuze, unlike Baudrillard, manages to pull back from the capitalist void and construct a ‘desiring machine’ to manipulate capitalist simulacra.

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Tesis para optar al grado de Magíster en Filosofía mención Epistemología / La controversia entre JürgenHabermas y NiklasLuhmann estuvo vigente durante aproximadamente tres décadas. El punto de inicio fue una obra conjunta publicada en 1971 (Teoría de la sociedad o tecnología social). El desenlace, el fallecimiento de Luhmann en 1998. Durante este periodo, la obra de ambos autores se mantuvo en constante diálogo, adquiriendo la relevancia de debates tan recurridos como el efectuado entre Karl Popper y Theodor Adorno. En esta investigación pretendemos mostrar que esta controversia (inserta en el contexto no tanto de la filosofía sino de las ciencias sociales) no es ajena al pensamiento filosófico, sino que representa una instancia de renovación de las principales ideas filosóficas en torno a la modernidad, inauguradas por Kant y Hegel. Nuestra postura es que en Habermas y Luhmann se confrontan dos posibilidades de iniciar el pensamiento filosófico y teórico, como algo apriorístico o como un resultado.

Orientador : Michael McDonald Hall / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-07-17T07:59:36Z (GMT). No. of bitstreams: 1 Lima_MarcosAlbertoHorta_M.pdf: 2946192 bytes, checksum: 8e51a5c70e1416ed927de363239ae447 (MD5) Previous issue date: 1992 / Resumo: Não informado / Abstract: Not informed / Mestrado / Mestre em História

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