Ce travail se propose de revenir sur l'intervention de Louis Althusser dans le champ de la théorisation sociale et politique. Il a été motivé par la conviction qu'aujourd'hui Althusser, bien que chronologiquement proche de nous, est oublié, voire refoulé : ainsi, son objectif aura été à la fois de restituer, par l'examen des sources publiées (aussi bien du vivant de l'auteur qu'après sa mort) et de documents inédits du fonds de l'IMEC, la théorie ou l'esquisse de théorisation althussérienne de l'État et de mesurer un « effet-Althusser » sur la conjoncture philosophique française des années 1970 et suivantes (auprès de ses collaborateurs fidèles, comme Balibar, et dans une moindre mesure, Poulantzas, ou infidèles, comme Rancière ou Badiou, aussi bien qu'auprès de ses ennemis « intimes » Foucault et Bourdieu). Le résultat de cette enquête sur la théorisation althussérienne de la politique et de l'État a révélé une tension insurmontable en son sein : la politique y est écartelée entre deux modes d'existence distincts et, à la limite, incompatibles, entre, d'un côté, la thèse d'une régulation continue de la conflictualité sociale par l'État, et d'un autre côté, la thèse d'une alternative radicale incarnée par un hypothétique, nécessaire et improbable « parti hors-État ». / The dissertation is a study of Althusser's contribution to social and political theory. Indeed, although chronologically close to us, Althusser is often forgotten, if not repressed. By examining published sources (including Althusser's posthumous works) and unpublished documents from the IMEC library, this study tries to re-establish the Althusserian theory of the state - or the basic premises of a theory -, and to assess a possible "Althusser-effect" on French philosophy from the 1970s on, in the works of his faithful disciples such as Balibar, and, to a certain extent, Poulantzas, and unfaithful ones like Rancière or Badiou, as well as in the philosophical output of his most "intimate" enemies, Foucault and Bourdieu). There appears to be an insuperable tension at the core of the Althusserian theory of Politics and State. His view on politics is tom between two separate - if not incompatible - modes of existence; on the one hand, the idea of a continuous regulation of social conflict by the State, and on the other hand, the idea of a radical alternative epitomized by a hypothetical, necessary and improbable "out-of-the-State Party".

Massmedias framställning av socialbidragstagare   -     en diskursanalys av språkliga konstruktioner i svensk dagspress       Författare: Jennifer Engström           Institutionen för socialt arbete Examensarbete 15 hp Socialt arbete Socionomprogrammet             Höstterminen/Autumn term 2017 Handledare/Supervisor: Lennart Räterlinck English title: Mass media's representation of social welfare receivers – a discourse analysis of linguistic constructions in Swedish daily press Abstract  English title: Mass media's representation of social welfare receivers - a discourse analysis of linguistic constructions in Swedish daily press Svensk titel: Massmediers framställning av socialbidragstagare - en diskursanalys av språkliga konstruktioner i svensk dagspress Author/författare: Jennifer Engström   The purpose of this study was to examine how social welfare receivers is portrayed and constructed in Swedish daily press. The empirical data have consisted of twenty-one articles from the main national newspapers Dagens Nyheter and Svenska Dagbladet. The study had a qualitative disposition and the selection was made strategically to make sure the empirical data would be relevant to the study’s issues. The theoretical starting point was extracted from social constructivism and from Foucault’s theory about power and his discourse concept. The analysis was done with help of Foucault’s discursive analytic methods with focus on power, entities positioning, what was implicit in the articles and whom was given the space to be heard.   It was found that the descriptions of social welfare receivers were often negative and contained assumptions that were seldom expressly explained. The rhetoric constructions may contribute to the legitimation of the marginalisation of social welfare receivers in Sweden through the focus on political, financial and work-related aspects. The result showed that social welfare receivers were considered to be uneducated and incapable in most of the articles. The result also showed that the main point of view was from the author to the article or political.

