Tendo em vista as formas de interação entre os sujeitos e os audiovisuais ficcionais interativos, esta pesquisa teve como objetivo geral a elaboração de diretrizes para a criação de roteiro cinematográfico ficcional multilinear interativo com base na potencialização da experiência estética do espectador. Com o avanço dos aparatos tecnológicos e as inovadoras possibilidades, o iCinema (cinema interativo) ganha maior força e conquista os espectadores quanto à imersão e à participação no processo de decisão da trajetória da história. A partir disso, foram traçados alguns objetivos específicos teóricos: estudar a experiência estética gerada na recepção da narrativa cinematográfica; compreender o fluxo motivacional e o papel dos dispositivos na construção da mise-én-scène; verificar as etapas da construção de um roteiro cinematográfico clássico e a possibilidade de construção multilinear; e explorar métodos multimetodológicos para a pesquisa. Com relação aos objetivos específicos práticos, buscou-se: co-produzir um roteiro de curta-metragem cinematográfico ficcional interativo; realizar um estudo de recepção com profissionais da área audiovisual a partir do roteiro criado; entender a relação dos espectadores com narrativas multilineares e interativas; entender os dispositivos cinematográficos com vistas a potencializá-los na criação do roteiro; e criar diretrizes para a elaboração de roteiros interativos. O crescimento das possibilidades criadas pelos filmes pode ser percebido na ampliação das narrativas fílmicas e nos diversos movimentos propiciados por esta mídia, gerando múltiplas sensações e a intensificação das emoções. Neste contexto, buscou-se responder à seguinte pergunta de pesquisa: como construir uma narrativa cinematográfica ficcional multilinear a partir de dispositivos cinematográficos contemporâneos, fazendo com que o espectador vivencie uma experiência extraordinária? Para responder aos objetivos da pesquisa traçou-se um plano multimetodológico (BAUER, GASKELL, 2008), compreendendo abordagens qualitativa, quantitativa, pesquisas bibliográficas, documentais e empíricas (MERRIAM, 1998; MERKLE, 2000). A abordagem junto aos espectadores teve a participação de 24 pessoas, homens e mulheres, entre 20 e 39 anos, fluentes em internet e novas mídias. O roteiro de curta-metragem cinematográfico multilinear interativo foi criado por Raul Inácio Busarello e Patricia Bieging. O estudo de recepção (JACKS; ESCOSTEGUY, 2005) teve a participação de sete especialistas em produção audiovisual. Verificou-se que a multilinearidade das estruturas colabora com o iCinema e convida o espectador, que espera ser surpreendido, a assumir papéis importantes para o desenvolvimento da narrativa. Evidenciou-se que o gerenciamento da interatividade é o ponto chave do iCinema e um desafio para os roteiristas e para os produtores. Estas desafiadoras experiências permitem maior interação e, até mesmo, imersão e profunda vivência dos sujeitos frente à narrativa. Possibilita, inclusive, a interferência em seu fluxo narrativo, fazendo com que a obra seja reformulada de acordo com as escolhas do espectador. Em resposta à pergunta de pesquisa foram elaborados quatro grupos de diretrizes, que se subdividem, visando à criação de roteiros cinematográficos multilineares interativos, sendo: 1) foco nas estratégias de potencialização da experiência do espectador, subdividido em: criação da narrativa, captura da atenção, realismo da narrativa, personagens e self-experience; 2) dispositivos estratégicos e gerenciamento interativo; 3) gerenciamento das ramificações, subdividido em: manutenção do fluxo, teasers e inatividade do espectador; 4) condução do fluxo narrativo. / Considering the forms of interaction between subjects and interactive fictional audiovisual means, this study aimed at elaborating guidelines to create an interactive multilinear fictional movie script based on boosting spectators\' aesthetic experience. With the advances in technologies and the innovative possibilities they ensue, iCinema has been gaining momentum and conquering spectators as to its immersion and participation in decision-making processes for the plot. From this scenario, specific theoretical objectives were also outlined: to study the aesthetic experience generated from the reception of a movie narrative; to understand motivational flow and the role of devices in building the mise-én-scène; to verify the stages in a classic movie script writing