Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2018-09-04T11:32:47Z No. of bitstreams: 2 Tese - Wilton Divino da Silva Júnior - 2018.pdf: 1296245 bytes, checksum: 944958381b686446d6837a8294f8e2f7 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-09-04T11:41:31Z (GMT) No. of bitstreams: 2 Tese - Wilton Divino da Silva Júnior - 2018.pdf: 1296245 bytes, checksum: 944958381b686446d6837a8294f8e2f7 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-09-04T11:41:31Z (GMT). No. of bitstreams: 2 Tese - Wilton Divino da Silva Júnior - 2018.pdf: 1296245 bytes, checksum: 944958381b686446d6837a8294f8e2f7 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-08-31 / The general hypothesis of this research is centered on the reflections about the possibility of operationalizing the idea of transgression as a functional concept for the studies of discourse. This study is based on a Foucauldian approach to discourse, inscribing itself in a philosophical position, much more than in a theory or method. At first, we try to think of transgression within the Foucauldian approach, from the crossings that the notions of event, truth, power, apparatus (dispositif) and certain practice of analysis of statements promote within the limits of an academic practice based on positivist procedures which upholds the notions of tradition, progress, exclusion from the heterogeneous, the ultimate truth, and finally, the homogenization of knowledge and practices. Simultaneously, I tried to highlight the points in which the Foucauldian notions contribute to illuminate conceptual and operational formulations of the idea of transgression. This research assumes an epistemological posture, because it aims to think the construction of a system of conceptual formation, however, because it is inscribed in the field of discursive studies, it sought to illustrate this construction from specific analysis of dictionary entries, journalistic news, the practice of pixação and two literary works by the Portuguese author José Saramago: The Gospel According to Jesus Christ and Cain. The analysis of these works sought to mark the singularity of the operation of transgression in literary discourse, considering the procedure of literary re-reading of history as a mechanism of transgression. Therefore, starting with Foucault's point of view on transgression in a text of 1963, we identify, based on the discursive analysis carried out, seven conceptual points for the idea of transgression, namely: (1) "transgression is a gesture concerning the limit "(FOUCAULT, 2006a); (2) transgression is of the order of the event; (3) transgression is a discussion about truth; (4) transgression is a discursive investment; (5) transgression is a discursive machine that moves the relevance of tradition; (6) transgression is a strategy of resistance; (7) transgression is one of constituents of an apparatus (dispositif). Finally, this research sought to cover some different fields of knowledge, discourse, and practices to reflect on transgression and viability, even the need for its operationalization to analyze discourses. / A hipótese geral desta pesquisa centra-se nas reflexões em torno da possibilidade de operacionalizar a ideia de transgressão como um conceito funcional para os estudos do discurso. Este estudo fundamenta-se em uma abordagem foucaultiana dos discursos, inscrevendo-se em uma postura filosófica, muito mais do que em uma teoria ou método. Procura-se, inicialmente, pensar a transgressão atuante no interior da abordagem foucaultiana, a partir dos atravessamentos que as noções de acontecimento, verdade,poder, dispositivo e de determinada prática de análise de enunciados promovem nos limites de um fazer acadêmico pautado nos procedimentos positivistas que sustentam a tradição, o progresso, a exclusão do heterogêneo, a verdade definitiva, enfim, a homogeneização dos saberes e das práticas. Simultaneamente, buscou-se evidenciar os pontos em que as noções foucaultianas contribuem para iluminar formulações conceituais e operacionais da ideia de transgressão. Esta pesquisa assume um caráter epistemológico, pois objetiva pensar a construção de um sistema de formação conceitual, entretanto, porque inscrita no campo dos estudos discursivos, procurou ilustrar essa construção a partir de análises pontuais de verbetes dicionarizados, de notícias jornalísticas, da prática de pixação e de duas obras literárias do autor português José Saramago: O evangelho segundo Jesus Cristo e Caim. A análise dessas obras procurou marcar a singularidade do funcionamento da transgressão no discurso literário, considerando o procedimento de releitura literária da história como um mecanismo transgressor. Portanto, partindo do apontamento de Foucault sobre a transgressão em um texto de 1963, identificamos, neste estudo a partir das análises discursivas realizadas, sete apontamentos conceituais para a ideia de transgressão, quais sejam: (1) “a transgressão é um gesto relativo ao limite” (FOUCAULT, 2006a); (2) a transgressão é da ordem do acontecimento; (3) a transgressão é uma discussão em torno da verdade; (4) a transgressão é um investimento discursivo; (5) a transgressão é uma máquina discursiva que move a pertinência da tradição; (6) a transgressão é estratégia de resistência; (7) a transgressão é uma das linhas de força constitutivas de um dispositivo. Enfim, essa pesquisa buscou percorrer alguns diferentes campos de saber, de discurso, de práticas para refletir em torno da transgressão, a viabilidade, e mesmo a necessidade de sua operacionalização para analisar discursos.