Foucault en 1983 prononce pour la première fois, durant une leçon au Collège de France, le syntagme « ontologie critique de nous-mêmes ». Une telle dénomination s’ajoute aux autres termes choisis rétrospectivement par Foucault pour définir sa démarche philosophique : durant ces années quatre-vingts il utilise à la fois « ontologie historique de nous-mêmes », « ontologie de l’actualité », « ontologie du présent », « ontologie de la modernité » et enfin « ontologie de nous-mêmes ». Cette série de formules synonymiques renferme l’objective premier de ma thèse : expliciter ce qu’est l’ontologie critique de nous-mêmes. L’enjeu fondamentale de ce travail consiste en fait d’une part à interroger et comprendre le syntagme en question, de l’autre à évaluer la possibilité de la construction d’une genèse de cette idée dans le cadre global de la philosophie foucaldienne. / In 1983 Foucault pronounces for the first time, during a lesson at the Collège de France, the syntagma “Critial Ontology of Ourselves”. Other similar denominations are used by Foucault in a retrospective way to define his philosophical researches, indeed throughout 1980 he uses at the same time: “Historical Ontology of ourselves”, “Ontology of the Actuality”, “Ontology of the present”, “Ontology of modernity”, et finally “Ontology of ourselves”. This list of synonyms concerns the principal aim of my dissertation: understand what is the Critical Ontology of Ourselves. The crucial point of this work consist from one hand in interrogating and understanding the syntagma above mentioned, from the other in verifying the possibility of the construction of a genesis of this idea

Cette thèse cherche, par le biais des concepts d’histoire et de vérité, à placer en position de dialogue deux des plus grands philosophes français contemporains : Paul Ricœur et Michel Foucault. L’hypothèse avancée est que l’histoire du concept de subjectivité oscille entre la volonté de savoir et le désir de comprendre. Ces deux postures, irréductibles l’une à l’autre, inaugurent les deux méthodes à l’étude : une généalogie du sujet relevant d’une historicisation de la volonté de vérité (Foucault) et une herméneutique du soi érigée dans le besoin d’interpréter notre finitude (Ricœur). Mais cette comparaison ne cherche pas la réconciliation. Il s’agit plutôt de relever, chaque fois, une tache aveugle rendant ces deux pensées complémentaires dans ce qui les oppose : faire jouer la distance, tel pourrait être le leitmotiv de cette recherche. / Through a philosophical analysis of the concepts of history and truth, this dissertation aims at creating a dialogue between the works of two of the most important contemporary French philosophers: Paul Ricœur and Michel Foucault. Our main hypothesis is that through its history, the concept of subjectivity fluctuates between the will to know and the desire of understanding. These two positions, irreducible to one another, reveal the two methods under study: a genealogy of the subject ensuing from a historicization of the will of truth (Foucault) and a hermeneutics of the self based on a universal need for interpreting our finitude (Ricœur).However, this comparison does not aim at reconciliation. The idea is rather to reveal a blind spot by which it becomes possible to grasp the complementary aspects of these thoughts through what actually separates them: therefore, this thesis could be considered as a playful use of the distance.