and possibilities for multilinear writing; and to explore multi-methodological methods for the study. Specific practical objectives included: to co-produce an interactive fictional short film script; to study its reception with audiovisual professionals; to understand the relation between spectators and interactive multilinear narratives; to understand the cinema devices and boost their functions in script writing; and to create guidelines to write interactive scripts. The increasing possibilities created by film can be perceived by the broadening of film narratives, and by several movements enabled by such medium, thus generating a multitude of sensations and intensified emotions. In this context, the research question guiding this study was: how can one build a multilinear fictional filmic narrative from contemporary cinema devices in order that spectators have an extraordinary experience? In order to fulfill the objectives of this study, a comprehensive multi-method plan (BAUER, GASKELL, 2008) was devised to approach qualitative, quantitative, bibliographic, documental, and empirical aspects of research (MERRIAM, 1998; MERKLE, 2000). Spectator approach involved 24 participants, men and women with ages between 20-39 that were literate in new media and the Internet. The interactive multilinear short film script was written by Raul Inácio Busarello and Patricia Bieging. The reception study (JACKS; ESCOSTEGUY, 2005) was performed with 7 audiovisual production specialists. It was possible to verify that structural multilinearity collaborates with iCinema and invites spectators, who expect surprises, to take on important roles to develop the plot. It was evident that managing interactivity is the key point in iCinema, and it poses a challenge for screenwriters and producers alike. These challenging experiences allow for greater interaction, and even immersion and profound dedication of subjects to the narrative. It even allows for interference in narrative flow, enabling reformulation of the film according to spectator choices. In response to the research question, 4 groups of guidelines were elaborated and subdivided for the creation of interactive multilinear screenplays, namely: 1) focus on spectator experience boost strategies: narrative creation, attention capture, narrative realism, characters, and self-experience; 2) strategic devices and interactive management; 3) branch management: flow maintenance, teasers, and spectator inactivity; and 4) narrative flow and pacing.

Made available in DSpace on 2016-03-15T19:42:22Z (GMT). No. of bitstreams: 1 Celia Cristina Rodrigues De Donato.pdf: 781065 bytes, checksum: f2ccf5445109924e89208f244d47cea7 (MD5) Previous issue date: 2012-12-13 / The main aim of this research is to investigate the Municipal Theater of São Paulo that was built by the high society s patronage of the São Paulo s coffee industry to be the city s opera house in 1911. The Municipal Theater was recognized as a cultural heritage by its history, architecture and active place, and it offers many attractions, such as the School of Music, the School of Ballet and the Museum. The search had the purpose of checking the relation between who lives in town and at the Municipal Theater, so the focus is directly to the passerby who sits on the steps and their perceptions of the cultural heritage, the Theater attendance, their feelings, the concerned of the Theater, and the exercise of practicing the musical listening, which is a mechanism for an aesthetic experience. Furthermore, others efforts were a better view of the cultural heritage and its important contact, the artistic enjoyment, the cultural mediation, which allowed the cultural heritage s access, the cultural areas and all the artistic languages involved, the belief on the potential of the art and the mediator- educator that influences the art. / Este trabalho buscou levantar a trajetória do Teatro Municipal de São Paulo que foi construído pelo patrocínio da elite cafeeira paulista para ser a casa de ópera da cidade em 1911. Reconhecido como patrimônio cultural por sua história, por seu valor arquitetônico e por ser um espaço culturalmente atuante, oferece uma extensa programação de espetáculos e ações educativas, como a Escola de Música, Escola de Dança e o Museu. A pesquisa de campo visou verificar qual é a relação do habitante da cidade com o Teatro Municipal, focalizando o transeunte que se senta nas suas escadarias e suas percepções sobre o patrimônio cultural, a frequentação do Teatro, os sentimentos e sensações em relação ao Teatro e ao exercício da escuta musical proposto, tendo a música como dispositivo disparador para a experiência estética. Ressaltou-se a conscientização do valor do patrimônio cultural e a importância do contato, da fruição, da mediação cultural para um acesso mais amplo ao patrimônio cultural, aos territórios culturais e a todas as linguagens artísticas, acreditando na potencialidade da arte e no educador mediador, consciente de sua atuação mediadora em arte.