Orientador : Zeljko Loparic / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-08-25T17:37:48Z (GMT). No. of bitstreams: 1 Piza_SuzedeOliveira_D.pdf: 2637096 bytes, checksum: ec9c73ebbc52574506ccd7cf9b022feb (MD5) Previous issue date: 2014 / Resumo: Esse texto se insere no debate contemporâneo sobre as aproximações entre Kant e Foucault. A relação entre essas duas Filosofias é, ao mesmo tempo, de ruptura e continuidade. Por um lado, o método arqueologia-genealogia levará a resultados que se opõem a muitas teses de Kant sobre o ser humano, o conhecimento e a história. Por outro lado, Foucault não abandona em nenhum momento as fôrmas kantianas de fazer Filosofia e seu método está mergulhado no modelo kantiano e na atitude crítica. Foucault nega o a priori formal, mas afirma um a priori histórico; nega o sujeito transcendental e, consequentemente o idealismo transcendental, mas afirma analogamente um transcendental histórico; inverte categorias kantianas fundamentais e produz algumas de suas principais teses acerca do sujeito moderno. Foucault inverte categorias kantianas, assim como ao longo da história da Filosofia, grandes pensadores subverteram seus mestres criativamente. Foucault assume a atitude crítica, adota o modelo da Filosofia transcendental, usando, portanto, as fôrmas de Kant, contudo, troca o seu conteúdo. Nossa tese caracteriza o que o próprio Michel Foucault indicou como sendo sua filiação kantiana; isto é, se este se inscreve de alguma forma na tradição filosófica, o é na tradição crítica de Kant. Procuramos examinar que tipo de filiação é essa em uma perspectiva de compreensão do como e com o quê essa Filosofia foi produzida. Trabalhamos durante todo o tempo com a hipótese de que o kantismo de Foucault é um exemplo digno de nota de uma relação criativa (e não subserviente) de um filósofo com sua tradição. A elaboração de nossa hipótese e a chegada aos resultados só foi possível podendo considerar toda a obra foucaultiana a partir de uma dada leitura da obra de Kant feita por Z. Loparic. A tese de Loparic é de que a Filosofia de Kant é uma semântica transcendental. À luz dessa interpretação de Kant - especialmente, de uma releitura das teorias do conceito e da verdade, em que aparece o conceito de domínio de interpretação - é que se tornou possível uma leitura adequada da extensão e do tipo de kantismo de Foucault, especialmente no que tange ao conceito de epistémê. A tese percorre o caminho que vai da leitura que Foucault faz de Kant, da maneira como Foucault usa Kant e da indicação do método e alguns de seus operadores conceituais, sempre em relação a Kant. Defendemos que ambas as Filosofias (kantiana e foucaultiana) são filosofias críticas e são semânticas transcendentais, carecendo a segunda, para ser mais bem definida, de um adjetivo: uma semântica transcendental histórica. Como pano de fundo das ideias aqui apresentadas está nosso tema de maior interesse: a produção de Filosofia e as possíveis relações do filósofo com a tradição de pensamento filosófico ocidental. Foucault com Kant é um exemplo elucidativo para se compreender tal produção e uma das maneiras de sua efetivação / Abstract: This text is applicable to the contemporary debate on the similarities between Kant and Foucault. The relationship between these two philosophies is one of both rupture and continuity. On one hand, the archaeological-genealogical approach produces results that contradict many of Kant¿s studies on the human being, knowledge and history. On the other hand, Foucault by no means abandons the Kantian models to produce Philosophy, and his method dives into the Kantian model and the critical attitude. Foucault denies the formal a priori, but affirms the historical a priori; in other words, he denies the transcendental subject and, as a consequence, the transcendental idealism, but analogically affirms a "transcendental-historical". He inverts Kantian ideas and produces some of his principal works on the modern subject. Foucault changes the Kantian categories, just as throughout the history of Philosophy, great thinkers creatively overturned their masters. Foucault is critical in his attitude, adopting the transcendental philosophy model. He does, however, use Kant¿s molds, although with altered content. Our thesis characterizes what Michel Foucault himself indicated as being his Kantian affiliation; namely, if in some way it applies to the philosophical tradition, it will apply to Kant¿s critical tradition. The objective here is to examine what type of affiliation this is, from a perspective of understanding how and with what this philosophy was produced. The hypothesis