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Dans cette thèse, nous analysons l’œuvre de la maturité de Marx, spécialement en ce qui concerne la théorie de la valeur, du point de vue des catégories et de la méthode, et à partir d’une perspective qui conçoit les aspects théoriques et méthodologiques comme subordonnés à l’analyse du contenu ou de l’objet de la recherche. Nous approfondissons notamment, dans la formulation des abstractions qui apparaissent dans la première Section du Capital, le rôle de la découverte de la catégorie de force de travail, où, d’une manière non pas explicitée par la forme d’exposition des premiers chapitres, se trouvent inclus les rapports historiques dans lesquels les abstractions de Marx se concrétisent. Ensuite, nous mettons à l’épreuve les résultats analytiques ainsi obtenus, en questionnant, entre les interprétations de la pensée de Marx, surtout celles qui partent d’une perspective épistémologique et qui conçoivent la méthode comme construction ou logique régentant les phénomènes. Pour cette tâche nous avons recours aux derniers écrits de Lukács, spécialement ceux sur l’ontologie de l’être social, qui, tout en échappant à la démarche d’Engels qui valorise la dialectique comme méthode ou logique, permettent de saisir le caractère réel des abstractions marxiennes sans tomber, pour autant, dans une conception philosophique de type empiriste ou mécaniste. / In this thesis we analyse Marx’s work of maturity, especially his theory of value, from the point of view of the categories and of the method, and starting from a perspective which considers the theoretical and methodological aspects as dependent from the analysis of the content or of the object of research. In the formulation of the abstractions that appear in the first section of Capital, we study in detail particularly the role of the discovery of the category of labour force, that, in a way not made clear by the form of exposition of the first chapters, includes the historical relationships inside which Marx’s abstractions made themselves concrete. Afterwards we test the analytical results we achieved, examining, among the interpretations of Marx’s thought, especially those which start from an epistemological point of view and conceive the method as a construction or as a logic ruling the phenomena. To fulfil this task, we turned to Lukács’ last works, especially the ones on the ontology of the social being, that, avoiding Engels’ procedure of bringing out dialectic as a method or as a logic, make understandable the real nature of Marx’s abstractions without ending nevertheless in an empiristic or mechanistic philosophical conception.

CORIOLANO, Ericsson Venâncio. A representação do incondicionado na crítica da razão pura . 2016. 177f. – Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-Graduação em Filosofia, Fortaleza (CE), 2016. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-04-19T11:47:46Z No. of bitstreams: 1 2016_tese_evcoriolano.pdf: 1115617 bytes, checksum: 3f39ccadbb31fc5903fdeaf264bef73e (MD5) / Rejected by Márcia Araújo (marcia_m_bezerra@yahoo.com.br), reason: on 2017-04-20T13:32:56Z (GMT) / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-04-20T13:54:30Z No. of bitstreams: 1 2016_tese_evcoriolano.pdf: 1474417 bytes, checksum: b67dfe5961cb7a703aff6061343fee71 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-05-02T17:39:19Z (GMT) No. of bitstreams: 1 2016_tese_evcoriolano.pdf: 1474417 bytes, checksum: b67dfe5961cb7a703aff6061343fee71 (MD5) / Made available in DSpace on 2017-05-02T17:39:19Z (GMT). No. of bitstreams: 1 2016_tese_evcoriolano.pdf: 1474417 bytes, checksum: b67dfe5961cb7a703aff6061343fee71 (MD5) Previous issue date: 2016 / The main theme of this PhD thesis is the representation of the unconditioned in the Critique of Pure Reason. It is argued an essential function of the unconditioned for the preparation of logical and transcendental activities of speculative reason. There is in this work, in a new light, the defense of exposition of some theses about the following sub-themes: 1) the origin of transcendent concepts necessary mode in consciousness; 2) the definition of transcendental appearance; 3) the development and solution of the antinomy of pure reason; 4) the definition of transcendental freedom; 5) the exposition of the function of speculative reason in the establishment of scientific knowledge. Themes (1) and (2) are covered in the first chapter through the exposition of the function of representation of the unconditioned in the development of subjective derivation of transcendental ideas carried out by Kant, of A293/B349 to A338/B396, in the Critique of Pure Reason. Themes (3) and (4) are treated in the second chapter, specifically in the presentation of the results of the research about The Antinomy of Pure Reason, in the second chapter of the second book of the Transcendental Dialectic, of A405/B432 to A568/B596. The theme (5) is found in the third chapter and it is presented by the defense of the thesis that the speculative reason has a vital role to scientific knowledge, it is obtained from