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-07-19T12:39:54Z No. of bitstreams: 1 flaviacamposjunqueira.pdf: 428907 bytes, checksum: faec5751089218e9e6e739b9b5ae2de5 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-22T15:13:56Z (GMT) No. of bitstreams: 1 flaviacamposjunqueira.pdf: 428907 bytes, checksum: faec5751089218e9e6e739b9b5ae2de5 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-22T15:14:05Z (GMT) No. of bitstreams: 1 flaviacamposjunqueira.pdf: 428907 bytes, checksum: faec5751089218e9e6e739b9b5ae2de5 (MD5) / Made available in DSpace on 2016-07-22T15:14:05Z (GMT). No. of bitstreams: 1 flaviacamposjunqueira.pdf: 428907 bytes, checksum: faec5751089218e9e6e739b9b5ae2de5 (MD5) Previous issue date: 2011-05-06 / FAPEMIG - Fundação de Amparo à Pesquisa do Estado de Minas Gerais / O presente trabalho tem como objetivo geral compreender a percepção humana a partir da potencialidade sígnica das linguagens criadas com os recursos materiais de cada período histórico. Sob o argumento de que a evolução material pode afetar a sensorialidade humana, a obra Um homem com uma câmera, do cineasta Dziga Vertov, é analisada a partir da visão de autores modernos e contemporâneos escolhidos para embasarem o pensamento. Focado no início do século XX, o trabalho é contextualizado historicamente para que a produção sígnica dos meios possa ser acompanhada. Inspirado pela semiótica de Peirce, o estudo busca nas perspectivas materialistas, aproximar autores que refletem de alguma maneira sobre as tecnologias de comunicação e a percepção do homem. Apoiado no conceito de signo e nas fases do processo semiótico – Primeiridade, Secundidade e Terceiridade – o trabalho lança mão dos conceitos de choque, afetividade e experiência estética, a fim de entender o período moderno, com seus movimentos culturais e o desenvolvimento urbano-industrial, como responsável pela adaptação do homem a uma realidade esteticamente mais rica. Neste sentido, a definição peirceana de signo serve como ponto de convergência para a articulação de conceitos de matrizes teóricas diversas. Hoje características de linguagens vanguardistas são exploradas pelos meios de forma corriqueira. Sob estes aspectos, a obra de Vertov é resgatada considerando sua linguagem como representativa de uma experiência de realidade cada vez mais baseada nos sentidos, assim como de um olhar moderno, construtor da estética explorada cotidianamente nos meios digitais. / This study aims to understand the human perception from the semiotic potential of the languages created with the material resources of each time. Under the argument that the material evolution can affect the human sensibility, the work A man with a movie câmera, of Dziga Vertov, is analyzed from the perspective of modern and contemporary authors chosen to have grounds to the thought. Focused on the early twentieth century, the work is historically contextualized to monitor the sign production. Guided by Peirce's semiotic, the study seeks on material perspective, the approach of authors who, somehow, reflect upon the technologies of communication and human perception. Based on the definition of sign and the phases of the semiotic process, this work makes use of the concepts of shock, affectivity and aesthetic experience in order to understand the modern time, with its cultural movements and urban-industrial development, as the responsible for human adaptation to a reality aesthetically richer. In this sense, the definition of Peirce’s sign serves as a focal point for the articulation of concepts of various theoretical perspectives. Today, avant-garde features are exploited by media in everyday. Under these aspects, the work of Vertov is rescued considering their language as representative of an experience of reality increasingly based on the senses, as well as a modern look, builder of the aesthetics explored everyday in digital media.

