Orientador: Gilberto Alexandre Sobrinho / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-26T04:22:34Z (GMT). No. of bitstreams: 1 Cunha_Pabloda_M.pdf: 236445103 bytes, checksum: 0c889333a3acb102c1110258e0701ca6 (MD5) Previous issue date: 2014 / Resumo: Esta pesquisa realiza uma reflexão sobre o filme Pedreira de São Diogo (1962), do cineasta Leon Hirszman (1937 ¿ 1987). Trata-se de uma pesquisa que busca compreender o processo criativo de Hirszman nesse curta-metragem, sua produção e circulação e as motivações que o fizeram eleger e representar o operário como protagonista de sua produção cinematográfica inaugural. Deste modo, respeitando cada uma das etapas da realização cinematográfica, a dissertação é dividida em três partes, cada uma apresenta-se com uma metodologia específica para seu desenvolvimento. Na primeira, o estudo busca, por meio da "Crítica de Processo" (SALLES, 2006), compreender a criação deste filme a partir dos documentos produzidos no percurso de sua realização, sendo os mesmos disponíveis na Cinemateca Brasileira (SP) e no Arquivo Edgard Leuenroth - AEL (Unicamp). Posteriormente, a pesquisa reflete acerca da produção do curta-metragem, examinando seu caderno de continuidade e os periódicos impressos contemporâneos a sua produção, além de analisar sua narrativa cinematográfica e suas influências estéticas. Na última etapa, há o trabalho de pesquisa sobre a recepção crítica do filme, por meio das resenhas publicadas, das ponderações sobre as divergências ideológicas entre as lideranças políticas do Centro Popular de Cultura e os cineastas do Cinema Novo e a representação do operário proposta por Hirszman por meio do conceito de "popular" (RAMOS, 2000; e BERNARDET; GALVÃO, 1983) / Abstract: This research performs a reflection on the movie Pedreira de São Diogo (1962), from the filmmaker Leon Hirszman (1937-1987). This is research that seeks to understand the creative process made by Hirszman, this short film production and distribution and the motivations that did vote and represent the worker as the protagonist of your opening film production. Thus, respecting each stage of filmmaking, the dissertation is divided into three parts, each introduced with a specific methodology for their development. At first, the study seeks, through the Review Process (SALLES, 2006), understanding the creation of this film from the documents produced in the course of its realization, and they are available in Brazilian Cinema (SP) and the Edgard Leuenroth Archive - AEL (Unicamp). Subsequently, the research reflects on the production of the short film examining his notebook continuity and contemporary its production print journals, and analyzing their cinematic storytelling and his aesthetic influences. In the last step, there is research on the critical reception of the film by means of reviews published, the weights on the ideological differences between the political leaders of the Popular Centre for Culture and the filmmakers of Cinema Novo and the representation of worker proposed by Hirszman through the concept of "popular" (RAMOS, 2000; BERNARDET and; GALVÃO, 1983) / Mestrado / Artes Visuais / Mestre em Artes Visuais

Orientadores: Marcelo Gimenes, Antônio Rafael Carvalho dos Santos / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-26T07:13:52Z (GMT). No. of bitstreams: 1 Campos_DanielRibeiro_M.pdf: 10314517 bytes, checksum: 98c61daff17555991c00175fd3b94713 (MD5) Previous issue date: 2014 / Resumo: A década de 1960, no Brasil, foi marcada por uma proliferação de trios formados por piano, baixo a bateria. Nota-se, então, uma mudança na maneira de tocar contrabaixo no contexto da música instrumental no país. A partir do estudo das linhas de contrabaixo de Humberto Clayber de Souza Voto e de Sérgio Portella Barrozo Netto, o presente trabalho pretende identificar alguns padrões rítmicos e melódicos de condução do samba. Num primeiro momento, foram identificados alguns particulares de cada contrabaixista. A seguir, foram encontrados alguns padrões em comum entre os dois contrabaixistas, a fim de descobrir padrões característicos do estilo. Além disso, na construção da linha de contrabaixo, foram extraídos alguns pontos de interação entre os integrantes do trio, interações essas que influenciam diretamente na construção dessas linhas / Abstract: The 1960s in Brazil was marked by a proliferation of trios consisting of piano, bass and drums. It was noticed a change in the way of playing the bass in the context of instrumental music in the country. From the study of the bass lines of Humberto Clayber de Souza Voto and Sergio Barrozo Portella Netto, this work aims to identify some rhythmic and melodic patterns of the bass line in samba. Initially, some particular patterns of each bassist were identified. Afterwards, some common standards and characteristic stylistic patterns were found. Moreover, while studying the bass lines, some points of interaction between the members of the trio were perceived, which have a direct influence in the construction of the bass line itself / Mestrado / Fundamentos Teoricos / Mestre em Música