the study about Appendix of the Transcendental Dialectic, of A642 / B670 to A705 / B733. It is defended here, ultimately, that all these issues are based on a fundamental thesis that permeates all Transcendental Dialectic, namely that the unconditioned can be determined as a transcendental element with a regulative empirical use of all experience to establish a systematic unity of all objective knowledge. / O tema central desta Tese é a representação do incondicionado dentro da Crítica da Razão Pura. Defende-se uma função imprescindível do incondicionado para elaboração das atividades lógica e transcendental da razão especulativa. Encontra-se aqui, sob uma nova ótica, a apresentação da defesa de algumas teses acerca dos seguintes temas secundários: 1) a origem de conceitos transcendentes de modo necessário no pensamento; 2) a definição de aparência transcendental; 3) a elaboração e solução da antinomia da razão pura; 4) a definição de liberdade transcendental; 5) a exposição da função da razão especulativa no estabelecimento do conhecimento científico. Os temas (1) e (2) são abordados no primeiro capítulo através da exposição da função da representação do incondicionado no desenvolvimento da derivação subjetiva das ideias transcendentais realizada por Kant na Crítica da Razão Pura de A293/B349 a A338/B396. Os temas (3) e (4) são tratados no segundo capítulo, mais precisamente na apresentação dos resultados da investigação do A Antinomia da Razão Pura, segundo capítulo do segundo livro da Dialética Transcendental, de A405/B432 a A568/B596. O tema (5) é encontrado no terceiro capítulo e será apresentado através da defesa da tese, obtida a partir do estudo do Apêndice da Dialética Transcendental, de A642/B670 a A705/B733, que a razão especulativa tem uma função imprescindível para o conhecimento científico. Defender-se-á, em última análise, que todos esses temas são fundamentados em uma tese de fundo que perpassa toda Dialética Transcendental, a saber, que o incondicionado pode ser determinado como elemento transcendental com um uso empírico regulativo de toda experiência para o estabelecimento de uma unidade sistemática de todo conhecimento objetivo.

Each year, thousands of Chinese international students come to the United States to further their education. Most of them need to adjust their identities in some degrees to adapt to U.S. American social and cultural contexts. One key transition that is significantly under discussed and often ignored is Chinese international students’ adjustment into a racialized system in the U.S. Because of different racial and ethnic contexts in China, Chinese international students have to disorient from the racial and ethnic identity of their home country and adapt to and accept the U.S. American hierarchy of race and ethnicity. Lacking sufficient social and intellectual support, this process often leads to struggle, depression, and ambivalence amongst Chinese international students in relation to their identity and communication in the U.S. society. As a Chinese international student myself in the U.S., my own experiences with the shifting of racial and ethnic knowledge, and the struggles these experiences have produced in relation to my identity (ies), leads me to investigate this topic further. Thus, in this study I examine how members of a socio-cultural group that I identify with, Chinese international students, negotiate and make sense of their/our new racial and ethnic identity upon entering the cultural space of the U.S. Race and ethnicity, as social categories of identity and power, play out differently on bodies located in different spatial, national/historical and cultural contexts. The meanings and hierarchies of race and ethnicity presumed to be commonsense in one national context are not so in others. At the same time, in today’s increasingly mobile and globalizing world, how we make sense of and communicate race are acted upon by complex transnational forces. In recent years, there has been a growing interest among critical intercultural communication scholars to theorize race and ethnicity as social constructions and relations of power, but this theorization has mostly happened in the U.S. and Western contexts. The transnational and globalized dimensions of race and ethnicity still largely remain under studied (Shome, 2010). Tomlinson (2007) points out that, under the conditions of contemporary globalization, the global-local dialectical relationship could be interpreted as the global’s entry into the local; the local’s identity in the global; and the “disembedding” of the local to the global. This global-local dialectical approach provides me with a conceptual lens to look at how race and ethnicity are constructed, understood, and communicated in the climate of today’s increasingly transnational world. In this dissertation, I use critical complete-member ethnography (CCME), as “an insider-looking-in-and-out-critical approach” (Toyosaki, 2011, p. 66), to study the racial and ethnic identity dis/reorientation process of Chinese international students in the U.S. Specifically, I used