Submitted by Aline Batista (alinehb.ufpel@gmail.com) on 2016-03-04T13:19:23Z No. of bitstreams: 2 Oficinas de arte contemporânea para crianças de pré-escola.pdf: 3094070 bytes, checksum: 4722c69162bfb4b9dadc60536d7a85e2 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2016-03-04T14:23:39Z (GMT) No. of bitstreams: 2 Oficinas de arte contemporânea para crianças de pré-escola.pdf: 3094070 bytes, checksum: 4722c69162bfb4b9dadc60536d7a85e2 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2016-03-04T14:27:18Z (GMT) No. of bitstreams: 2 Oficinas de arte contemporânea para crianças de pré-escola.pdf: 3094070 bytes, checksum: 4722c69162bfb4b9dadc60536d7a85e2 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-03-04T14:30:10Z (GMT). No. of bitstreams: 2 Oficinas de arte contemporânea para crianças de pré-escola.pdf: 3094070 bytes, checksum: 4722c69162bfb4b9dadc60536d7a85e2 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-05-09 / Sem bolsa / A presente dissertação trata sobre o ensino de Arte Contemporânea na pré-escola, buscando descobrir alternativas para a formação pré-escolar, relacionado-a a experiências estéticas e lúdicas, capazes de provocar a ampliação do interesse da criança pela arte. Tendo como objetivo geral observar de que forma atividades relacionadas à Arte Contemporânea são capazes de impactar as crianças. E como objetivos específicos observar quais atividades provocam as experiências estéticas; investigar de que maneiras a Arte Contemporânea é útil para a produção de sentidos da criança, e de que modo tal aquisição de experiência pode participar no desenvolvimento da criança. Sendo assim esta pesquisa se divide em duas etapas a primeira sendo teórica, onde são abordados os conceitos de lúdico, Johan Huizinga (1990); Paulo de Tarso Cheida Sans (1994) e de experiência, Walter Benjamin (1994; 2002); Jorge Larrosa (2006), relacionados ao ensino de Arte Contemporânea, Katia Canton (2009); Anne Cauquelin (2005), assim como de forma breve, é apresentada a importância das Escolinhas de Arte do Brasil, para a mudança no cenário da arte educação para crianças, Herbert Read (1973; 1986); Augusto Rodrigues (1980). A segunda etapa desta pesquisa se deu de forma prática. A fim de alcançarmos os objetivos citados, foram aplicadas oito (8) oficinas de Artes Visuais, durante os meses de março e abril de 2013, em uma turma de pré-escola, de uma escola pública de Pelotas. As oficinas foram relacionadas às várias expressões das Artes Visuais Contemporâneas, e tiveram como foco a produção de artistas brasileiros ou que produziram no Brasil, são eles: Lygia Clark, Frans Krajcberg, Lia Menna Barreto, Regina Silveira, Lygia Pape, Hélio Oiticica e Arthur Bispo do Rosário. Para a produção e desenvolvimento das oficinas, destaca-se a utilização de uma coleção de livros paradidáticos de arte contemporânea, voltados para as crianças, trata-se da coleção “Arte à Primeira Vista” de Valquíria Prates e Renata Sant’Anna (2009), que serviram como mediadores entre a obra dos artistas apresentados e as crianças, sendo que o design e impressão dos livros permitiram que as crianças tivessem seus sentidos provocados, por meio do tato e da visão, sempre com texturas, imagens, cores e textos referentes aos materiais utilizados e às poéticas, presentes nas obras dos artistas. / This thesis deals about the education of contemporary art in preschool, looking for new alternatives of preschool’s formation, connecting the aesthetics and ludic experiences, able to cause the ampliation of children’s interest for the art. The general objective is notice how the contemporary art can affect the children, and as specific purpose notice how the activities cause the aesthetics experiences; research how the contemporary art is useful for the formation of child’s senses, and how such experience can participate in the formation of the child. So this research have two steps: the first one is theoretical, where are addressed the concept of ludic, Johan Huizinga (1990) and Paulo de Tarso Cheida Sans (1994); and of experience, Walter Benjamin (1994; 2002), Jorge Larrosa (2006); related to the education of contemporary art Katia Canton (2009), Anne Cauquelin (2005); as well as presents briefly the importance of Preschool of Art in Brazil, for the change of children’s art education, Herbert Read (1973; 1986) and Augusto Rodrigues (1980). The second step of this research occurred by experience. In order to reach the objectives mentioned, were applied eight (8) workshops of Visual Art, in march and april of 2013, in a preschool class, in a public school of Pelotas. The workshop were related to many expression of Visual Contemporary Art and were focused in the production of Brazilian Artists, such as Lygia Clark, Frans Krajcberg, Lia Menna Barreto, Regina Silveira, Lygia Pape, Hélio Oiticica and Arthur Bispo do Rosário. For the workshop production and deployment stands out the use of a paradidatic book collection of contemporary art, made for childrens - “Arte à Primeira Vista” - by Valquíria Prates and Renata Sant’Anna (2009), which was used as a mediation between the work of the submitted artists and the children; whose design and the print of the books allowed the children to have the senses stimulated, by the touch and the eyesight, through textures, images, colors and text related to the materials used and the poetics in the works of the artists.

