Informe de Seminario para optar al grado de Licenciado en Filosofía

Informe de Seminario para optar al grado de Licenciado en Filosofía

Orientador: Celso Kraemer. / Dissertação (Mestrado em Educação) - Programa de Pós-Graduação em Educação, Centro de Ciências da Educação, Universidade Regional de Blumenau, Blumenau.

Esta dissertação pretende inserir alguns pontos em um território que atravessa as áreas da Educação e da História: o ensino de História. O problema investigativo deste trabalho se volta para o professor de História na sala de aula e questiona: como ele se constitui como sujeito? Pesquisador ou mero reprodutor de discursos acadêmicos? De que forma a bagagem acumulada no estudo dos conhecimentos históricos em nível universitário afeta a sua prática professoral? Que lugar ocupam os saberes e os fazeres docentes no ensino da História? O referencial teórico principal é composto por escritos de Michel Foucault, buscando assinalar as críticas que o autor fez à escrita da História. Como ferramenta de análise, optou-se pela descrição de cenas de aulas de História, quando o pesquisador foucaultiano e o docente se encontram no palco do acontecimento: a sala de aula. As cenas narram as relações estabelecidas entre os corpos de professor e de alunos e que resultam em choques, confrontos e embates de verdades, posições e significações. Elas buscam inserir problematizações neste cenário, fazendo surgir as experiências intempestivas e as vivências infames. O professor de História, na perspectiva foucaultiana, anseia por buscar elementos que tornem o passado um objeto vivo. Assim como aquele que se denominou historiador do presente, o caminho investigativo desta pesquisa aspira pensar de que maneira pode-se contribuir para libertar os pensamentos e as narrativas das estruturas engessadas que persistem nos ditos e escritos históricos. / This dissertation intents to insert some points in a territory that crosses the Areas of the Education and History: History teaching. The investigative problem of this study turns to the History professor in the classroom and interrogates: how does he constitute himself as a subject? Is he a researcher or mere reproducer of academic discourses? How does the know-how of the historical knowledge accumulated during the study, in university level, affect his professorial practices? What places do the professor’s knowledge and doings occupy in the teaching of History? The main theoretical framework is constituted by Michel Foucault’s writings, aiming to analyze the critics made by the author about the writings of the History. The description of History classes’ scenes was used as tool of analysis, when Foucault’s researcher and the professor meet each other on the happening’s stage: the classroom. The scenes narrate the relations established between professor and students that result in shock, confrontation and true oppositions, positions and significations. They attempt to reveal the truth established around this scenery, promoting untimely and infamous experiences. The History professor, according to Foucault’s perspective, is eager to find elements that turn the past into live object. As that one who called himself as the historian of the present, the investigative path of this research aspires to think how it is possible to contribute to release the thoughts and narratives from the plastered structures that remain in the historical sayings and writings.