ethnographic observations, interviews, and autoethnographic journaling as my research methods to examine the direct, subjective, and embodied experiences of my 13 participants and myself, negotiate and make sense of their-our new racial and ethnic identities upon entering a global-local dialectical context in the U.S. I strategically categorize my analysis into “disorientation” and “reorientation” from a critical intercultural perspective, and use CCME’s consensual-conflictual and cultural-individual dialectical theorizations to study their-our dis/reorientation processes. My findings reveal that Chinese international students’ previous “Chinese” racial and ethnic identity become invalid and even problematic in the U.S. context. We often find ourselves struggling with sentiments of exhaustion, cynicism, and nihilism (Warren & Fassett, 2012), and interconnected yet ambivalent double consciousness such as insider–outsider, Chinese-–people of color, and majority–minority in the racial and ethnic identity dis/reorientation processes. In my findings, it is clear that Chinese international students have experienced and formed a similar sense of uncomfortable-ness, lost-ness, and struggle in our racial and ethnic disorientation process when we enter the U.S. context from the Chinese context. My participants all reported that after they were geographically relocated in the U.S., they have gone through the phase of being lost and confused because they were unable to find or construct a new racial and ethnic selfhood that made them immediately fit into the U.S. society. After their initial transition and adjustment, they reported experiencing certain forms of racial and ethnic discrimination in the U.S. that they had never faced in China. These lived and embodied discriminatory experiences in the U.S., which often turned out to be very direct, uncomfortable and stressful, forced them to consciously disorient their normative identity and reorient themselves to becoming a racial and ethnic minority for the first time in their lives. At the same time, they felt that the new and transformative outcome they reoriented to was a temporary state rather than a permanent identity. As a result, most of them became more open-minded, and felt the need to keep constantly reorienting their sense of their racial and ethnic identities, meanings, and presences in the U.S. My findings demonstrate that contemporary globalization not only produces different interpretations of race and ethnicity, it also constantly alters possibilities and conditions of our real racial and ethnic experiences in the world. As we try to respond to racial and ethnic issues and crises in today’s transnational world, simply recognizing that race and ethnicity are socially constructed rather than biologically innate does not make racial and ethnic conflicts and problems easier to solve. The relative nature of race and ethnicity in different local and global contexts are far more intricate than we ever imagined. Therefore, it is necessary and useful to study how race and ethnicity are understood and communicated through the direct, embodied, and performative experiences of non-Western and non-White bodies in transnational and globalized contexts. This study also shows the possibility that might lie in pushing the concept of race and ethnicity beyond the hegemony of the ways it is understood and deployed in the U.S. and other Western cultural and social contexts. In this regard, this study opens up a constructive approach for critical intercultural scholarship to more effectively engage in understanding and communicating race and ethnicity in the global-local dialectical context of globalization.

La Phèdre de Sénèque. Approche philosophique et dramaturgique. Le sujet ainsi défini s'articule autour de trois centres d'intérêts majeurs. Il importe d’abord, d’analyser la genèse proche et lointaine du mythe de Phèdre. Il convient ensuite de mettre en évidence l’art dramaturgique de Sénèque ; enfin, c'est à travers la confrontation de deux visions antithétiques du monde (la parole épicurienne telle qu’elle est exprimée par la Nourrice et la vision stoïcienne de l'univers incarné par le personnage d’Hippolyte), ainsi que par l’insistance sur la dialectique des passions qui animent tour à tour chacun des protagonistes, qu’on dégagera les fondements mêmes de la lecture philosophique que propose Sénèque de sa Phaedra. / Phaedra of Seneca : dramaturgical and philosophical approach. This defined subject is divided into three important parties : First, we will analyze the near and the distant genesis of the myth of Phaedra. Then, it will be suitable to put in light the dramaturgical art of Seneca ; finally, it’s through the confrontation of two antithetical visions of the world (the epicurean speech is expressed by the nurse and the stoic vision of the universe incarnated in the Hippolytus persona) and also by the insistence of the dialectic of passions that animate every one of the protagonists that we can even draw the foundations of the philosophical ideas that has been proposed to us by Seneca in Phaedra.