adopted in this study gives that Foucault¿s Kantianism is a noteworthy example of a creative relationship (and one that is not subservient) between a philosopher and his tradition. It was only possible to elaborate this hypothesis and reach the achieved results by considering the complete work of Foucaultian, by studying Z. Loparic¿s interpretation of Kant¿s work. According to Loparic¿s thesis, Kant¿s philosophy is a transcendental semantic. In light of Kant¿s interpretation ¿ particularly from the re-creation of the theories of concept and truth, in which appears the concept of the domain of interpretation - it was possible to thoroughly study the extension and type of Foucault¿s Kantianism, particularly in terms of the episteme concept. The thesis follows the theory that emerges from Foucault¿s interpretation of Kant, in the way that Foucault uses Kant, the indication of the method and some of its conceptual operators, always in relation to Kant. The present study defends the argument that both Philosophies (Kantian and Foucaultian) are critical and transcendental semantics; the second, in order to be better defined, requires an adjective: a transcendental-historical semantic. The backdrop to the ideas presented in this study is the subject of greatest interest: the production of philosophy and the possible relationships between the philosopher and the tradition of western philosophical thinking. Foucault together with Kant is a clear example that can be used to understand this production and one of the ways that it can be effective / Doutorado / Filosofia / Doutora em Filosofia

Submitted by Fabiano Vassallo (fabianovassallo2127@gmail.com) on 2017-05-05T18:13:15Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) dissertação - Rodrigo Cardoso.pdf: 699655 bytes, checksum: ea2fd659d16182f1cd8b9492b8e70e1d (MD5) / Approved for entry into archive by Josimara Dias Brumatti (bcgdigital@ndc.uff.br) on 2017-06-06T17:37:03Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) dissertação - Rodrigo Cardoso.pdf: 699655 bytes, checksum: ea2fd659d16182f1cd8b9492b8e70e1d (MD5) / Made available in DSpace on 2017-06-06T17:37:03Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) dissertação - Rodrigo Cardoso.pdf: 699655 bytes, checksum: ea2fd659d16182f1cd8b9492b8e70e1d (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho está dividido em duas partes. Na primeira procuro organizar as questões a respeito do conceito de paradigma a partir de sua formulação por Thomas Kuhn e seu desenvolvimento por Giorgio Agamben e explorar as possíveis relações que se podem estabelecer entre esse conceito e a arqueologia de Foucault, a fim de melhor compreendê-la. Na segunda parte, exploro o livro As palavras e as coisas lendo algumas das obras literárias aí mencionadas – o Dom Quixote, Justine e Juliette e alguns textos de Borges –, no contexto de sua investigação arqueológica. Pretendo assim evidenciar algumas das relações que se podem estabelecer entre textos literários e pensamento a partir da reflexão sobre Paradigma / This paper is divided in two parts. In the first one I propose to analyze some discussions on the concept of paradigm, as stemming from it’s formulation by Thomas Kuhn and following later developmentes by Giorgio Agamben, while exploring possible relations between this concept and Michel Foucault’s archaeology, in order to achieve a better understanding of its workings. In the second part I explore some of the questions proposed by Foucault in The order of things by reading some of the literary works – Dom Quixote, Justine and Juliette and some texts by Borges –, mentioned in the context of the book’s archaeological investigation. This way I intend to clarify some of the possible relations between literary texts and thought through the notion of paradigm

Esta Dissertação apresenta um estudo sobre os discursos da Educação Ambiental proferidos por professoras e professores de uma Instituição de Ensino Superior  Universidade do Estado de Mato Grosso  UNEMAT. Inspirando-me na concepção de discurso desenvolvida pelo filósofo francês Michel Foucault, bem como em autoras e autores que realizam seus estudos na perspectiva pós-estruturalista, minha intenção é desnaturalizar a emergência desses discursos, concebendo-os como acontecimentos históricos. Preocupo-me em entender os regimes de verdade que engendraram e regularam a produção de tais discursos, propondo-me a uma tarefa eminentemente histórica. Assumo que, desconstruindo o discurso sobre a necessidade da Educação Ambiental, é possível perceber certas relações de poder que o possibilitaram. Utilizo-me, como corpus empírico da