The colonial history of South Africa and its legacy of cultural and linguistic domination have resulted in a situation where the. literatures of the majority of South Africans were relegated to the margins of institutional, social and cultural life. Exclusion (of local writings) was the principal mode by which power was exercised within university English departments. It is within this context that this study posits lacunae and challenges for the reconstruction of the South African literature curriculum. Although various approaches have been used by English departments during this decade to include South African literature in the curriculum (pluralism, inter-disciplinary studies, alternate canon formation, canon rejection, eclecticism, elective programmes, etc.), the curriculum continues to repeat the established norms and values of colonial/apartheid society, it avoids confronting the ideological construction of traditional English literature and is a revamping or upgrading of the programmes offered during the colonial/apartheid era. The genealogical study uncovers the production, regulation, distribution, circulation and operation of statements, decentres discourse, and reveals how discourse is secondary to systems of power. Chapter Four explores both theoretical and methodological underpinnings for the reconstruction of the South African literature curriculum deriving from the critical educational approaches of Freire, Giroux and Apple, the discursive approach of Foucault and the post colonial reading strategies of Zavarzadeh and Morton. The teaching of South African literature would best be served by working within a critical paradigm, having as its objective the goals of critical educational studies. Chapter Four also includes a review of the curriculum in local practice through a curriculum impact study using empirical research based on the 1996 English literature syllabi of South African universities as well as the findings of the surveys conducted by Malan and Bosman in 1986 and Lindfors in 1992. Chapter Five posits recommendations for curriculum reconstruction with the main focus on the intervention of radical strategies that would lead to a new conflictual reading list. The objective is to put the canon under erasure by problematising the concept of literariness. Such an approach also reveals the power/ knowledge relations of culture, ideologies that dominate the discipline and the institutional arrangements of knowledge. / Curriculum and Instructional Studies / D.Ed. (Didactics)

The colonial history of South Africa and its legacy of cultural and linguistic domination have resulted in a situation where the. literatures of the majority of South Africans were relegated to the margins of institutional, social and cultural life. Exclusion (of local writings) was the principal mode by which power was exercised within university English departments. It is within this context that this study posits lacunae and challenges for the reconstruction of the South African literature curriculum. Although various approaches have been used by English departments during this decade to include South African literature in the curriculum (pluralism, inter-disciplinary studies, alternate canon formation, canon rejection, eclecticism, elective programmes, etc.), the curriculum continues to repeat the established norms and values of colonial/apartheid society, it avoids confronting the ideological construction of traditional English literature and is a revamping or upgrading of the programmes offered during the colonial/apartheid era. The genealogical study uncovers the production, regulation, distribution, circulation and operation of statements, decentres discourse, and reveals how discourse is secondary to systems of power. Chapter Four explores both theoretical and methodological underpinnings for the reconstruction of the South African literature curriculum deriving from the critical educational approaches of Freire, Giroux and Apple, the discursive approach of Foucault and the post colonial reading strategies of Zavarzadeh and Morton. The teaching of South African literature would best be served by working within a critical paradigm, having as its objective the goals of critical educational studies. Chapter Four also includes a review of the curriculum in local practice through a curriculum impact study using empirical research based on the 1996 English literature syllabi of South African universities as well as the findings of the surveys conducted by Malan and Bosman in 1986 and Lindfors in 1992. Chapter Five posits recommendations for curriculum reconstruction with the main focus on the intervention of radical strategies that would lead to a new conflictual reading list. The objective is to put the canon under erasure by problematising the concept of literariness. Such an approach also reveals the power/ knowledge relations of culture, ideologies that dominate the discipline and the institutional arrangements of knowledge. / Curriculum and Instructional Studies / D.Ed. (Didactics)