A partir d’un corpus exemplaire, ce travail vise à saisir l’élément poétique fondamental du roman français des années Trente, défini comme le genre dominant de l’époque : la volonté de « révolution spirituelle », fondée sur une poétique de la catastrophe. Une telle poétique doit être conçue comme la traduction littéraire d’un mouvement intellectuel général visant à dépasser le discrédit jeté contre la démocratie libérale, système organisationnel hérité des Lumières. A la suite des jeunes intellectuels non-conformistes, les auteurs étudiés attaquent l’Intelligence Bourgeoise – système dominant de normes et valeurs hyper-rationalistes – qui isole, divise et mutile les individus, à force d’abstraction stérile. Pervertie par les élites, l’Intelligence devient une force de dissociation menaçant la cohésion sociale. En réaction à l’excès de rationalisme délétère, un mouvement anti-intellectualiste se développe dont l’enjeu est la définition d’une nouvelle architecture conceptuelle – Intelligence Simple – capable de régénérer l’individu et de restaurer le lien social. Ce projet de nature éthique s’impose comme la norme littéraire dominante et commande le retour à l’engagement des écrivains. Que les romanciers marqués à gauche ou à droite envisagent la crise de l’Intelligence française comme une faillite de la démocratie libérale ou comme une décadence de la nation, au-delà des sensibilités idéologiques et politiques respectives, la poétique de la catastrophe réunit sur son programme l’ensemble des romanciers de la période / Based on an exemplary selection of works, this study’s goal is to capture the fundamental poetic element in the 1930s French novel, defined as the dominant genre of the time : the desire for a “spiritual revolution”, based on the poetic dimension of disaster. This poetic dimension should be considered the literary translation of a general intellectual movement, aimed at overcoming the discredit cast upon liberal democracy, an organizational system inherited from Enlightenment. In the wake of young non-conformist intellectuals, the authors studied attack Rational Intelligence – a dominant system of ultranationalist norms and values – which isolates, divides, and disfigures individuals through sterile abstraction. Perverted by the elites, Intelligence becomes a divisive force threatening social coherence. As a reaction to this excess of harmful rationalism, an anti-intellectual movement developed, devoted to defining a new conceptual architecture – Intuitive Intelligence – capable of reviving the individual and restoring social bonds. This ethical project stands out as the dominant literary norm, compelling writers to once more become involved. The novelists, whether leaning to the right or the left, may consider the French Intelligence crisis to be a failure of liberal democracy or as the result of national decadence, but above and beyond those respective ideological and political sensibilities, the poetics of disaster encompass all novelists of the time

Orientador: José Claudinei Lombardi / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-27T13:23:26Z (GMT). No. of bitstreams: 1 Andrade_RicardoAdrianode_M.pdf: 56591148 bytes, checksum: 40f9913e5762d8b508c9ed5f6b0f8b33 (MD5) Previous issue date: 2015 / Resumo: A presente pesquisa analisou o pensamento educacional de Inezil Penna Marinho e sua relação com as ideias educacionais no Brasil durante a década de 1940. Para tanto, elencaram-se três objetivos: (a) apresentar o contexto histórico que baliza o ideário educacional em disputa no período da década de 1940; (b) expor e esclarecer as principais contradições do pensamento educacional do autor por meio do confronto de seus textos; (c) demonstrar os limites de suas propostas de ensino da educação física em face do debate educacional ocorrido no período. O itinerário de Marinho, professor de Educação Física, que atuou como técnico em educação no Ministério de Educação e Saúde Pública, durante a década de 1940, e sua profícua obra sobre a Educação, justificam a escolha de suas ideias educacionais como objeto deste estudo. Foram utilizadas, como fontes primárias, as obras de Marinho, produzidas durante a década de 1940 e relacionadas à temática educacional, além da bibliografia de autores que tratam do contexto histórico brasileiro, tanto na forma de registro de acontecimentos como nas análises sobre a historiografia da educação. É possível apontar que o pensamento educacional de Marinho aproximou-se tanto da teoria social arquitetada por Émile Durkheim, como das pesquisas sobre psicologia e educação desenvolvidas por Édouard Claparède e dos estudos acerca da relação entre filosofia e educação realizados por John Dewey, cuja educação é considerada como um meio social para atingir fins exigidos pela sociedade. Assim, também, aproximou-se das ideias educacionais do movimento da escola nova, uma expressão da ideologia da burguesia industrial no Brasil, cuja proposta tem por perspectiva a formação diferenciada entre classes dirigentes e dirigidas na sociedade de classes capitalista no Brasil / Abstract: This study aims to analyse the educational thought of Inezil Penna Marinho and his relationship with the educational ideas in Brazil during the 1940s. Therefore, were followed three objectives: ( a) to present the historical context which guides the educational ideas in dispute in 1940s; ( b ) to expose and to clarify the main contradictions of educational thought of the author, collating his texts; ( c ) to demonstrate the limits of their teaching approach of physical education related to educational debate occurred in that historical period. Marinho's journey life - a physical education teacher who worked as technical education in the Ministry of Education and Public Healthy, during the 1940s -, and his meaningful work on education, justify the choice of their educational ideas as object of this study. As primary sources, were used Marinho's works, produced during the 1940s and related to educational themes. Furthermore, were analysed the publications of researches related to Brazilian historical context, both in recording events and to analyse the educational historiography. It is possible to point that Marinho's educational thought approaches both social theory, devised by Emilie Durkheim, research on psychology and education, developed by Édouard Claparède, studies on relationship between philosophy and education, conducted by John Dewey, whose education is considered medium to achieve social purposes demanded by society, such as the New School educational ideas, an expression of the industrial bourgeoisie ideology in Brazil - an educational ideological trends prevailing in 1940s - , for which proposal have the perspective differentiated training between leaders and led in capitalist class society in Brazil / Mestrado / Filosofia e História da Educação / Mestre em Educação