This thesis analyzes the major theme of ‘postcolonial genealogy’ in portraying the African bending under the weight of colonial history in Le vieux nègre et la médaille, Une vie de boy of Ferdinand Oyono and Le Chercheur d’Afriques of Henri Lopes. Being a product of a colonial Genesis, the African character runs behind the colonizer’s mirror through his Civilizing Mission. René Girard’s ‘double bind’ theory explains how this cultural assimilation is, in Le vieux nègre et la médaille and Une vie de boy, a dead end because the colonizer needs a subordinate and not an equal. The cohabitation of a black housewife with the French Commander in Le Chercheur d’Afriques should be seen as simply an allegory of postcolonial Africa’s dependency on the West. The consequences of the feminization of the African continent are enormous in the post-colonial imaginary. While the colonizer had conquered Africa with his Herculean body, in Oyono’s novels, his Fall is obtained through the aesthetics of Bakhtinian ‘rabaissement’ which degrades his ‘grotesque body’ to that of the colonized. The colonizer and the colonized are neutralized and leveled in their perishable bodies, thus, making futile the Civilizing Mission that operated by ranking races. Power is never total. It is always imperfect, and can never destroy a subjectivity that resists it. In Oyono’s novels, the Fall of the colonial Father is also obtained through the inquisitive gaze that the colonized return back to the colonizer, and through their ‘subversive mimicry’ that parodies his codes. In Une vie de boy and Le Chercheur d’Afriques, the ‘son-Father’ relationship between the hero and the colonial Father, is also symbolic of the ‘Africa-West’ rapports. Living under the specter of the Father, the son has to negotiate his survival between weaning and parricide. The biological miscegenation in Le Chercheur d’Afriques is a metaphor of the ‘rhizome identity’ of the postcolonial African who renounces both the Fathers of Negritude and those of the Civilizing Mission. / Thesis (Ph.D, French) -- Queen's University, 2011-06-24 12:43:30.006

Submitted by Johnny Rodrigues (johnnyrodrigues@ufcg.edu.br) on 2018-10-11T13:37:43Z No. of bitstreams: 1 THIAGO SILVEIRA DE MELO PPGH 2014 - DISSERTEÇÃO 01.pdf: 2427049 bytes, checksum: 547b53d495ce320deac0cb9c370b6660 (MD5) / Made available in DSpace on 2018-10-11T13:37:43Z (GMT). No. of bitstreams: 1 THIAGO SILVEIRA DE MELO PPGH 2014 - DISSERTEÇÃO 01.pdf: 2427049 bytes, checksum: 547b53d495ce320deac0cb9c370b6660 (MD5) Previous issue date: 2014-03-24 / Neste trabalho problematizamos em torno da aplicabilidade da Lei 10.639/2003, que instituiu o ensino da História e Cultura Afro-brasileira nos currículos e bancos escolares de nossa educação. Dessa forma, pautados no discurso da História Cultural, realizamos uma abordagem direcionada à prática docente e os livros didáticos do ensino médio, adotados por escolas públicas da rede estadual de ensino, localizadas no município de Campina Grande - PB. Assim, elencamos uma abordagem sobre o ensino da História e Cultura afro-brasileira e africana em sala de aula, bem como a forma com que os professores manuseiam o livro didático e repassam suas informações aos alunos, percebendo de que maneira esse material de apoio aborda e trás em suas discussões a figura dos negros e negras e sua contribuição para a formação da sociedade brasileira, em consonância com a Lei 10.639/2003. Portanto, nossa proposta, a partir desse trabalho, é perceber como a discussão em torno da educação para as relações etnicorraciais está sendo, ou não, desenvolvida no contexto escolar. Como referencial teórico, trabalhamos a partir dos estudos de Chartier (1990), com o conceito de representação, dos postulados de Certeau (1994), utilizando a categoria cotidiano, e utilizamo-nos ainda do conceito de identidade a partir das análises de Moreira e Câmara (2008), bem como o Tomáz Tadeu (2009). Ainda trazemos as leituras de autores como Nilma Lino Gomes (2003), Anderson Oliva (2009), entre outros que discutem a perspectiva da educação etnicorracial. Realizamos a presente pesquisa na perspectiva da História Oral em interface com a análise de conteúdo, a partir dos estudos de Franco (2007), onde tomamos como recurso as narrativas de professores da escola pública que atuam no ensino médio e utilizam o material didático investigado. Como fontes, trabalhamos com o livro didático, entrevista com professores, e documentos oficiais, a exemplo da Lei 10.639/2003 e dos PCNEM. Esta pesquisa nos mostrou que, mesmo onze anos após a promulgação da Lei, ainda presenciamos uma desconfortante situação no tocante à abordagem da temática negra nas aulas de História das escolas observadas, tanto através dos materiais didáticos analisados, quanto do discurso de alguns professores entrevistados, onde atribuímos essa situação, entre outros fatores, à falta de iniciativa institucional dos órgãos públicos com relação à preparação desses professores ou à falta cuidado na seleção dos materiais didáticos que, por muitas vezes invisibilizam a história e cultura afro-brasileira. / In this we problematic work around the applicability of Law 10.639 / 2003, which established the teaching of History and Afro-Brazilian culture in school curricula and banks of our education. Thus, guided by the discourse of Cultural History, we conducted a targeted approach to teaching practice and textbooks of high school, adopted by public schools in the state schools, located in the city of Campina Grande - PB. Thus, we selected an approach to the teaching of history and African-Brazilian Culture and African in the classroom as well as the way teachers handle the textbook and pass your information to students, realizing how this support material addresses and back in their discussions the figure of black men and women and their contribution to the formation of Brazilian society, in accordance with Law 10.639/2003. Therefore, our proposal from this work is to understand how the discussion on education for ethnic racial relations is being or not developed in the school context. The theoretical work from Chartier studies (1990), with the concept of representation, the postulates of Certeau (1994), using the everyday category, and we use them even the concept of identity from Moreira analyzes and Hall (2008), as well as Tomáz Thaddeus (2009). Still bring the readings of authors such as Nilma Lino Gomes (2003), Anderson Oliva (2009), among others discussing the prospect of racial ethnic education. We conducted this research in connection with the Oral History interface with the content analysis, from Franco's studies (2007), where we take action as the public school teacher‟s narratives that operate in high school and use teaching materials investigated. As sources, we work with the textbook, interviews with teachers, and official documents, such as the Law 10.639 / 2003 and PCNEM. This research showed us that even eleven years after the enactment of Law also observed an uncomfortable situation regarding the approach of the black subject in history classes of the schools surveyed, both through the learning materials analyzed, as the discourse of some teachers interviewed, which we attribute this situation, among other factors, the lack of institutional initiative of public bodies regarding the preparation of these teachers or lack of care in the selection of teaching materials that, for often erasing the history and African-Brazilian culture.