La problématique du pouvoir est tout à fait centrale dans l'œuvre de Michel Foucault et les études foucaldiennes à ce sujet n'ont pas manqué. Pourtant il nous semble nécessaire de rendre mieux visible le mouvement d'ensemble et l'intention générale de Foucault : moins une critique du pouvoir qu'une reconsidération de la nature du pouvoir, qui le détache de tout sujet identifiable. Dans cette perspective, parmi les moments les plus généraux de la pensée foucaldienne du pouvoir, c'est avant tout la description du pouvoir en termes d'inclusion et d'exclusion qui a paru la plus prometteuse dans l'optique d'une analyse philosophique. Ce sont les deux fonctions principales du pouvoir, mais tout en étant terminologiquement antagonistes, elles ne rentrent néanmoins pas en opposition. Au sein de ce que Foucault appelle les «relations de pouvoir», ces deux fonctions agissent simultanément, l'une se cachant pendant que l'autre s'expose. L'analyse de ces fonctions du pouvoir permet d'appréhender les trois formes de pouvoir chez Foucault (souveraineté, discipline, bio-pouvoir) et de dégager dans les évolutions qui conduisent de l'une à l'autre une « productivité » du pouvoir, opposée à l'idée de « négativité » du pouvoir. / The issue of power is absolutely central in the work of Michel Foucault, and it has been widely studied. Nevertheless, it was necessary to further show the overall movement and intention of Foucault on this matter: less of a criticism to power than a rethinking of the nature of power that detaches it from any identifiable object. In this context, among the general outlines of Foucault's thinking of power, the description of power in terms of inclusion and exclusion seems to be the most promising from a philosophical perspective. These are the two functions of power, but despite of being terminologically conflicting, they do not oppose each other. Within what Foucault describes as the “relations of power”, these two functions act simultaneous, each hiding when the other shows. The analysis of the functions of power allows to understand the three forms of power of Foucault (sovereign power, disciplinary power, and biopower) and to identify – in the evolutions that lead from one to another – a ''productivity'' of power, in opposition to the idea of the “negativity” of power.

In der vorliegenden Arbeit wird der Versuch unternommen, den Foucaultschen Gouvernementalitätsansatz für Analytiken im Feld der Medienpädagogik aufzuschließen. Im Fokus der Darstellung steht dabei der Bereich der Raucherprävention. In einem einführenden Teil wird das Konzept der Gouvernementalität innerhalb der Werkgeschichte Foucaults platziert und systematisch entfaltet. Hieran schließt sich eine Zuspitzung auf die gegenwärtigen neoliberalen Verhältnisse und die im Gesundheitsbereich etablierten Rationalitäten an. Dass die Geschichte des Rauchens eine genealogische Dimension der stetig voranschreitenden Problematisierung aufweist, wird entlang der Frage nach repressiven Machtmechanismen um das Rauchen deutlich gemacht. Mit den so im Verlauf der Darstellung entwickelten Werkzeugen werden abschließend zwei an Jugendliche gerichtete Raucherpräventionsschriften der Bundeszentrale für gesundheitliche Aufklärung systematisch in den Blick genommen, um so die Macht der medialen Inszenierung als Melange von Wahrheit, Subjektivierung und Selbstführung aufzuzeigen. / In the present work a try is made to make the governmentality of Foucault accessible for analytics in the area of media education. The centre of attention is the (juvenile) smoking prevention. In an introducing part the concept of governmentality is placed and systematically envolved in accordance with the history of Foucaults work. An aggravation of the contemporary neoliberal conditions and the rationalities established in the health-care sector follows. That the 'history of smoking' features a genealogical dimension of the continously proceeding problematization reveals alongside the question of repressive mechanisms of power about smoking. With the tools developed during the process of this presentation it is conclusively expected to systematically take two smoking prevention documents of the Federal Centre for Health Education into account to illustrate the power of the medial staging as a melange of truth, subjectivization and self-leadership.