A tese tem como objetivo central a apresentação do que chamamos de teoria marxista do conhecimento e resulta de um trabalho estritamente teórico através do qual buscamos extrair de escritos teóricos de K. Marx, I. Lênin, L. Althusser e de escritos metodológicos da cientista social M. Cardoso, os elementos de fundamentação epistemológica da ciência marxista, ou seja, a teorização marxista sobre a prática científica. Para tal, buscamos apoio na distinção althusseriana entre materialismo histórico e materialismo dialético, a partir da qual apresentamos as teses filosóficas do marxismo e os princípios da ciência marxista. A tese apresenta os elementos da filosofia marxista como uma teoria geral da ciência e, também, procura apresentar uma teorização particular sobre metodologia científica em relação à ciência marxista. A tese busca desenvolver uma reflexão epistemológica que possa contribuir para a produção de conhecimento em Educação e, também, para a luta teórica da filosofia marxista contra as vertentes idealistas e empiristas concernentes à pesquisa educacional atual. / The thesis has as its main purpose to present what we call Marxist theory of knowledge and it is the result from a strictly theoretical work through which we aim to extract from the theoretical work of K. Marx, I. Lenin, L. Althusser and also from theoretical writings of the social scientist M. Cardoso, the elements of Marxists epistemological foundation, ie, Marxist theorization on the scientific practice. In order to do that, we seek support on the Althusserian distinction between historical materialism and dialectical materialism, from which we present the philosophical theses of Marxism and the principles of Marxists science. The thesis presents the elements of Marxist philosophy as a general theory of science and also aims to present a particular theorization about the scientific methodology concerning the Marxist science. The thesis searches to develop an epistemological reflection that can contribute to the production of knowledge in Education and also to the theoretical fight of the Marxist philosophy against the idealistic and empiricists strands concerning current educational research.

Made available in DSpace on 2015-10-06T13:03:34Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-10-29. Added 1 bitstream(s) on 2015-10-06T13:18:22Z : No. of bitstreams: 1 000851163.pdf: 390235 bytes, checksum: fd2f166888fbb828a75627fd8406c365 (MD5) / Esta dissertação tem como objetivo analisar o legado do pensamento dialético de Hegel para a Teoria Crítica, e como esta se apropria do conceito de negatividade enquanto um método para a superação das antinomias inerentes à sociedade capitalista, a partir do tema da Filosofia da História, tentando responder a seguinte questão: qual é a importância da negatividade hegeliana na teoria crítica de Marcuse? Em termos metodológicos, a pesquisa procurou considerar todo um quadro contextual que apreende o objeto e o ultrapassa. A partir da análise da Filosofia da História de Hegel observou-se certa proximidade dos conceitos por este desenvolvidos com os utilizados pela Teoria Crítica, alguns intermediados pelo materialismo histórico de Marx. Tal proximidade tornou-se mais evidente na análise do texto Razão e Revolução de Marcuse. Como se supôs que a leitura de Marcuse do sistema de Hegel não desconsidera a própria crítica de Marx ao sistema filosófico de seu mestre, isso exigiu que a pesquisa considerasse também o pensamento de Marx para avaliar melhor como ocorreu a apropriação marcuseana de algumas categorias hegelianas. / This thesis aims to analyse the legacy of dialectical thought of Hegel to Critical Theory, and how it appropriates the concept of negativity as a method to overcome the antinomies inherent in capitalist society, based on the theme of Philosophy of History so trying to answer the following question: what is the importance of Hegelian negativity in Marcuse's critical theory? In methodological terms, this research sought to consider a whole contextual framework that captures the object and beyond. From the analysis of Hegel's Philosophy of History was observed near some of the concepts developed in this with those used by Critical Theory, some mediated by the historical materialism of Marx. This closeness has become more evident in the analysis of the Marcuse's Reason and Revolution text. As it was assumed that the reading of Marcuse's Hegelian system does not ignore Marx's own critique of the philosophical system of his master, demanded that this research should also considered the thought of Marx in order to better assess how the Marcuse was the appropriation of Hegelian categories.