區凱琳. / "2009年7月". / "2009 nian 7 yue". / Thesis (M.Phil.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (leaves 168-172). / Abstracts in Chinese and English. / Ou Kailin. / 引言 --- p.1 / Chapter 一 --- 導論 --- p.2 / Chapter 1.1 --- 傅柯的倫理學之預備¨®Ơ明 --- p.4 / Chapter 1.1.1 --- 傅柯學¨®Ơ的三條軸線 / Chapter 1.1.2 --- 傅柯對道德觀的三種區分 / Chapter 1.1.3 --- 傅柯研究的道德觀及其研究方法 ´ؤ´ؤ「實行手法之道德觀」與「道德過程之個性化條件」 / Chapter 1.1.4 --- 傅柯研究的道德觀之歷史 ´ؤ´ؤ「道德主體化的方式」及「自身實踐的方式」之歷史 / Chapter 1.1.5 --- 傅柯研究的道德觀及其研究方法之特殊意義 / Chapter 1.2 --- 傅柯的《主體解釋學》之預備¨®Ơ明 --- p.16 / Chapter 1.2.1 --- 傅柯對古代研究之態度 / Chapter 1.2.2 --- 傅柯對古代倫理之基本分析 / Chapter 1.2.3 --- 《主體解釋學》的工作及其目的 / Chapter 1.3 --- 本文的旨趣 --- p.22 / Chapter 二 --- 關懷自身原則中的主體與真理關係 --- p.24 / Chapter 2.1 --- 概¨®Ơ「關懷自身」與「認識你自己」 --- p.27 / Chapter 2.2 --- 「關懷自身」之理論化與邊緣化 --- p.32 / Chapter 2.3 --- 兩種哲學區分與主體與真理的弔詭關係 --- p.42 / Chapter 2.4 --- 修省之理由 --- p.48 / Chapter 三 --- 知識探索與自身轉化 --- p.53 / Chapter 3.1 --- 關懷自身之「自身的『自身目的化』」 --- p.57 / Chapter 3.2 --- 轉向自身´ؤ´ؤ知識與真理的基點 --- p.62 / Chapter 3.2.1 --- 目光之轉向 / Chapter 3.2.2 --- 實在的轉移及回歸自身 / Chapter 3.3 --- 知識之精神性模態化´إ´إ主體與世界關係之安頓 --- p.67 / Chapter 3.3.1 --- 德米特里厄斯的知識之關係性模式 ´ؤ´ؤ自身與世界連繫在一起的知識觀 / Chapter 3.3.2 --- 伊比鳩魯的自然研究 ´ؤ世界知識成為轉化自身之催化媒介 / Chapter 3.3.3 --- 塞內加的世界頂峰 ´ؤ´ؤ此岸世界之解放 / Chapter 3.3.4 --- 奧列里烏斯之無限小的剖析 ´ؤ魔力與誘惑之消解 / Chapter 3.4 --- 兩種知識之區分´ؤ´ؤ「精神性知識」與「智力知識的知識」 --- p.95 / Chapter 四 --- 修省與拯救 --- p.100 / Chapter 4.1 --- 概¨®Ơ修省 --- p.103 / Chapter 4.1.1 --- 哲學的修省與基督宗教的苦行 / Chapter 4.1.2 --- 修省與預備 / Chapter 4.1.3 --- 修省之兩層 / Chapter 4.2 --- 真言之主體化´ؤ´ؤ哲學之修習方式 --- p.108 / Chapter 4.2.1 --- 聆聽與沉默 / Chapter 4.2.2 --- ˇئø讀與書寫之關係 / Chapter 4.2.3 --- 言¨®Ơ與真理 / Chapter 4.3 --- 主體之修行´ؤ´ؤ知行一致的主體 --- p.118 / Chapter 4.3.1 --- 鍛鍊與考驗 / Chapter 4.3.1 a --- 節制之養生法 / Chapter 4.3.1 b --- 試煉之實踐 / Chapter 4.3.2 --- 主體的沉思 / Chapter 4.3.2 a --- 邪惡之預想 / Chapter 4.3.2 b --- 死亡之修鍊 / Chapter 4.3.2 c --- 良知的檢測 / Chapter 4.4 --- 拯救自身´ؤ´ؤ此生此世的拯救 --- p.134 / Chapter 4.4.1 --- 基督宗教的拯救概念 / Chapter 4.4.2 --- 「自身目的化」與拯救 / Chapter 4.4.3 --- 古代的拯救概念 / Chapter 五 --- 結論´ؤ´ؤ哲學與自我拯救 --- p.142 / Chapter 5.1 --- 回顧及小結 --- p.143 / Chapter 5.2 --- ´ؤ己與超越 --- p.147 / Chapter 5.3 --- 精神性及關懷自身的回歸 --- p.151 / Chapter 5.4 --- 總結 --- p.157 / Chapter 5.3.1 --- 保存個體存在風格的倫理觀 / Chapter 5.3.2 --- 哲學之用 / 後記 --- p.162 / 附錄一 縮寫 --- p.163 / 附錄二 詞彙表 --- p.164 / 附錄三參考書目 --- p.168 / 回顧 --- p.173

Analiza la conexión entre saber y poder en la sociedad del capitalismo postdisciplinario. La primera parte de la tesis se aboca a explicar la relación entre saber y poder y porque para Foucault se trata de prácticas estrechamente ligadas. En la segunda parte se analiza la constitución del conocimiento científico y su relación con los dispositivos de poder del capitalismo disciplinario. En la tercera parte se propone un estudio sobre cuáles serían las relaciones entre las formas de poder y conocimiento en la sociedad contemporánea. / Tesis

