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O historiador da vida moderna : uma historia da cultura em Walter BenjaminPitta, Fernanda Mendonça 26 July 2018 (has links)
Orientador: Edgar Salvadori De Decca / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-07-26T10:08:19Z (GMT). No. of bitstreams: 1
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Previous issue date: 1999 / Resumo: Não informado. / Abstract: Not informed. / Mestrado / Mestre em História
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Alteridade e participação na educação escolar / Alterity an participacion in school education : alterity and history in Walter BenjaminSilva, Luis Carlos Maldonado da 21 February 2007 (has links)
Orientador : Pedro Laudinor Goergen / Dissertação (mestrado) ¿ Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-08T07:05:51Z (GMT). No. of bitstreams: 1
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Previous issue date: 2007 / Resumo: Neste trabalho desenvolvo uma análise crítica sobre a sociedade e a educação a partir do conceito de alteridade, desenvolvido por Walter Benjamin, buscando novas possibilidades e alternativas para o agir pedagógico num contexto educacional marcado pelo modelo capitalista hegemônico neoliberal. Primeiro analiso os conceitos de alteridade e seu histórico em Benjamin para, em seguida, examiná-los desde o viés mais especificamente educacional em outros autores como Sônia Kramer, Cipriano Carlos Luckesi e Castor Ruiz.
Num terceiro momento faço a leitura da práxis educativa da escola CAIC examinando-a, sob consulta de seus principais agentes, seus avanços e dificuldades na introdução e concretização de uma prática educativa orientada no conceito de alteridade. A constante preocupação com a alteridade revela-se como caminho para (re)pensar os conceitos e as
práticas históricas excludentes ou outras visões de mundo marcadas por concepções que favorecem a perspectiva do vencedor. Dessa forma, o processo reflexivo e investigativo deste trabalho me permite, à luz da teoria de Walter Benjamin, buscar caminhos possíveis para libertar a educação do seu conformismo burocrático que tanto a ameaça e que pode
transformá-la em projeto unilateral no mundo contemporâneo. Contra essa visão oficial e
fragmentada da educação, a alteridade se apresenta como uma proposta para compreender o outro e estimular projetos e ações coletivas na escola. Proponho, então, uma educação que tenha o compromisso com uma história aberta, de imprevisibilidade e luta de valores que acentuem, em todos os momentos, o ponto de vista de todos aqueles que não tiveram voz e nem vez na sociedade / Abstract: In this essay I develop a critical analysis about the society and the education from the concept of alterity (a quality which is particular from the other) specified by Walter Benjamin and I search for new possibilities and alternatives for a pedagogical concept inserted in an education context marked by the neoliberal hegemonic capitalist pattern. At first, I analyze the concepts of alterity and its historical in Benjamin for, following that, examining them from the educational point of view more specifically by the authors as Sonia Kramer, Cipriano Carlos Luckesi and Castor Ruiz. Then I do a particular analysis about the educative praxes from the CAIC School (a full-time school which is located on a suburb in the city of Americana) and I examine it consulting its main agents, its advances and its difficulties about the introduction and the concretion of an educative practice based on the concept of alterity. The current concern with alterity comes out with a way to think
(again) about the concepts and the excluded historical practices or other points of view from a world marked by conceptions, which support the winner perspective. Then, the reflexive and investigative process of this essay allows me, by the Walter Benjamin¿s theory, to search for possible ways to release education from its bureaucratic conformism,
which threatens it so much and which can transform it on an unilateral project in a contemporary world. Against this official and fragmented vision about education, alterity comes out as a proposal for understanding the other person and stimulates collective projects and actions at school. So I suggest a kind of education which has the engagement
with an open history of unpredictable and a fight for values which emphasizes at all moments the point of view from those people who didn¿t have the chance to express their opinions or changing society / Mestrado / Filosofia e História da Educação / Mestre em Educação
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Allegory and the ruins of Walter BenjaminBroadfoot, Lisa January 1991 (has links)
Walter Benjamin's critical and historical method addresses the problem of conceptualizing a discontinuous history. In The Origin of German Tragic Drama he proposes allegory as an appropriate form for the representation of the past because it drains images of life so that they may be re-presented with the meaning endowed by the allegorist. In a similar way, literary criticism and historical materialism are involved in the process of mortification so that, from the distance of time, truth may be glimpsed. Benjamin privileges the fragmentary form of representation in allegory over the false unity of the artistic symbol. Whereas truth may be fleetingly revealed by the symbol, allegory forces the extended contemplation of history. Benjamin's method is always negative, looking back rather than forward, and his two main preoccupations, Messianism and Marxism, reflect this desire to reclaim the past. Over and above these interests, however, is his profound sense of nihilism in his study of the ruins of human history.
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Das Nichts der Offenbarung : Sprache und Schrift in der Kafka-Deutung Gershom Scholems und Walter Benjamins = The nothingness of revelation : language and text in the Kafka interpretations of Gershom Scholem and Walter Benjamin /Deschamps, Bernard, January 1900 (has links)
Thesis (M.A.)--McGill University, 1999. / Written for the Dept. of German Studies. Includes bibliographical references.