Made available in DSpace on 2014-06-11T19:31:45Z (GMT). No. of bitstreams: 0 Previous issue date: 2002Bitstream added on 2014-06-13T19:42:22Z : No. of bitstreams: 1 oliveira_aas_dr_mar.pdf: 1269760 bytes, checksum: 90d6569b5cdf076acb2f8e9826cdf425 (MD5) / O objetivo deste estudo foi identificar as representações sociais presentes no universo de pensamento de alunos com deficiência e de professores habilitados em uma das quatro áreas de deficiência (auditiva, física, mental e visual). Mais do que conhecer o que pensam, nosso objetivo era decifrar como se dá o processo de construção de suas concepções, quais as influências que recebem, como lidam com as informações que lhes estão disponíveis e qual o papel desempenhado pela escola, na elaboração dessas teorias. Para conduzir este estudo, foram entrevistados 43 alunos com deficiência (auditiva, física, mental e visual) e 23 professores de educação especial. Para a análise dos dados contamos com consultores para avaliação do sistema de categorias analíticas e para o estabelecimento do grau de intersubjetividade, o que deu maior segurança e objetividade para a interpretação analítica. Em nossa análise, consideramos que o sistema de ensino continua a refletir, quase que diretamente, as relações de produção da sociedade, portanto, o professor, visto como um elo dessa cadeia, está também, como o aluno, excluído de qualquer processo de reflexão. Esse caráter despolitizado do ensino público e o descaso político-administrativo traz como conseqüência uma ação educativa pouco reflexiva. A escola parece não levar o aluno a transpor o limite do seu desenvolvimento natural. Ao contrário, aparentemente, está tão fragilizada como àqueles a quem atende, por conseqüência o aluno não sai do lugar, não avança nem no conhecimento, nem no desenvolvimento. Os alunos e professores encontram-se sem expectativas, parecem ter perdido o rumo da história e a essência humana que, do ponto de vista sócio-histórico, possui a possibilidade concreta de alterar a realidade objetiva. / The aim of this paper was to identify the social representations between the context of deficient students and teachers specialized in one of the four deficiency areas (hearing, physical, mental and visual). Our goal was not only to know their thoughts but also to understand how the construction process of its conceptions happens, which are the influences they go through, how they work with the available information and which is the school function on elaborating these theories. An interview with 43 deficient students (hearing, physical, mental and visual) and 23 deficient-children teachers was made to have data collection. The data analysis counted with consultants to evaluate the analytical categories systems and to establish the relation degree between the researcher and her consultants providing confidence and objectivity to the analytical understanding. In the analysis, the teaching system is considered to reflect on society's production relation, almost directly, therefore, the teacher, acting as a link of this chain, like the student, is also excluded of any reflection process. The non-political feature of public teaching and the political-administrative inattention result on a lack of reflection of the educational area. Apparently, the school is a much fragile as the ones who are attended by it. Consequently, the student has no progress in knowledge or in development. The students and the teachers have no expectation, they seem to have lost the history course and the human essence, which, according to the social-historic view, has real possibility of changing the objective reality.

abstract: As universities, nonprofits, community foundations, and governmental organizations proliferate the language of leadership development and social transformation, it is with an inadequate understanding of what agency is being provoked. With an emphasis on ‘career-focused’ tools and techniques in community development literature and pedagogy, there is too little understanding of the knowledge being drawn upon and created by community workers (CWs). Furthermore, this knowledge is often tacit, bodily, spiritual, and collective, making it even more alien to the empiricism-focused world of social science. Situated meaning-making must be recapitulated in the study of community development in order to better address the complexity and ambiguity of specific practices and the associated construction of identities. This study suggests an alternative way to understand and analyze community development work. Building on fieldwork in the Kumaoni Himalaya of India, it is argued that community workers make sense of the world in large part through the co-construction of dialectic identity metaphors (DIMs). These DIMs help explain to the workers the way the world works, the way it does not work, and what to do about it. More than formal community development theory, I suggest community workers look to dominant DIMs to structure organizational vision and program creation. Furthermore, ideological fragments within local DIMs contribute to the reproduction of dominant ways of knowing and the creation of best practices. For this reason, in situ examination of DIM creation and maintenance is useful for understanding how and why CWs collectively construct their identities and the co-constitutive work. / Dissertation/Thesis / Doctoral Dissertation Community Resources and Development 2016