Informe de Seminario para optar al grado de Licenciado en Filosofía / Tratar de entender la manera en que es tratada la literatura por parte del Ministerio de Educación a través de los Programas de Enseñanza es la intención que mueve al presente trabajo. Para ello será importante analizar el contexto en donde ella se nos presenta, en otras palabras, debemos primero preocuparnos por tener una visión general del proceso educativo dentro del cual la literatura aparece como una herramienta, en apariencia, fundamental. Cuáles son los propósitos que el Ministerio tiene para con los estudiantes patente en los Programas de Estudio del área de Lenguaje y Comunicación, y de qué manera la literatura sirve a estos propósitos, creo que son preguntas que es preciso formularse para ir bosquejando un concepto de literatura presente en los Programas de Estudio. Esta parte del recorrido se encuentra plasmada en el primer capítulo de este trabajo que lleva por nombre “La literatura en los programas Educacionales del Ministerio de Educación”, para cuya realización me he servido de los Programas de primero a sexto año básico concernientes al área de Lenguaje y Comunicación. En el análisis de dichos textos de estudio me centraré principalmente en las cuestiones que a mi entender más ayudan a los fines que me he propuesto, como objetivos, modos de evaluación y actividades propuestas, entre otras cosas.

Tesis para optar al grado de Magister en Filosofía / El presente texto abordará una parte del cuantioso material que Foucault nos legó al morir para comenzar a reconocer y delimitar a partir de él, su manera de comprender el derecho al tratar sobre asuntos disímiles. Esta pretensión no sólo enfrenta la ausencia de un texto foucaultiano que reconozca la problematización del derecho como su asunto, sino también la opinión, algo extendida entre los lectores de Foucault, que asevera que el pensador francés no se interesó sobre las cuestiones jurídicas.

This thesis is positioned at the intersection of two fields of research: language and gender and language development, to address the lack of linguistically informed investigation into the emergence of gendered subjectivity. Rather than treat the domain of language and gender research as a site of resolve, the research problematises the area to create a site of contestation by drawing attention to the limitations of research based on a single theoretical framework which proposes unified gender identity as gender difference. Gender will be read not as singular identity but multiple, as a Foucauldian 'nexus of subjectivities'. The study is an investigation into the construction of gendered subjectivity through a critical discourse analysis of a family playing games. The initial contention is that gender is a process which may be performed in multiple ways which are linked to the subject positions taken up in competing discourses. Focusing on children playing games, the study examines how gendered relationships are constructed in discursive practices to propose that it is possible to identify the performance of multiple femininities/masculinites through an analysis of patterns of interaction where the negotiation of power relationships is made visible in language and action. The study is a reflexive ethnographic case study based on data collected of two siblings, a boy and a girl, and their parents playing games at home. Conducted from within a framework which strategically combines poststructuralist readings with linguistic analysis, the research is an example of the viability of 'postlinguistic' approach to discourse analysis. The thesis argues that the study of a culture as it is lived in a family reveals the emergence of gendered subjectivity in the constitutive relationship which exits language, subjectivity and discourse. It is suggested that the development of a child's multiple gendered identities towards normative gender patterns may be traced in the discursive practices which s/he mobilises as a result of the subject positions in which s/he is positioned during the research period / Doctor of Philosophy (PhD)

This thesis is positioned at the intersection of two fields of research: language and gender and language development, to address the lack of linguistically informed investigation into the emergence of gendered subjectivity. Rather than treat the domain of language and gender research as a site of resolve, the research problematises the area to create a site of contestation by drawing attention to the limitations of research based on a single theoretical framework which proposes unified gender identity as gender difference. Gender will be read not as singular identity but multiple, as a Foucauldian 'nexus of subjectivities'. The study is an investigation into the construction of gendered subjectivity through a critical discourse analysis of a family playing games. The initial contention is that gender is a process which may be performed in multiple ways which are linked to the subject positions taken up in competing discourses. Focusing on children playing games, the study examines how gendered relationships are constructed in discursive practices to propose that it is possible to identify the performance of multiple femininities/masculinites through an analysis of patterns of interaction where the negotiation of power relationships is made visible in language and action. The study is a reflexive ethnographic case study based on data collected of two siblings, a boy and a girl, and their parents playing games at home. Conducted from within a framework which strategically combines poststructuralist readings with linguistic analysis, the research is an example of the viability of 'postlinguistic' approach to discourse analysis. The thesis argues that the study of a culture as it is lived in a family reveals the emergence of gendered subjectivity in the constitutive relationship which exits language, subjectivity and discourse. It is suggested that the development of a child's multiple gendered identities towards normative gender patterns may be traced in the discursive practices which s/he mobilises as a result of the subject positions in which s/he is positioned during the research period / Doctor of Philosophy (PhD)