Orientador: Carmen Zink Bolonhini / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-14T10:08:37Z (GMT). No. of bitstreams: 1 Uphoff_Dorthe_D.pdf: 3092661 bytes, checksum: e5c4d34de46c37059fcb17bd40cc3aef (MD5) Previous issue date: 2009 / Resumo: Esta tese focaliza a relação de poder entre o professor e o livro didático no ensino de alemão como língua estrangeira ("Deutsch als Fremdsprache", "DaF"). Partindo da observação de que os processos de ensino e aprendizagem do idioma costumam ser mediados, no Brasil, por livros didáticos de orientação pós-comunicativa, produzidos na Alemanha para o mercado global, procura-se identificar os motivos dessa prática, bem como seus efeitos para a posição discursiva do professor. Para operacionalizar a proposta, busca-se apoio teórico em ferramentas conceituais oriundas da analítica do poder de Foucault, em especial as noções de poder, resistência, saber e discurso. Com base em uma concepção de poder como um movimento que visa a estruturar o campo de ação do outro, o livro didático usual é descrito como um instrumento de poder que conduz o fazer pedagógico do professor de forma rigorosa e duradoura, ao preestabelecer e hierarquizar os objetos de ensino e determinar a linha metodológica. Uma análise dos discursos que circulam na área de "DaF", a respeito do livro didático, mostra que esse formato convencional do dispositivo é justificado por uma descrença no saber-fazer pedagógico do professor local, além de uma visão crítica das condições de trabalho que o mesmo enfrenta em seu ofício. Assim, o livro didático é visto como um dispositivo que garante a qualidade do ensino e que, por isso, não pode ser substituído por outros tipos de materiais, que possam proporcionar mais autonomia para o professor, no desenvolvimento de suas aulas. Verifica-se que é justamente essa a proposta de alguns discursos de resistência, também presentes na área de "Deutsch als Fremdsprache", que apostam no julgamento pedagógico do professor, na construção do percurso de ensino e aprendizagem trilhado em sala de aula. Uma comparação das posições discursivas do professor e do autor de livro didático, no ensino de alemão, porém, indica que apenas o autor é considerado um especialista, legitimado a elaborar o planejamento de um curso de língua, ao passo que o professor ocupa uma posição subordinada, devendo adaptar as orientações do autor de livro didático ao perfil concreto do alunado local. Sob o ângulo de uma concepção discursiva de autoria, argumenta-se que o professor não costuma ser percebido como autor de materiais, fazendo com que seu discurso didático-metodológico circule com menos força no atual cenário do ensino da língua. Conclui-se que o livro didático, mais que um mero apoio aos processos de ensino e aprendizagem de uma língua, também molda o saber-fazer pedagógico do professor, determinando a posição a partir da qual o mesmo pode se pronunciar sobre o planejamento do ensino. / Abstract: This thesis focuses on the power relation between the teacher and the coursebook in the field of German as a Foreign Language ("Deutsch als Fremdsprache"). Starting from the observation that the processes of teaching and learning German in Brazil are usually mediated by post-communicative coursebooks, produced in Germany for the worldwide market, the reasons for this practice as well as its effects on the discursive position of the teacher are analyzed herewith. In order to carry out this project, use is made of conceptual tools given by Foucault's Analytics of Power, such as power, resistance, knowledge and discourse. Based on a conception of power as a movement which intends to structure the action field of the other, the ordinary coursebook is described as an instrument of power which rigorously and constantly governs the teacher's pedagogical actions, by pre-establishing and organizing teaching contents and determining methodological procedures. Throughout the analysis of discourses regarding the coursebook, in the field of German as a Foreign Language, it can be seen that the conventional configuration of the coursebook is due to a lack of confidence in the pedagogical competence of the local teacher, as well as a critical view of his or her working conditions. Thus the coursebook is seen as a device which guarantees the teaching quality and which therefore should not be replaced by other kinds of materials that may offer more autonomy to the teacher, when planning his or her lessons. It is shown then that this autonomy is precisely the recommendation made by some discourses of resistance, which value the teacher's pedagogical judgment, in the construction of the teaching and learning route mapped out in the classroom. A comparison of the discursive positions of the teacher and the author of the coursebook indicates, however, that only the author is regarded as a specialist and therefore certified to work out the planning of a language course. The teacher, on the other hand, occupies a subordinate position, adapting the author's guidelines towards the concrete profile of the local students. Seen from the view of a discursive conception of authorship, it is argued that the teacher is not usually considered an author of teaching materials which implies that his or her pedagogical discourse is received with less impact in the current state of language teaching. It can be concluded that the coursebook, more than a mere support to the language teaching and learning processes, also shapes the teacher's pedagogical knowledge, determining the position from which he or she may speak about the planning of a language course. / Doutorado / Lingua Estrangeira / Doutor em Linguística Aplicada

Os professores, para além de seus cursos de formação, são produzidos cotidianamente pela forma como vivem a experiência de ser professor, o que se realiza no interior do próprio funcionamento da instituição escolar. Esse funcionamento está baseado em uma série de racionalidades que delimitam o fazer docente, estabelecendo assim as referências para uma forma de pensar e de fazer-se como professor. E é nessa atualidade escolar que se verifica a ampla circulação de termos como segurança, gestão de riscos, necessidade de proteção, dano, vulnerabilidade, judicialização, entre outros, o que aponta para a existência de intensos investimentos na linha das políticas de controle e vigilância. Esse trabalho se dedicou à realização de um exercício analítico sobre o funcionamento do que foi aqui considerado como uma economia jurídica que atravessa a escola e que é refinada na sua dinâmica cotidiana. Tal economia foi abordada na sua articulação com o imperativo da busca por bem-estar e felicidade, uma das principais estratégias de governo dos indivíduos na contemporaneidade. Na instituição escolar essa economia jurídica produz sujeitos e um modo de se relacionar com a vida; produz, portanto, importantes efeitos, que se tentou desnaturalizar abordando-os do ponto de vista das estratégias de poder. As principais referências utilizadas foram os desenvolvimentos analíticos de Michel Foucault (1926-1984) acerca das relações de poder e das tecnologias de produção dos sujeitos, tendo o seu conceito de governamentalidade como ponto de condensação. Tentou-se uma escrita que, ao entrar no jogo da verdade que envolve a educação escolar, contribua de forma particular para obstaculizar alguns efeitos de poder que os discursos verdadeiros sobre educação, escola, professor, etc., têm produzido. Tal iniciativa, para além de uma simples ação negativa, pode também ser compreendida como uma forma de enfrentar uma situação de sufocamento, de excesso de certezas que impedem a ação do pensamento, coisa comum na atual educação escolar, e assim assume a forma de uma ação positiva de produção de vãos, brechas e buracos. Uma importante consideração a respeito do que foi analisado refere-se à ideia de que, nas escolas, ao invés de produzirmos formas de vida fortalecidas pelos confrontos no plano ético, temos produzido formas de vida enfraquecidas pela submissão à necessidade normativa e aos conchavos indispensáveis à autoproteção. Tal movimento está na base de um estreitamento do agir político que o tem restringido à garantia da formalidade e à conveniência individual. Sem pretensões à produção de esclarecimentos, tal trabalho procura atuar no plano da provocação do pensamento, onde o que está em questão é a coragem. / Teachers, beyond their formation courses, are produced day-to-day by the way they experience being teachers, a process that takes place within the very operation of educational institutions. This operation is based on a series of rationalities which delineate teaching, thus establishing references for a way of thinking and making oneself as a teacher. In present-day educational reality the wide usage of terms such as security, risk management, need for protection, damage, vulnerability, judicialization, among others, points towards the existence of intensive investment along the lines of control and vigilance policies. The present work has carried out an analysis on the mechanisms of what has been considered here as a juridical economy which pervades schools and is refined at its daily dynamics.This economy has been approached in its connections with the urgence for a search for welfare and happiness, one of the main governmental strategies of contemporary individuals. Within educational institutions this juridical economy produces subjects and a mode of relating to life. Therefore it produces important effects which we have tried to denature by approaching them from the viewpoint of the strategies of power. The main references used were the works of Michel Foucault (1926-1984) on relations of power and technologies for the production of subjects, having as a point of condensation his concept of governmentality. By entering the game of truth involving school education we have attempted to contribute in a particular manner towards hindering some of the effects of power that true discourses produce on education, school, teachers etc. Besides a mere negative action, such an initiative might also be understood as a way to confront a suffocating situation where the excess of certainties hampers the action of thought. This situation occurs often in current school education as it assumes the form of a positive action that produces gaps, breaches and holes. One important consideration on what has been analyzed: in schools, instead of life forms strengthened by confrontations at the ethical sphere, what has been under production is life forms weakened by the submission to normative need and to the plots indispensable to selfprotection. This movement forms the basis of a process that narrows political action down to ensuring formality and individual convenience. Although without any claim to clarification, we have focused on inciting reflective thought, where what is at stake is courage.