Studies about the work of José Saramago, especially in the novel genre, are generally of a focus on political and ideological content represented in the narratives. Topics such as the question of democracy, the hypocrisy of the dominant social sectors, individualism egocentric and a pragmatic utilitarianism, violence, besides the increase of rationality dominated by the logic of capital, finally, dehumanization and the lack of a substantive policy - criticism of the author as a citizen - are transformed into literary material, as reflections and refractions of the ideological environment in which the writer was inserted, especially in relation to the late twentieth century and early twenty-first. Certainly such contents allow different ways of understanding, based on different theories and methods, justifying, of course, multiple hermeneutic results, which contributes to the evidence of the polysemic richness of the works of the Portuguese author. From the analysis of the novels Essay on the blindness, Essay on the lucidity and The flashes of death along the comparison with literary criticism, we propose the thesis that the axiological content refracted in Saramago prose takes place because of a structure, here bounded to the plot and the form and function of the narrator, the character and irony, eminently dialectical - which assumes the condition principle of aesthetic construction. In terms of plots, the progression of actions takes place dialectically, converging to an open textual and narrative explicit in becoming, directing - the strength of the dynamics of the fictional world - the player to return to the incipit and epigraphs, so that being aware of the harmony of appearance and essence of contradictions struggle. Surely, the narrative instance, the character and the irony, part of a structured whole, contribute decisively to the realization of continuous and discontinuous movement of the novelistic universe, as well formatted and functional by the general aesthetic criterion. As a whole structured, the Saramago work has an aesthetic principle dialectical and political postulate and humanistic-democratic ideological, fully converged to produce the axiological sense because of man, rationality, freedom and responsibility, that is, a ethical individual according to his phenomenal eventicidade. Finally, the work of José Saramago erects itself as a carrier-sign object of axiological charge rapidly symbolic counterpoint to the world of globalization and the objectification of abstract novelistic structure of narratives, we entertained the need to consider the aesthetic principle dialectical as essential, either to corroborate or resize aspects of content, is to understand the artistic position and citizen of the portuguese writer. / Os estudos acerca da obra de José Saramago, sobretudo no gênero romance, apresentam, geralmente, um enfoque no conteúdo político-ideológico representado nas narrativas. Temas como a questão da democracia, a hipocrisia dos setores sociais dominantes, o individualismo egocêntrico e de um utilitarismo pragmático, a violência, além do avanço de uma racionalidade dominada pela lógica do capital, enfim, a desumanização e a carência de uma política substantiva – críticas do autor enquanto cidadão – são transformados em matéria literária, na qualidade de reflexos e refrações do meio ideológico no qual o escritor estava inserido, especialmente em relação ao final do século XX e início do XXI. Certamente, tais conteúdos permitem diversos modos de compreensão, com base em diferentes teorias e métodos, justificando, naturalmente, múltiplos resultados hermenêuticos, o que contribui para a comprovação da riqueza polissêmica das obras do autor português. A partir da análise dos romances Ensaio sobre a cegueira, Ensaio sobre a lucidez e As intermitências da morte, juntamente ao cotejo com a crítica literária, propomos a tese de que o conteúdo axiológico refratado na prosa saramaguiana realiza-se em razão de uma estrutura, aqui delimitada ao enredo e à forma-função do narrador, da personagem e da ironia, eminentemente dialética – a qual assume a condição de princípio de construção estética. No plano dos enredos, a progressão das ações se dá dialeticamente, confluindo para um explicit textual e narrativo aberto, em devir, orientando – pela força da dinâmica do mundo ficcional – o leitor para que retorne ao incipit e às epígrafes, de modo a que se aperceba da aparência de harmonia e da essência de luta de contradições. Seguramente, a instância narrativa, a personagem e a ironia, partes de um todo estruturado, contribuem decisivamente para a realização do movimento contínuo e descontínuo do universo romanesco, uma vez que também formatados e funcionais pelo critério estético geral. Como um todo estruturado, a obra saramaguiana possui um princípio estético dialético e um postulado político e ideológico humanista-democrático, plenamente convergentes para a produção do sentido axiológico em causa do homem, da racionalidade, da liberdade e da responsabilidade, isto é, de um indivíduo ético em acordo com a sua eventicidade fenomenal. Enfim, a obra de José Saramago erige-se como um objeto-signo portador de uma carga axiológica em franco contraponto simbólico ao mundo da globalização e, pela objetivação da abstrata estrutura romanesca das narrativas, podemos aventar a necessidade de se considerar o princípio estético dialético como incontornável, seja para corroborar ou redimensionar aspectos de conteúdo, seja para compreender a posição artística e cidadã do escritor lusitano.