Various potential modes of interpreting the urban space in the inner city of Pretoria is evaluated in this study with the purpose of expanding discourse around spatial production in the city. Production of meaning through formal and structural means produced a city that served as administrative capital and ideological base for Afrikaners until the arrival of a democracy in 1994. The contemporary urban space is produced by people through everyday life, as theorised by Henry Lefebvre, rather than through formal means such as name changes. This study evaluates the way that identity and belonging is created by referring to everyday life practices, rhythmanalysis and daily activities as performances. Urban space is evaluated from a phenomenological perspective through the eyes of an artist and resident and expressed in an art exhibition. The way artists Julie Mehretu and Franz Ackermann dealt with urban space in their art is also referenced. / Art History, Visual Arts and Musicology / M.A. (Visual Arts)

Working at the intersection of narrative studies and political theory, this thesis performs an original critical intervention in Gulliver’s Travels studies to establish the work as an intertextual response to the hegemonic articulations of European travel writing produced between the 15th and 18th centuries under the discourse of Discovery. My argument proceeds through two movements. First, an archeology of studies on Gulliver’s Travels that identifies key developments and points of significance in analyses of the satire’s intertextual relationship with travel writing. Second, a discursive analysis of the role of Discovery generally, and travel writing specifically, in constructing European hegemony within a newly global context. Together these movements allow me to locate Gulliver’s Travels firmly within the discourse of Discovery and to specify the politics of the text and the poetics of its operations. For this analysis I adopt a conceptualization of hegemony elaborated by Ernesto Laclau and Chantal Mouffe in Hegemony and Socialist Strategy (1985), which defines discourse as a structured totality of elements of signification, wherein the meaning and identify of each element is constituted by articulatory practices competing to fix the differences and equivalences between it and others within the discourse. An hegemonic discourse is one that successfully limits the possibility of novel articulations according to a particular governing logic. In the Age of Discovery, this governing logic, I argue, is a socio-spatial logic that constructed the “European” subject through its difference from the “Non-European,” the “civilized” subject through its difference from the “savage,” and the “free land” of the “savage” peoples through its difference from the occupied lands of the “civilized.” To conduct the concomitant critical analysis of Gulliver’s Travels, I draw upon Jacques Rancière’s conception of the “distribution of the sensible,” which refers both to the partitions determined in sensory experience that anticipate the distributions of parts and wholes, the orders of visibility and invisibility, and the relationships of address or comportment beneath every community; and to the specific practices that partake of these distributions to establish the “common sense” about the objects that make up the common world, the ways in which it is organized, and the capacities of the people within it. This enables me to establish travel writing as an articulatory practice that utilized a narrative modality to “reveal” the globe in a Eurocentric image dependent upon the logic of Discovery: a discursively constructed paradigm that I identify as what others have labeled “travel realism,” which organized the globe into a single field of discursivity predicated upon the “civilizational” and “rational” superiority of Europeans over their non-European Others. Gulliver’s Travels, I conclude, intervenes in this distribution of the sensible by utilizing the satirical form as a recomposing logic to upend the paradigm of travel realism and break away from the “sense” that it makes of the bodies, beings, and lands it re-presents. / Graduate