Concept of pragmatic pedagogy is based on the education by experience, which is essential for an individual's development and for the directing of the individual's abilities. Art provides a form of specific experience based on which you can cultivate cognitive and emotional conditions of value judgments and thus contribute to the moral development of a child. The processes of experiencing, interpreting and evaluating the work of art are based on everyday experience and it relates to both the unique requirements of an individual and the conditions of a certain socio-cultural environment in which he lives.

La transgression discursive que constitue le street art peut s’exprimer dans divers espaces. Si les œuvres apparaissent tout d’abord dans la rue, leurs reprises sur les réseaux socionumériques leur octroient de nouvelles spatialité et temporalité ; elles sont alors non seulement inscrites dans la durée, mais également intégrées dans un nouvel « effet de sens ». Passant d’un mur urbain à un mur socionumérique, cet acte subversif engage à la constitution d’une communauté autour d’une thématique ou un centre d’intérêt plus ou moins politisé. L’Egypte voit le street art soudainement apparaître dans ses rues et se répandre comme une traînée de poudre sur les réseaux socionumériques dès le soulèvement insurrectionnel de janvier-février 2011. A partir de ce constat, il s’agit d’étudier la contribution de la médiation socionumérique du street art, prise en charge par des communautés activistes, à un agir des collectifs politiques. Ce travail de thèse a pour principal objectif de vérifier dans quelle mesure ces collectifs s’instituent en un public politique revendiquant la chute d’un régime ainsi que la mise en place d’un pouvoir civil et démocratique. Une approche pragmatiste, associant une « théorie de l’action » deweyienne à une sémiotique peircienne, est mise à l’œuvre afin d’observer les actions d’un public. Celles-ci sont suscitées par des dispositifs médiatiques, dont les auteurs insèrent dans leur discours des images street artivistes, générant des récits mythographiques victimaires et martyrologiques. / The discursive transgression of street art can be expressed in various spaces. In the street for a first appearance, but the coverings on the social networks give new spatiality and temporality to a work, they now inscribe it in duration as well as in a new "effect of meaning". Moving from an urban wall to a sociodigital wall, subversion commits to the constitution of a community around a thematic or a more or less politicized center of interest. Egypt in 2010 sees street art suddenly appearing in its streets and spreading like wildfire on the sociodigital networks from the insurrectional uprising of January-February 2011.From this observation, it will be necessary to study the contribution of the social media mediation of street art, taken over by activist communities, to incite political collectives to an action. This work of thesis will try to verify to what extent these collectives are instituted in a political public demanding the fall of a political regime as well as the establishment of a civil and democratic power. A pragmatist approach will combine a deweyian "theory of action" with a Peircian semiotics in order to observe the actions of a political public. These are aroused by media devices, which include street artivist images in their speeches, generating victimary and martyrological mythographic narratives.

Depuis la fin du XXe siècle, notre monde a été affecté par une grande mutation des activités humaines. Dans cette mutation, les sciences de la cognition jouent sans doute un rôle central. Le développement des sciences cognitives, surtout depuis sa phase de Seconde Cybernétique, fait émerger de nouveaux paradigmes et offrent au monde humain la nouvelle génération des technologies de l'informatique – le numérique. En parallèle avec les technologies numériques qui ont profondément transformé le rapport sensible de l’être humain au monde, les dispositifs scientifiques et conceptuels mis en œuvre dans la Seconde Cybernétique ont également provoqué un grand retentissement dans tous les domaines scientifiques et philosophiques occidentaux. Ces dispositifs nous conduisent à ré-évaluer les connaissances déjà modélisé dans le cadre de la modernité à partir d’une approche totalement nouvelle, celle du système évolutif. Le retentissement de la Seconde Cybernétique a un impact fort dans le domaine de l'art. D'une part, les technologies numériques offrent à la création artistique de nouveaux moyens techniques de modélisation de l'œuvre d'art en s'accompagnant de l'apparition de nouvelles expressions artistiques, de nouvelles esthétiques et de nouveaux enjeux pour les représentations artistiques. D'autre part, les dispositifs conceptuels et scientifiques mis en place par la Seconde Cybernétique ont conduit les théoriciens de l'art et les esthéticiens à réévaluer les phénomènes artistiques (l’œuvre d’art, l’activité artistique, la perception esthétique, l’évolution culturelle de l’art, etc.) dans une perspective totalement nouvelle de l’esprit : le naturalisme de l’esprit. Mes travaux tentent de proposer une réflexion sur l’œuvre d’art en relation avec la cognition à partir des dispositifs scientifiques, technologiques et conceptuels constitués dans le cadre de la Seconde Cybernétique, mais aussi à partir des dispositifs conceptuels issus de l’art lettré traditionnel