Orientador: Renê José Trentin Silveira / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-19T09:08:35Z (GMT). No. of bitstreams: 1 Almeida_EdsondeSouza_M.pdf: 1159868 bytes, checksum: 402e04c8ce4d28f8955c1f8b89e5787d (MD5) Previous issue date: 2011 / Resumo: O presente trabalho se propõe a analisar o papel do ensino de Filosofia na formação dos estudantes para o exercício da cidadania, visto ser este preparo a principal justificativa para a recente reincorporação da disciplina em caráter obrigatório no currículo das escolas de Ensino Médio. Para tanto, optamos por uma abordagem histórica da noção de cidadania, partindo da Antiguidade grega, passando pela Época Moderna, com destaque para as formulações de Hobbes e Locke, e culminando com a análise de como ela se manifesta atualmente nas políticas educacionais brasileiras, sobretudo a partir do final dos anos 1990. Esta análise debruçou-se prioritariamente sobre os seguintes documentos oficiais: a Constituição Federal de 1988; a LDBEN (Lei nº 9394/96), que estabelece as novas bases do que seria uma educação para a cidadania; os Parâmetros Curriculares Nacionais (PCN); as Orientações Educacionais Complementares aos Parâmetros Curriculares Nacionais (PCN+); as Orientações Curriculares Nacionais, entre outros. Procuramos demonstrar que tais políticas não proporcionam aos educandos uma efetiva emancipação, posto que se baseiam em uma concepção individualista da cidadania, a ?cidadania nova?, proposta pelos ideólogos do neoliberalismo e voltada à satisfação dos interesses e necessidades do capital. Em contraposição a essa concepção, tentamos apresentar um outra, baseada nos pressupostos do materialismo histórico dialético, mais precisamente nas contribuições de Antonio Gramsci, a qual denominamos ?cidadania da práxis?. O ensino de Filosofia, a nosso ver, pode favorecer o preparo do jovem para essa cidadania, o qual, dentro do espaço escolar, deve contar com a participação decisiva do professor, que se destaca como um intelectual próximo das massas e, portanto, como potencial mediador de um processo didático-pedagógico contra-hegemônico, constituído a partir de um novo princípio educativo que não dicotomize trabalho intelectual e trabalho manual, possibilitando às classes subalternas a educação de si mesmas na arte de governar, como propôs Gramsci. Para tanto, o aluno deve se constituir como novo sujeito histórico capaz de elaborar uma concepção de mundo crítica, consciente, de ser participante na construção da história do mundo e de guiar-se a si mesmo, sem aceitar de modo passivo e servil aquilo que constituirá e definirá sua própria personalidade. / Abstract: This paper aims to analyze the role of philosophy teaching in the formation of students for citizenship, therefore this is the main justification for the recent reincorporation of this required subject in the curriculum of secondary schools. To this, we opted for a historical approach to the notion of citizenship, from the Greek antiquity, through the Modern Era, with emphasis on the formulations of Hobbes and Locke, and culminating with an analysis of how it manifests itself today in Brazilian educational policies, especially from the late 1990s. This analysis leaned at primarily on the following official documents: the Constitution of 1988, the LDBEN (Law nº. 9394/96) down new foundations for what would be an education for citizenship: the National Curriculum Parameters (PCN); Supplemental Educational Guidelines for National Curriculum Parameters (PCN+); National Curriculum Guidelines, among others. Demonstrate that such policies do not provide to learners an effective emancipation, since it is based on an individualistic conception of citizenship, the "new citizenship", proposed by the ideologists of neoliberalism and focused to satisfying the interests and needs of the capital. In contraposition to this conception, we have tried to show another one, based on the assumptions of historical and dialectical materialism, more precisely in the contributions of Antonio Gramsci, which we call ?praxis of citizenship?. The teaching of philosophy, in our view, can help prepare the young for such citizenship, which, in the school environment should have the decisive role of the teacher who stands out as an intellectual close to the masses and, therefore, as potential mediator of a didactic and pedagogic process counter-hegemonic, composed, from a new educational principle that don't dichotomized intellectual job and manual labor, enabling the lower classes an education by themselves in the art of government, as propose Gramsci. For this, the student should it be a new historical subject able to develop a criticize conception of the world, conscious, to be part in the production of the history of the world and guide itself, without accepting passively and servile what will constitute its personality. / Mestrado / Filosofia e História da Educação / Mestre em Educação

