A presente pesquisa teve como ponto de partida a experiência com docentes que recebem crianças consideradas da educação especial em duas escolas públicas de uma cidade do interior do Rio Grande do Sul. O estudo investigou o modo como as Rodas de Conversa podem contribuir para a formação continuada de educadores que recebem alunos de inclusão. O objetivo principal foi ofertar condições para que as professoras narrassem suas experiências cotidianas com esses alunos e que, por meio dessas narrativas, pudessem apostar mais na construção de um saber singular acerca de seu fazer docente. As interrogações norteadoras da pesquisa foram: é possível que se produzam movimentos nas narrativas e, quiçá, nas posições discursivas das educadoras através das Rodas de Conversa? As Rodas seriam potentes como dispositivo de formação dirigida a educadores que recebem alunos de inclusão? A metodologia utilizada para a condução e a análise do material foi inspirada na escuta psicanalítica – a atenção flutuante, do lado da pesquisadora; a associação livre, na fala dos docentes; e a temporalidade do a posteriori, na análise dos materiais –, conjugada aos efeitos ético-metodológicos advindos do tema da experiência em Walter Benjamin. As Rodas, pela escuta da dimensão da experiência dos docentes, funcionaram como espaços de acolhimento aos alunos considerados da educação especial, onde muitas vozes, palavras e vivências puderam ser enunciadas, criando assim condições para que se desse o trânsito da “Mão Única” para as “Passagens”. É nesse sentido que apostamos na construção do saber da experiência como via de travessia para uma micropolítica de inclusão nas escolas. / The present research had as a starting point the experience with teachers who assist children with special needs in two public schools in a countryside city of Rio Grande do Sul. The study investigated the way the Conversation Rounds can contribute to the continuous education of teachers who have students from inclusion. The main purpose was to offer conditions for the teachers to talk about their daily experiences with these students and, through these narratives, they could invest more in the development of singular knowledge involving their teaching practice. The questions which guided this research were: Is it possible to produce movement in the narratives and, perhaps, in the discursive attitude of the teachers? Would the Rounds be powerful to a formative proposal directed to the teachers who work with special needs education? The methodology used to conduct and analyze the material at the Rounds was inspired in the psychoanalytic listening – by the researcher’s suspended attention, the free association at the teacher’s talking and the deferred temporality at the material analysis - combined with the ethics-methodological effects from Walter Benjamin’s theme of experience. Using elements like listening, experience, knowledge and truth, several voices, words and experiences could be interlaced and thus, being a way to make working and welcoming special needs students more creative. We can say that the Conversation Rounds, when they go from a “One-way” to “Passages”, they point to the development of knowledge based on experience and, thus having the possibility of becoming an inclusion micro-policy at schools.

A presente pesquisa teve como ponto de partida a experiência com docentes que recebem crianças consideradas da educação especial em duas escolas públicas de uma cidade do interior do Rio Grande do Sul. O estudo investigou o modo como as Rodas de Conversa podem contribuir para a formação continuada de educadores que recebem alunos de inclusão. O objetivo principal foi ofertar condições para que as professoras narrassem suas experiências cotidianas com esses alunos e que, por meio dessas narrativas, pudessem apostar mais na construção de um saber singular acerca de seu fazer docente. As interrogações norteadoras da pesquisa foram: é possível que se produzam movimentos nas narrativas e, quiçá, nas posições discursivas das educadoras através das Rodas de Conversa? As Rodas seriam potentes como dispositivo de formação dirigida a educadores que recebem alunos de inclusão? A metodologia utilizada para a condução e a análise do material foi inspirada na escuta psicanalítica – a atenção flutuante, do lado da pesquisadora; a associação livre, na fala dos docentes; e a temporalidade do a posteriori, na análise dos materiais –, conjugada aos efeitos ético-metodológicos advindos do tema da experiência em Walter Benjamin. As Rodas, pela escuta da dimensão da experiência dos docentes, funcionaram como espaços de acolhimento aos alunos considerados da educação especial, onde muitas vozes, palavras e vivências puderam ser enunciadas, criando assim condições para que se desse o trânsito da “Mão Única” para as “Passagens”. É nesse sentido que apostamos na construção do saber da experiência como via de travessia para uma micropolítica de inclusão nas escolas. / The present research had as a starting point the experience with teachers who assist children with special needs in two public schools in a countryside city of Rio Grande do Sul. The study investigated the way the Conversation Rounds can contribute to the continuous education of teachers who have students from inclusion. The main purpose was to offer conditions for the teachers to talk about their daily experiences with these students and, through these narratives, they could invest more in the development of singular knowledge involving their teaching practice. The questions which guided this research were: Is it possible to produce movement in the narratives and, perhaps, in the discursive attitude of the teachers? Would the Rounds be powerful to a formative proposal directed to the teachers who work with special needs education? The methodology used to conduct and analyze the material at the Rounds was inspired in the psychoanalytic listening – by the researcher’s suspended attention, the free association at the teacher’s talking and the deferred temporality at the material analysis - combined with the ethics-methodological effects from Walter Benjamin’s theme of experience. Using elements like listening, experience, knowledge and truth, several voices, words and experiences could be interlaced and thus, being a way to make working and welcoming special needs students more creative. We can say that the Conversation Rounds, when they go from a “One-way” to “Passages”, they point to the development of knowledge based on experience and, thus having the possibility of becoming an inclusion micro-policy at schools.

This thesis is an examination of the theoretical concepts of Antonin Artaud (1896-1948) and their relation to the Elizabethan theatre. I propose that the dramas of the age of Shakespeare and the environment in which they were produced should be seen as an integral part of the Theatre of Cruelty and essential to its very understanding. The development of the English Renaissance public theatre was at the mercy of periods of outbreaks and abatements of plague, a powerful force that Artaud considers to be the double of the theatre. The claim for regeneration as an outcome of the plague, a phenomenon causing intense destruction, is very specific to Artaud. The cruel and violent images associated with the plague also feature in the theatre, as do its destructive and regenerative powers. The plague and its surrounding atmosphere contain both the grotesque and sublime elements of life Artaud wished to capture in his theatre. His theory of cruelty is part of a larger investigation into the connection between spectacle, violence, and sacrifice explored by Mikhail Bakhtin, René Girard, and Georges Bataille.

Ce mémoire traite globalement de l'influence de la musique populaire sur la création de nouvelles musiques d'art, et plus spécifiquement de l'influence du true norwegian black metal (TNBM) sur quatre de mes compositions récentes. Dans la première partie du chapitre I, nous exposons les aspects musicaux et extramusicaux des principales périodes du black metal afin de bien comprendre la genèse du TNBM. Dans la seconde partie du chapitre I, nous abordons spécifiquement le TNBM de la même façon. Dans le chapitre II, nous démontrons concrètement, à l'aide de plusieurs exemples, les modes d'influence des musiques du TNBM sur les quatre musiques à l'étude. Ces types d'influence sont au nombre de cinq : les caractères propres au TNBM, ses caractéristiques structurelles, les techniques d'écriture employées, la gestion des hauteurs et les techniques instrumentales typiques. Je dresse un portrait sommaire en conclusion des enjeux importants de ma musique à venir : la musique de timbre et l'accessibilité de la musique d'art à un large public.