chinois. Les deux paradigmes de pensées du réel, tout en étant à l'origine de deux cultures très éloignées et très différentes, révèlent par contre un même principe de l'appréhension du monde. À partir de ce principe, la réalité doit être analysée en tant que phénomène d’émergence en cours relevant d'un rapport d'interaction ; le monde se définirait comme réseau des relations dynamiques capables de s'auto-organiser pour l’émergence de nouvelles structures. Cette approche du réel nous conduit à reposer la question de l’œuvre d’art, à la fois en tant qu’objet de création et en tant qu’objet de réception esthétique, à partir des nouveaux paradigmes liés aux processus d’émergence comme processus biologiques ou processus numériques. Cette thèse peut être résumée par les quatre points suivants : 1. L’art relève d’une capacité cognitive créatrice qui résulte de la phylogenèse de l’espèce humaine et qui est individualisé par le développement ontologique de chaque personne. 2. L’art, comme culture, relève d’un système d’appréhensions cognitives du réel ; ce système s’organise dans le même principe que l’algorithme évolutionniste basé sur la variation, l’accumulation, la sélection darwinienne et l’hérédité. 3. L’œuvre d’art relève d’une extériorisation expressive de l’artiste, de ses états mentaux, de son imaginaire du réel se produisant dans son cerveau ; la création de l’œuvre d’art s’inscrit dans un processus d’émergence qui relève d’un rapport dialectique s’effectuant entre un schéma mental se produisant dans le cerveau de l’artiste et son extériorisation progressive en œuvre d’art par les actions. 4. Les systèmes numériques, à la fois en tant qu’outils technologiques autant que paradigme de représentations du monde, constituent une interface d’interaction entre les différentes cultures dans le cadre de la création artistique. / Since the end of 20th century, our world has been affected by a grand mutation of human activities. The cognitive science plays the central role without any doubt in this mutation. The development of the cognition science, especially since its second cybernetic phase, does emerge new paradigms and offers a new computer science generation, digitization, to the world. In parallel with the digital technologies that has profoundly transformed human senses to the world, the scientific and conceptual devices implemented in the second cybernetics have also caused a great impact in almost all scientific and occidental philosophic aspects. These devices made determinant concepts for all contemporary theories of evaluative system in the world. We propose to, based on this concept, revaluate all modelled knowledge in the context of modernity. The impact of the second cybernetics has a strong impact in the art’s field, as well as in the theoretical studies of the art in the creation of art’s works. On one hand, digital technology, especially the artificial intelligence systems and devices from the second cybernetics, provides the artistic creation of new techniques for modelling the artwork accompanied by the emergence of new arts, new look and new challenges for the performing arts. On the other hand, conceptual and scientific arrangements put in place by the second cybernetics, led the art theorists and designers to evaluate the artistic phenomena (the work of art, the artistic aesthetic perception, cultural evolution, art, etc.) in a totally new perspective in mind: naturalism of spirits. My work attempts to propose a reflection on the work of art related to cognition which based on scientific, technological and conceptual devices, set up within the framework of the second network device, but also from the ancient chinese concept from the mind, especially taoist and chinese lettered thoughts.The two paradigms of thinking, while the origin of the two cultures are very remote and different, but released from the same principle of the understanding of the world. Based on this principle, the reality must be analysed as a phenomenon of the emergence ; the world would be defined as a network of relationships and self organize to the emergence of new structures.This approach leads us to raise the question on the issue of work of art, at the same time as a subject of creation, as an object of esthetic reception and an artifact which is a network of intersubjective relations (culture), based on the new paradigms associated with processes of emergence like biological processes or digital processes. This thesis can be conclute by the four following points: 1. art is a creative cognitive ability, which is the result of the phylogeny of human beings and is tailored to the ontological development of each individual. 2. Art, like culture, releases a real concern cognitive system. this system is on the same principle as the evolutionary algorithm based on the change, the accumulation, darwinian selection and heredity. 3. the work of art is an representation of the artist's expression, of his mental states, of his imagination of the real occurring in his brain; the creation of a work of art is a part of the process of development which releases a dialectical relationship between a mental pattern produced in artist’s brain and his progressive expression of work of art. 4. the digital systems, at the same time as technological tools as well as the paradigm of representations of the world, build up an interface of interaction between different cultures in the context of artistic creation.