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Allegory and the ruins of Walter BenjaminBroadfoot, Lisa January 1991 (has links)
No description available.
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Reflexões sobre a racionaldade moderna, sobre a experiência-rememoração e sobre a infância em Walter Benjamin / Reflections on the modern rationality,on the experience-recollection and on the childhood in Walter BenjaminGUIMARÃES, Conceição Ribeiro January 2013 (has links)
GUIMARÃES, Conceição Ribeiro. Reflexões sobre a racionaldade moderna, sobre a experiência-rememoração e sobre a infância em Walter Benjamin. 2013. 125f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2013. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-02-27T13:53:29Z
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Previous issue date: 2013 / This thesis aims the study: Reflections on the modern rationality,on the experience-recollection and on the childhood in Walter Benjamin. His scathing critique of the rationalist thinking, at least on the way of his time (20th centure), dealt with children, and, in opposition to this thinking, he presents the child as the subject of childhood. For this research, we mostly investigated the following works of the author: Reflections on the child, toy and education (1932), Magic and technical, political art (1930) and One-Way Street (1931). This thesis was divided in three chapters: the first we situate the author in the context of the Frankfurt School; the second chapter we work on the text: Experience and Poverty and the Storyteller: considerations on the work of Nikolai Leskov, wherein the author criticizes the exaggerated manner of using technique and values the experience and the narration and their importance to human life. Although he assumes its ending and decay, he also brings hope wires showing us rescue possibilities on both the experience and narration. The last part of this investigation, the third chapter,we work on Benjamin’s childhood. The Berliner philosopher reveals through toys, games and children's books who the child really is. According to Benjamin, the child is a being with its own characteristics, able to respond to challenges that are posed by society. In spite of the toy is considered a cultural convention from the adult to child, the kid doesn’t feel like a prisoner of a toy, but uses it in a free way, which means that the kid is the subject on the moment of the recreation. Benjamin, through his study of the child, questions the philosophical thinking that is attached to a system which puts the rational as the only possibility of knowledge. According to the author, the imaginative, creative and sensitive capacity of the child also produces knowledge. / A presente dissertação tem como objetivo o estudo: Reflexões sobre a racionalidade moderna, sobre a experiência-rememoração e sobre a infância em Walter Benjamin. Sua crítica contundente ao pensar racionalista, à maneira que sua época, século XX acolhia e tratava a criança, e se contrapondo a esse pensar apresenta a criança como o sujeito da infância. Para que esta pesquisa se realizasse investigamos principalmente as seguintes obras do autor: Reflexões sobre a criança, o brinquedo e a educação (1932), Magia e técnica, arte política (1930) e Rua de mão única (1931). O trabalho foi dividido em três capítulos, sendo que no primeiro situamos o autor no contexto da Escola de Frankfurt, no segundo capítulo trabalhamos os textos: Experiência e pobreza e O narrador: considerações sobre a obra de Nikolai Leskov, em que o autor critica a maneira exagerada de se usar a técnica e valoriza a experiência e a narração, sua importância para a vida humana, nos fala também do seu fim, de sua decadência, mas nos traz fios de esperança nos mostrando possibilidades de resgate tanto da experiência como da narração, na última parte desta investigação, no terceiro capítulo, trabalhamos a criança em Benjamin. O filósofo berlinense nos revela através dos brinquedos, brincadeiras, jogos e livros infantis quem é a criança. Para ele a criança é um ser com características próprias, capaz de responder aos desafios que lhe são postos pela sociedade. Mesmo sendo o brinquedo uma convenção cultural do adulto para a criança, esta não se prende a ele, mas o usa em suas brincadeiras como lhe convém, ou seja, ela é o sujeito da brincadeira. Benjamin através do exemplo da criança questiona o pensar filosófico que se prende a um sistema que coloca o racional como única possibilidade de conhecer; pois para o estudioso a capacidade imaginativa, criativa e sensível da criança também produz conhecimento.
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The theory of the essay : Lukács, Adorno, and Benjamin /Kauffmann, Robert Lane, January 1981 (has links)
Thesis (Ph. D.)--University of California, San Diego, 1981. / Vita. Includes bibliographical references (leaves 368-376).
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The theory of the essay : Lukács, Adorno, and Benjamin /Kauffmann, Robert Lane, January 1981 (has links)
Thesis (Ph. D.)--University of California, San Diego, 1981. / Vita. Includes bibliographical references (leaves 368-376).
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Die Ikone des Realen : zur Bestimmung der Photographie im Werk von Talbot, Benjamin und Barthes /Berg, Ronald. January 1900 (has links)
Dissertation--Berlin--Freie Universität, 1999. / Bibliogr. p. [315]-335.
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Back to Frankfurt rethinking culture as commodity /Gunster, Shane. January 2001 (has links)
Thesis (Ph. D.)--York University, 2001. Graduate Programme in Political Science. / Typescript. Includes bibliographical references (leaves 444-465). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ67912.
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