Orientador : Fernão Pessoa Ramos / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-02T02:19:00Z (GMT). No. of bitstreams: 1 Maciel_AnaCarolinadeMouraDelfim_M.pdf: 7568011 bytes, checksum: 8ecb0dd5f87fe76c6de8158a5cda6df9 (MD5) Previous issue date: 2000 / Resumo: Não informado / Abstract: Not informed. / Mestrado / Mestre em Multimeios

Orientador : Elide Rugai Bastos / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-08-03T11:18:31Z (GMT). No. of bitstreams: 1 Martins_AnaLuciaLanaNemi_D.pdf: 8786123 bytes, checksum: 84c42018b157ca650665331498157b33 (MD5) Previous issue date: 2003 / Resumo: Este trabalho pretende apontar a proximidade do discurso político de dois intelectuais, um espanhol, José Ortega y Gasset, e outro brasileiro, Almir de Andrade. Formador o primeiro, e herdeiro o segundo, dos debates intelectuais situados nos anos 20 e 30 nos seus respectivos países, ambos apresentam leituras sobre a .cultura nacional" que destoam das tradições políticas liberais sugeridas pelo mundo dos cidadãos construído a partir da Revolução de 1789. O estudo da trajetória e do contexto intelectual de cada um dos autores permitiu observar um traço geracional nos conteúdos de suas obras, especialmente no que diz respeito à idéia de crise da cultura ocidental, à crítica do pensamento liberal e à busca de um sentido histórico que pudesse ancorar a construção do Estado nacional nos seus respectivos países. O objetivo é mostrar que os dois autores, nos anos 30, sugeriam um modelo de modernização e ocidentalização para seus países que, no limite, inviabiliza a inserção da nação no mundo ocidental dos cidadãos / Abstract: This piece of work aims at pointing out the proximity between two intellectuals, Ortega y Gasset, Spanish, and Almir de Andrade, Brazilian. The former, participant of the 1920's and 1930's intellectual debates in his country and the later responsible for the debates in Brazil. Both present views upon the "national culture" putting themselves in a uni que position apart from the traditional liberal policies suggested in the world constructed after the French Revolution. Studying the intellectual context of each of the authors, allowed us to observe generational traces in their writings, especially when it comes to the idea of a western culture crises, criticism on the liberal thought and the search of historical route to be the basis of the construction of a National State. Therefore, the goal here is to show that both authors, in the 1930's, suggested a model of modernization for their countries, that, could make possible insert the State in the western world of citizens / Doutorado / Doutor em Sociologia