análise, da descrição de alguns enunciados proferidos pelas professoras e professores daquela Universidade, bem como de algumas narrativas históricas engendradas pelo movimento ambientalista, desde suas primeiras manifestações, detendo-me, mais especialmente, nas proposições referentes à Educação Ambiental. Minha análise procura mostrar como se instituiu uma rede interdiscursiva que passa a se ocupar das questões relativas ao meio ambiente. Utilizo-me dos discursos constituídos nessa trama, para indicar como a Educação Ambiental está comprometida com o poder, vendo-a como um novo dispositivo que entra em funcionamento para governar as condutas dos indivíduos e instituir uma nova ordem: a ordem ambiental. / This dissertation provides a study of Environmental Education discourses delivered by female and male professors at an institution of higher learning - Universidade do Estado de Mato Grosso, UNEMAT. Inspired by the discourse conception by French philosopher Michel Foucault, as well as by authoresses and authors performing their studies from a poststructuralist perspective, my intention is to denaturalise emergence of these discourses, conceiving of them as historical events. I am concerned with understanding some truth claims that have invented and regulated the production of these discourses, which has suggested me an eminently historical task. I assume that deconstructing the discourse on Environmental Education urgency enables perceiving particular power relations that have uncovered it. I use myself as empirical corpus for analysing, describing some statements uttered by male and female professors at that University, as well as some historical accounts invented by the environmental movement, concentrating upon proposals concerning Environmental Education. My analysis seeks to show how a network among discourses, which is made to deal with all questions concerning environment, is formed. I draw upon the discourses embedded in this web to show how Environmental Education is engaged to power, how it has become a new device to govern the individuals' conduct and establish a new order: the environmental order.

Orientador: Áurea MAria Guimarães / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-18T11:15:42Z (GMT). No. of bitstreams: 1 Almeida_TatianaLimade_M.pdf: 29623064 bytes, checksum: d1fc882ad5327ce499761508342c92e0 (MD5) Previous issue date: 2011 / Resumo: Esta dissertação abordou a questão de adolescentes em acolhimento institucional, e buscou averiguar em que medida os registros das histórias de vida de jovens abrigados constituem uma escrita de si. De acordo com o Instituto de Pesquisas Avançadas (2003), o censo nacional de abrigos revelou a existência de cerca de 20.000 crianças e adolescentes abrigados no Brasil, sendo que 87% têm família. O período estimado de abrigamento varia entre sete meses a cinco anos. O Estatuto da Criança e do Adolescente (ECA) indica em seu Art. 101, Parágrafo único, que o abrigo só deve ser utilizado como recurso para a proteção de crianças e adolescentes em caráter provisório e excepcional, utilizável como forma de transição para a colocação em família substituta. No entanto, o que se observa, atualmente, são crianças e adolescentes que permanecem durante anos em entidades aguardando voltar para suas famílias de origem ou serem encaminhados para famílias substitutas. Esse longo período de permanência em instituições de acolhimento compromete a manutenção dos vínculos familiares e, consequentemente, a continuidade de uma memória ou uma história de vida registrada. Em geral, os registros feitos sobre a história de vida desses sujeitos são realizados em prontuários pelos adultos que os acompanham, no entanto, na maior parte dos casos não há registros sobre os desejos, as impressões, as lembranças. O embasamento teórico utiliza o referencial de Michel Foucault sobre a escrita de si, que afirma esta atividade como o registro de movimentos interiores, pensamentos, desejos e ações daquele que escreve. Foucault remete a ideia de hupomnêmata, que na Antiguidade, era utilizado pelos Gregos como forma de registro material da memória e assumia a forma de diários e cadernos constituídos a partir de diferentes elementos como desenhos, lembranças, reflexões. Para Foucault (2006a) a escrita de si configura um cuidado de si que permite a constituição do sujeito. O trabalho foi realizado por meio da construção de diários com adolescentes abrigados, no município de São Paulo. As atividades consistiram em quinze encontros regulares temáticos nos quais estes jovens puderam registrar conteúdos como: lembranças, impressões e sentimentos. Este processo