La philosophie a tendance à ne pas concevoir le désir comme une notion historiquement connotée, mais plutôt comme un concept immuable. Le présent travail, au contraire, se propose de fournir des éléments pour l’élaboration philosophique d’une histoire du désir contemporain, s’articulant à travers des dispositifs et des discontinuités, des tendances et des moments de rupture. Notre objectif n’est pas de rédiger l’Histoire du désir et ses récentes transformations. En revanche, on se propose d’un côté de fournir des éléments pour pouvoir penser, philosophiquement, l’existence d’une histoire du désir, pour la fonder théoriquement ; de l’autre, de mettre en évidence, sans aucune prétention d’exhaustivité, certains des caractères définissant le désir de nos jours, certaines parmi les mutations qui, en premier lieu, nous ont suggéré l’existence d’une telle histoire encore toute à explorer. L’élaboration d’une telle histoire a été effectuée à partir d’une convergence entre la pensée de Deleuze, Foucault et Lyotard autour des notions principales structurant les présent travail : le désir, l’histoire, la notion de dispositif et celle de discontinuité. Néanmoins, nous avons croisé la pensée de ces auteurs avec d’autres, dans la tentative de souligner une convergence générationnelle. Dans l’histoire du désir contemporain on a reconnu un privilège à l’écran – à comprendre en tant que dispositif, au sens foucaldien du terme – à partir duquel on élaborera des tentatives de périodisation et on identifiera des discontinuités. Faire une histoire du désir contemporain signifie pour nous se demander comment l’on désire selon les écrans. / Philosophy tends to consider desire not as a historical notion, but rather as an immutable concept. Our work, however, aims to provide some elements for a philosophical elaboration of a history of contemporary desire, alternating dispositifs and discontinuity, tendencies and moments of rupture. Our purpose is absolutely not to define The History of desire and of its recent transformations. On the contrary, on one side we try to provide some theoretical elements in order to start thinking, philosophically, to a historicity of desire. On the other, without any claim of completeness, we try to identify some features defining the status of contemporary desire, by analysing some among the many mutations of desire which characterise our times and inspired this research in the first place. The elaboration of such a history mainly results from a convergence among the thoughts of Deleuze, Foucault and Lyotard, around the fundamental notions structuring this work, such as desire, history, dispositif, discontinuity. Nevertheless, we will often compare the thoughts of those authors with others, in order to highlight a sort of generational convergence. In the history of contemporary desire, we acknowledged a privilege to the screen – that has to be understood as a dispositif, in the large sense that Foucault gave at this notion. Thanks to its privilege, the screen will be the starting point for a periodisation of the history of contemporary desire and the identification of its discontinuities. How do we desire according to screens?

The topic of this paper is the disenchantment of the world and a possible ontological status of "mystical beings" such as fairies or power animals. I deal with this topic in three areas, namely in the positivist hegemony, where the existence of such beings is absurd, in the depth psychology of Carl Gustav Jung, where they are identified as archetypal symbols, and in the urban shamanism, where the existence of these beings is presented as a matter of fact. At first, I use the method of Foucault and the analysis of Adorno and Horkheimer to trace the ontological prescription that made the existence of such beings unthinkable for us, and I identify it in the select theories of John Locke and Henri Bergson. Here I find the prescription of homogeneity to be the principal ontological condition which allows only one possible mode of being and all beings that do not fulfill this condition can exist only as psychological entities. I read then Jung's work and urban shamanism as answers that aim to justify the status of these beings on this ontological ground. Jung finds in them an articulation of deep psychological forces in his theory of collective unconscious, and thus guarantees their significance but does not deny their ultimate psychological status. However, shamanism postulates their existence in a...