In der vorliegenden Arbeit mit dem Titel „Ästhetische Erfahrung und Bildung – eine phänomenologische, bildungstheoretische und pädagogische Neubetrachtung“ steht das Phänomen der ästhetischen Erfahrung im Mittelpunkt. Ausgehend von einer phänomenologisch orientierten Beschreibung, Analyse und Interpretation konkreter Erfahrungen (musikalische Hörerfahrung und alimentäre Erfahrung) wird die zentrale These belegt, dass das Ästhetische sich erst in der Erfahrung der Zeit als Verweilen konstituieren kann. Im ästhetischen Verweilen kann sich der Eigensinn ästhetischer Erfahrung eröffnen, indem das Sinnlich-Leibliche zeitweilig und imaginativ überschritten wird. So hebt sich das ästhetische Verweilen aus der Zeit des Alltäglichen heraus und bringt einen gewissen Bruch in das objektive, lineare und messbare Zeitverhältnis ein. Das Ereignis des ästhetischen Verweilens, das passive Momente aufweist, kann eine ästhetische Reflexivität ermöglichen, die das Verhältnis des Menschen zur Zeit und zugleich zu den Objekten und Situationen erfahrbar werden lässt, in denen das Verweilen stattfindet. Das temporale Distanzverhältnis des Menschen zur Zeit kann nicht zuletzt als eine ästhetische Freiheit erfahren werden, d. h. als eine Freiheit in der Zeit und für die Zeit. Die zentrale These der Arbeit wird ferner an einer klassischen Position innerhalb der Tradition der ästhetischen Erziehung und Bildung (Schiller) geprüft und geschärft. Dabei rückt das Verhältnis von ästhetischer Erfahrung, Erziehung und Bildung in den Vordergrund. Darauf bezogen werden ästhetische Erziehung und ästhetische Bildung als zwei unterschiedliche aber zugleich aufeinander bezogene Praxen des Umgangs mit der Zeit bestimmt und in ihrem Wechselspiel pädagogisch fruchtbar gemacht. / This dissertation, entitled “Aesthetic Experience and Bildung – a phenomenological, theoretical and pedagogical reconsideration”, focuses on the phenomenon of aesthetic experience. On the basis of a phenomenologically oriented description, analysis and interpretation of concrete experiences (the experience of musical listening and the experience of eating and drinking), this work tries to show that the aesthetic can be first constituted in the experience of time as experience of lingering (Verweilen). The inherent logic of aesthetic experience can emerge in the aesthetic lingering due to an imaginative and temporal transgression of the sensual-bodily. Thus, the experience of aesthetic lingering stands out from everyday time and breaks to an extent with the objective, linear and measurable relationship of time. The event of aesthetic lingering, which exhibits passive moments, can make aesthetic reflexivity possible. Aesthetic reflexivity enables human beings to experience their relationship to time and, at the same time, to the objects and situations in which they linger. The temporal distance relationship to time can be also experienced as an aesthetic freedom, i.e. as a freedom in the experience of time and for experiencing time. Furthermore, the central thesis of the work will be examined and sharpened with regard to a classical position within the tradition of aesthetic education (Schiller). In doing so, the relationship between aesthetic experience, education and Bildung comes to the fore. A pedagogical perspective on this relationship is developed defining aesthetic education (ästhetische Erziehung) and aesthetic formation (ästhetische Bildung) as two different practices of dealing with time, which are both dependent on the experience of the aesthetic.