foi descrito, neste trabalho, no formato de uma narrativa e utilizou a teoria da História Oral de Vida de José S. B. Meihy (1991) que propõe a transcrição, textualização e transcriação do material obtido. No decorrer do texto é possível entender de que maneira a técnica de Meihy foi adaptada para esta proposta possibilitando um formato diferente de construção do trabalho. Tal processo permitiu a criação de espaços nos quais possibilitou-se o aparecimento dos sujeitos. / Abstract: This dissertation addressed the issue of adolescents in residential care, and sought to ascertain the extent to which records the life stories of young people are housed in a self writing. According to the Institute for Advanced Research (2003), the national census revealed the existence of shelters for some 20.000 children and adolescents sheltered in Brazil, and 87% have family. The estimated period of institutionalization varies from seven months to five years. The Status of Children and Adolescents indicates in its article 101, paragraph one, the shelter should only be used as a resource for the protection of children and adolescents in a provisional and exceptional basis, usable as a way to transition to placement in a foster family. However, what is observed today are children and adolescents who remain in institutions for years waiting for their families back home or being sent to foster families. This long period of stay in institutions committed to maintaining family ties and therefore the continuity of a memory or a history of life recorded. In general, the records made on the life history of these subjects are held in records by the adults who accompany them, however, in most cases there are no records on the desires, perceptions and memories. The theoretical referential use of Foucault's writing about himself, says that this activity as the registration of interior movements, thoughts, desires and actions of the person writing. Foucault refers hupomnêmata the idea that in ancient times, was used by Greeks as a way to record material from memory and took the form of diaries and notebooks made from different elements such as drawings, memories, reflections. For Foucault (2006a) writing for oneself a self care that allows for subjectivity. The work was accomplished through the construction of sheltered daily with adolescents, in São Paulo. The activities consisted in fifteen thematic regular meetings in which these young people were able to record content such as: memories, impressions and feelings. This process was described in this work in a narrative form and used the theory of Oral Life History of Joseph S. B. Meihy (1991) proposes that transcription and trans textualization of the material. Throughout the text one can understand how the technique was adapted for this Meihy proposal allowing a format other than construction work. This process allowed the creation of spaces where possible to the appearance of the subjects. / Mestrado / Ensino e Práticas Culturais / Mestre em Educação

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

In this dissertation, I explore and continue to ponder the work of intercultural teacher education in Chile in a context of ongoing and varied violence over territory. I analyzed how teacher educators talk about their work and looked at how the programs address or not, the context of violence and Mapuche resistance. In addition, how the programs present themselves in different documents to see what questions arise from this exploration of teacher education discourse.I asked: 1. In what ways do teacher educators talk about intercultural education? 2. In what ways do program documents, in two teacher education programs discuss intercultural education? I am not trying to provide answers on how to improve teacher education, rather to provoke, inform, generate, and open questions about teacher education in settler contexts. In Chile, the struggles over land for the Mapuche are ongoing and a constant focus of governments and industry that continually label and persecute this struggle as acts of terrorism. This conflict is part of the everyday lives of students and teachers across the area where the Mapuche claim ancestral land. In teacher education there is an increasing amount of scholarship around land education (Calderon, 2014), and place-based education that focuses on bringing, alternately, place, land and water, and territory into the conversations of teacher education. In the various articles and debates about this focus, there are critiques of the ways in which earlier scholarship engaged with place without considering how it came to be occupied