Orientador: JoAnne Busnardo / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-03T13:27:13Z (GMT). No. of bitstreams: 1 Zacchi_VanderleiJose_M.pdf: 4492154 bytes, checksum: 69199bd868ac3daed477f60ddc4ae466 (MD5) Previous issue date: 2003 / Resumo: Este trabalho se propõe a discutir os dilemas do professor de língua inglesa diante da posição de hegemonia desse idioma no mundo atual. Primeiramente foi feita uma análise de discursos diversos a respeito do inglês no mundo, globalização e ensino de língua inglesa. Com base nas teorias de Antonio Gramsci e Mikhail Bakhtin, esses discursos foram classificados como hegemônicos, os quais buscam a manutenção do poder dominante, ou contra-hegemônicos, que buscam transformar o estado vigente. Posteriormente foram realizadas entrevistas com professores de língua inglesa da rede municipal de ensino de Belo Horizonte - MG, para avaliar como esses discursos são assimilados no meio educacional. Chegou-se à conclusão de que esses professores são amplamente influenciados pelos discursos a que estão expostos, tanto hegemônicos quanto contra-hegemônicos. Como resultado, foram constatadas inúmeras contradições nas falas dos professores, que são também a expressão concreta de seus dilemas. Essas contradições e dilemas constituem a interdiscursividade, ponto de intersecção entre os enunciados em conflito. A interdiscursividade é efeito do caráter dinâmico e inacabado tanto do discurso quanto do sujeito. Na orquestração de vozes alheias, os professores entrevistados nem sempre foram bem-sucedidos na autoria de um discurso próprio. Os discursos hegemônicos, sendo eles também inacabados, deixam em aberto a possibilidade de transformação, vislumbrada nos depoimentos de alguns professores que mencionaram o ensino crítico como uma forma de contra-discurso / Abstract: This dissertation seeks to discuss the dilemmas of English teachers as a result of the hegemonic position occupied by the English language in the current world. Firstly an analysis of several discourses regarding English in the world, globalisation and English language teaching was carried out. Taking the theories of Antonio Gramsci and Mikhail Bakhtin as a basis, those discourses were classified as hegemonic, which seek to maintain the dominant power, or counter-hegemonic, which seek to transform the status quo. Subsequently English teachers of Belo Horizonte's local public schools were interviewed, in order to evaluate how those discourses are assimilated in the educational sphere. As a conclusion, it was found that these teachers are largely influenced by the discourses that they are exposed to, both hegemonic and counter-hegemonic. Consequently a number of contradictions in the teachers' speeches were noticed, which are also the concrete expression of their dilemmas. These contradictions and dilemmas constitute the interdiscourse, a space where conflicting utterances intersect. Interdiscourse is thus the effect of the dynamic and open character of both the discourse and the subject. In the orchestration of the voices of others, the interviewees were not always successful in authoring their own discourses. Since the hegemonic discourses are themselves also open and in flux, they offer the possibility of change, envisaged in the accounts of some teachers who mentioned critical teaching as a type of counter-discourse / Mestrado / Ensino-Aprendizagem de Segunda Lingua e Lingua Estrangeira / Mestre em Linguística Aplicada

Orientador: Silvio Donizetti de Oliveira Gallo / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-04T00:51:21Z (GMT). No. of bitstreams: 1 Martins_MarcosFrancisco_D.pdf: 1201928 bytes, checksum: 11ef473fe2b74de50f7b48c855dbe365 (MD5) Previous issue date: 2004 / Resumo: A presente tese trata da teoria do conhecimento de Gramsci e do marxismo originário e se divide em duas partes: na primeira, é feita uma revisão crítica da obra marxiana, tendo como foco a epistemologia do materialismo histórico e dialético e suas decorrências ético-políticas; na segunda, procura-se apresentar o paradigma teórico-metodológico gramsciano como continuador da teoria materialista de Marx e Engels. Ao percorrer essas duas partes, a leitura da obra marxiana ganha um viés eminentemente humano-historicista e dialético, próprio daquelas interpretações que pretendem combater a visão economicista e determinista da produção marxiana, resultando em uma compreensão do pensamento gramsciano como ortodoxo, isto é, não idealista e totalmente afeito aos princípios e perspectivas do marxismo originário. Assim compreendido, na conclusão afirma-se que a concepção ontológica, epistemológica e axiológica gramsciana revaloriza a produção e a socialização do conhecimento, identificando-o como elemento de grande importância na luta pedagógico-política para a superação do capitalismo nos dias atuais / Abstract: The objective of this thesis is related to the theory of Gramsci knowledge and the concepts of Marxism. This is divided in two topics. The first topic is a critical review of Marxism as a whole, focusing on epistemology of historic and dialectic materialism and its ethical-political consequences. The second one introduces the Gramsci paradigm methodology and theory in continuation of the materialistic theories of Marx and Engels. While going through these two topics and reading over the works of Marx, we have an eminent humanistic, historic and dialectic view, peculiar to the interpretations of which the intention is to oppose to the determined economic vie typical to Marxism. The result of this is the interpretati of Gramsci as being Orthodox, and not an idealistic, being totally inclined towards the principals and perspective of authentic Marxism. With this in mind, we therefore conclude that the onthologic, epistemologic and a axiologic concept of Gramsci values socialism in its complete form. We can identify this conception as an important mark in the political pedagological struggle to overcome the present capitalistic system / Doutorado / Doutor em Educação

Oral traditions and oral literature have long contributed to human communication. The advent of arguably the most important technology, the written word, altered human ability to create and develop. However, this development for all its potential and scope created one of the most insidious dichotomies. As the written word developed so too the oral word became devalued and pushed to the fringes of societal development. One of the unfortunate outcomes has been a focus on the nomenclatures associated with orality and oral tradition, which although of importance, has skewed where the focus could and should have been located, namely, how to support and maintain the oral word and its innate value to human society in the face of what has become rampant technological developments. It is now ironic that technology is creating a fecund environment for a rebirth of orality. The study aims to mobilize technauriture as a paradigm in order to further embed orality and oral traditions to coherently embrace this changing technological environment. The central tenet of the study is that in order to enhance the status of orality the innate value embodied in indigenous knowledge systems must be recognized. Using the work of Bongani Sitole, an oral poet, as a backdrop the study will demonstrate a basic model that can act as a foundation for the effective integration of orality into contemporary structures. This is based on work that I published in the Journal of African Contemporary Studies (2009). Given the obvious multi-disciplinary nature of the material the work covers a wide cross section of the debate, from questions of epistemology and knowledge in general in terms of oral traditions, through the consciousness and technical landscapes, via the experience with Sitole’s material to issues of copyright and ownership. This work has also been submitted for publication together with my supervisor as a co-author. The study intends to consolidate the technauriture debate and lay a solid foundation to support further study.

Ravel' s "Tombeau de Couperin," a suite for piano, was published in 1918 by Durand. Its first performance was in the Salle Gaveau in Paris in April, 1919. Shortly afterwards Ravel scored four of the six movements of the piano suite for small orchestra, composed of flutes, oboes, clarinets, bassoons, and horns in pairs, English horn, trumpet, harp, and strings, The new version was introduced in America in 1920. The four orchestrated movements, Prelude, Forlane, Menuet, and Rigaudon, have no programmatic content and the titles identify the forms used. "Le Tombeau de Couperin" is a souvenir of World War I. Each movement is dedicated to the memory of a French soldier fallen in battle. The "Tombeau" form dates from the seventeenth century and is a musical "homage" to Francois Couperin, clavecinist of Louis XIV, and one of the great names of French music. "The separate movements, cast in eighteenth century dance forms often used by Qouperin have been described as "tonal wreaths," not too somber nor too profuse, laid with tenderness on an unforgotten tomb." This piece represents Ravel's extreme effort to express himself in the simplest possible manner. The music is subtly archaic; form, line and texture artfully suggest eighteenth century, but the harmony suggests twentieth century. "A transparent serenity full of color and feeling pervades this piece of classic purity written in tribute to Ravel's fallen comrades." A study of the piano suite has been made. The pieces are charmingly and precisely orchestrated. They have been used for a ballet which will not be dealt with.

This thesis argues that Noam Chomsky’s theory of propaganda is a useful way to understand class domination. The strengths and weaknesses of Chomsky’s theory are examined by means of a comparison with Antonio Gramsci’s theory of cultural hegemony. Since work that discusses and analyses Chomsky’s theory is sparse, this piece first gives a detailed explanation of his theory. This requires a short clarification of Chomsky’s terminology, focusing on his definitions of indoctrination and class. Thereafter a thorough account of Chomsky’s ideas regarding class structure, the indoctrinating functions of educational and media institutions and the difference between upper and lower class propaganda are discussed. A common criticism of Chomsky’s arguments is that they are conspiratorial. Thus, following the discussion of Chomsky’s theory I present an argument that Chomsky uses an institutional analysis as opposed to conspiracy theory to reach his conclusions. After arguing that Chomsky has a coherent, logical theory of propaganda that is not conspiratorial, this thesis shifts to a comparison of Chomsky and Gramsci’s theory. The elements of Gramsci’s theory that are relevant to Chomsky are discussed, focusing on their overall similarities, in particular, the question of consent. The final chapter consists of a comparison of the two theories, examining each theorist’s ideas on the nature of education, language, consent and the possible ways in which the lower classes can oppose their own oppression.