This thesis offers a reading of GQ South Africa 2000, the first glossy men’s magazine to be launched in South Africa (in 2000). It traces the possible iconographical genealogy of glossy men’s magazines to canonical erotic artworks and examines the aesthetic conventions used by GQ to elevate its contents through an implied association with art. This thesis, furthermore, investigates the commonalities between GQ, a ‘mainstream’ publication, and ‘pornography’ (as defined by the United States Civil Rights Ordinance 1985). In this way, the fluid impermanence of ‘art’, ‘pornography’ and ‘popular culture’ as typologies is highlighted. The new taxonomy of ‘gentlemen’s pornography’ is introduced in order to counter the notion that material that has the gloss of ‘high culture’ and is deemed socially acceptable, cannot be pornographic. This thesis submits that a critical reading of glossy men’s magazines from an interdisciplinary perspective is imperative in order to reveal their ideological assumptions. The ideological position that informs this study is the radical feminist belief that pornography objectifies and subordinates women and is, therefore, harmful. The thesis is simultaneously grounded in the theoretical methodologies of visual culture and art history, and as such assumes the intonation of these disciplines. From a Postmodern point-of-view, popular visual culture not only wields power in terms of generalising (capitalist and sexist) western paradigms, but is also skilful at masking its significant influence in doing so. For this reason, this dissertation endeavours to raise a critical dialogue concerning the ideological ‘message’ of glossy men’s magazines. The sometimes antithetical nature of discourse critically centered on gender representation in visual culture may be attributed to the pervasiveness of familiar (and therefore seemingly harmless) female objectification in the popular media. This thesis examines the iconography of gendered stereotypes against the erotic/pornographic, high culture/low culture object/subject binaries, and, furthermore, situates these types in the wider dialectic of ‘obscene’ (off-scene) versus ‘acceptable’ culture. The glossy men’s magazines that form the interest of this study are a trade situated in the alliance of social elitism and representational control over the female body, and, thus, this thesis marks the point of intersection between consumer culture and the politics of display. / Dissertation (MA (Visual Arts))--University of Pretoria, 2003. / Visual Arts / unrestricted

Orientador: Laan Mendes de Barros / Resumo: Esta pesquisa busca analisar os memes políticos a partir da ótica da inserção das pessoas militantes em comportamentos coletivos e compartilhados de apoio ou oposição a candidaturas, tendo em vista o segundo turno das Eleições Presidenciais de 2018. Para tanto, constrói-se uma exploração teórica que leva em conta as transformações da sociedade em vias de midiatização, onde os processos de interação tecidos em redes são híbridos e as lógicas sociais, altamente baseadas no midiático, pois passam a levar em conta dinâmicas desse campo social sobretudo quando se observa as instituições e mobilizações políticas. O trabalho se baseia no pensamento político de Jacques Rancière (1996, 2009, 2012, 2016), para quem a política é a contestação da ordem policial que estabelece hierarquicamente lugares definidos a serem ocupados pelos indivíduos e uma partilha do sensível consensual, não se restringindo à estrutura jurídico-política de gestão dos interesses coletivos. São apresentados, então, partindo de Dawkins (2018 [1976]) e Shifman (2014), os desdobramentos investigativos que enquadram os memes como elementos dotados de sentidos que encontram nos sites de redes sociais um ambiente fecundo para se multiplicarem e serem capazes de conformar ação política. Com base, especificamente, nos memes de ação popular, caracterizados por ações coletivas performáticas com teor comportamental apropriados por essas militâncias para pautar discussões, visa-se compreender se eles instituem o que Braga (... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research seeks to analyze the political memes from the perspective of the insertion of the militants into collective and shared behaviors of support or opposition to candidacies, in consideration of the second round of the 2018 Brazilian Presidential Election. For this, a theoretical exploration is constructed to take into account the transformations of the society in the process of mediatization, where the processes of interaction that woven into networks are hybrids and the social logics are highly based on the media since they adopt dynamics of this social field which is noted especially when observing the political institutions and mobilizations. This work is based on the political thinking of Jacques Rancière (1996, 2009, 2012, 2016), for whom politics is the contestation of the police order that establishes hierarchically defined places to be occupied by people and a consensual distribution of the sensible, not restricting itself to the juridical-political structure of management of the collective interests. Then, are presented, starting from Dawkins (2018 [1976]) and Shifman (2014), the investigative unfoldings that frame the memes as meaningful elements that find in social networking sites a fruitful environment to multiply and be able to conform political action. Based specifically on the memes grassroots action, characterized by collective performatic actions with behavioral content appropriated by these militants to guide discussions, it is sought to understan... (Complete abstract click electronic access below) / Mestre