through settler violence, as well as with the lack of reflection of indigenous communities in that same land. In my research, I build on this work to examine the work of intercultural teacher education through two theoretical frameworks, settler colonialism, and Foucauldian theory of power/knowledge and discourse to think through this context. I used a case study methodology and interviewed nine teacher educators from two different programs in intercultural teacher education. One program is one of two fully intercultural programs and the other a branch from one of the two most prestigious universities in Chile. I also collected documents and kept a multimodal researcher journal with photos, descriptions, feelings, memos, and other items like news, op-eds, Facebook posts from Mapuche communities. I analyzed my data through three conceptual frames, place, education sovereignty, and personhood. In my analysis of place, I considered the context of intercultural education and examined how public and government-sponsored areas communicate an ideal of peaceful coexistence between two cultures, and how, while I was there, and before, and since, this discourse is interrupted and resisted by Mapuche communities. I also analyze the architecture of the programs and the ways on which teacher educators talk about place in their work to look at the ways in land, territory, and place are in tension in the work of intercultural teacher education in this specific context. On education sovereignty, I examined my interviews and documents from the lens of indigenous education sovereignty and from the concept of sovereignty as necropolitics. In the ways in which teacher educators talk about their work there are differences regarding the ways in which they frame why they teach their students what they teach them and for what purpose. The Mapuche teacher educators, across programs, express ideas of understanding their context and history of dispossession and the work of intercultural education as survivance, through reculturation, language, and self-determination. In my analysis of personhood and the ways teacher educators talk about teaching their students, I looked at how the focus on identity relates to ideas of diversity and inclusion that are related to the concerns some Non-Mapuche professors have about indigenous radicalism or supremacy. I traced these ways of talking about their work to the notion of culture as a way of classifying otherness to their pedagogical approaches to teaching diversity by looking at the Mapuche communities as those who are the most different. I explored their ways of talking about their work through the lens of productive inclusion, and how their concern over the inclusion of newly-arrived, migrant families can be deployed to erase the reculturation, self-determination of indigenous intercultural education. This research will contribute to the literature in Chile regarding intercultural teacher education as well to broader conversations about including settler colonial perspectives in teacher education in general. I hope that it will also help teacher educators and new teachers have an increased sense of the assumptions of intercultural education discourse in their processes of education as well as inform discussions regarding what these discourses do in initial teacher education.

Le but de la présente recherche était de vérifier si tous les éléments qui caractérisent le parrèsiaste chez Foucault sont présents dans la définition proposée par Gros ou si certains éléments de sa définition sont manquants. Nous avons procédé de deux façons. Nous avons en premier lieu choisi de présenter en détail ce qu'il entendait par la parrhêsia. Pendant les trois années que Foucault s'est intéressé à la parrêsia, il a fait référence à trois approches négatives et à quatre types de parrhêsia pour définir ce qu'est la parrêsia et pour déterminer les éléments de cette définition qui caractérisent celui qui fait preuve de franc-parler, c'est-à-dire le parrèsiaste. Puis, nous avons choisi de présenter un dialogue original en trois actes pour mettre en évidence les différents éléments de sa définition positive. Nous en sommes venus à la conclusion que tous les éléments de la définition qui caractérisent le parrèsiaste étaient présents. Par contre, nous avons constaté que la formulation des deux derniers éléments était incomplète. En opposant entre autres les discours de Périclès à Platon et Dion et les discours de Cultus à Dignitas, nous croyons que les deux derniers éléments de la définition auraient dû tenir compte de l'importance d'agir avec tact pour quiconque pratique la parrêsia.

Tableau d'honneur de la Faculté des études supérieures et postdorales, 2014-2015 / 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). Alors que Ricœur élabore une anthropologie philosophique voulant prendre en charge la capacité interprétative de l’homme, Foucault développe pour sa part une critique de notre « âge anthropologique de la raison » (la modernité). Mais en dépit de cet écart apparent, tant l’herméneutique que la généalogie demeurent fondées dans une pensée de la finitude. Celle-ci motive une critique de la philosophie de l’histoire ainsi qu’une critique de son corollaire, la philosophie de la conscience : Foucault et Ricœur proposent ainsi deux images inversées d’une même problématisation historique du rapport à soi. Il s’agit en bref de poser la question de la subjectivité en évitant de la réduire à la « volonté de savoir » caractérisant les sciences humaines. La compréhension du rapport à soi passe avant tout par la reconnaissance, qui est ici tenue pour le fondement anthropologique de la subjectivation. Une analyse comparative des pratiques de véridiction (aveu, promesse, parrêsia) sert à cet effet de terrain commun sur le plan de l’éthique. 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. Mots-clés : Michel Foucault ; Paul Ricœur ; histoire ; vérité ; herméneutique ; généalogie ; anthropologie philosophique ; épistémologie ; ontologie ; critique ; modernité ; structuralisme ; objectivation ; interprétation ; compréhension ; soi ; sujet ; subjectivité ; subjectivation ; pouvoir ; éthique ; reconnaissance ; capacité ; véridiction ; attestation ; aveu ; confession ; parrêsia ; promesse ; souci. / 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). Whereas Ricœur develops a philosophical anthropology focusing on the interpretive capacity of man, Foucault, for his part, criticizes our ‘anthropological age of the reason’ (i.e. modernity). Despite this apparent gap, however, both hermeneutics and genealogy prove to be based on a philosophy of finitude. The latter motivates a critical analysis of both the philosophy of history and its corollary, the philosophy of consciousness: Foucault and Ricœur thus offer opposite views of a common historical problematizing of subjectivity. In short, the purpose of this work is to investigate the notion of subjectivity without restraining it to the will to know which characterizes the humanities. We argue that the comprehension of the self depends above all on acknowledgment, which is considered here to be the actual anthropological foundation of ‘subjectivation’. To this end, a comparative analysis of different ‘veridiction’ practices (confession, promise, parrhesia) acts as a common ground in terms of ethics. 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. Key-words : Michel Foucault ; Paul Ricœur ; history ; truth ; hermeneutics ; genealogy ; philosophical anthropology ; epistemology ; ontology ; critic ; modernity ; structuralism ; objectivation ; interpretation ; comprehension ; self ; subject ; subjectivity ; subjectivation ; power ; ethics ; acknowledgement ; capacity ; veridiction ; testimony ; confession ; parrhesia ; promise ; care.

<p>As a consequence of positioning women within the dominant gender role of motherhood, the inability to have a child has exposed women, and more notably women in Africa, to extreme social consequences that often violate their human rights and lead to socio-economic disempowerment. The aim of this study was to consider prevailing discursive construction that position women within dominant ideologies that engender motherhood for women, and to explore how women make sense of and construct meaning regarding their experience when they desire but are not able to have a child.</p>

Using the narrative imagery of Instagram and the cultural narrative of the Olympics, I explore the role of agency and autonomy in modern sport with a focus on the commercial and institutional arms of surfing. This project is an attempt to evaluate visual and cultural narrative from the perspective of a literary scholar and to root theory and philosophy in issues that go beyond scholarship and academics. In chapter one, I use sports sociologists Jennifer Hargreaves and Krista Comer as well as Jean Kilbourne and Rosalind Gill to illuminate and explore two surf-centric Instagram accounts, both of which imagine a story of surfing through a mostly visual medium. In chapter two, I turn to Elizabeth Grosz and Michel Foucault to help explore the institutionalized arm of surfing through its recent inclusion in the Olympic Games. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection