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A research report submitted in partial fulfilment of the requirement for the degree of Master of Artsin Political Studies by Creative Writing to the Faculty of Humanities, University of the Witwatersrand, March 2019 / Set in the context of a post-Apartheid South Africa, this research report constitutes a Foucauldian analysis of how state institutional support for SMME resonates with neoliberal governmentality and the consequent attempt to prompt the post-Apartheid subject. Relevant herein, are the state institutions that are mandated to further the states initiative of enterprise development. Primarily making use of archival analysis, policy data from these institutions were sought out and analysed. Analysing enterprise development from a historical perspective, it is evident that intentions have evolved with regard to two factors. Firstly, the ever-permeating growth in the promotion of ‘entrepreneurial culture’; and secondly, the differentiation of targeted subjects. Through studying these findings, it is argued that there is an attempt by the state to condition entrepreneurial subjectivities. It can further be argued that, as a consequent to the former, the agenda of the state is to outsource fiscal liabilities to informal markets. This research report ultimately constitutes a Foucauldian interpretation of these two cardinal findings. / NG (2020)

Le concept de gouvernementalité forgé par Michel Foucault est de plus en plus populaire non seulement auprès des philosophes, mais aussi auprès des sociologues, politologues, économistes, anthropologues et plusieurs autres spécialistes appartenant à ce que nous nommons les ±sciences humaines¿. Pourtant, les origines, les recherches et les pistes de réflexion liées à ce concept au sein même du travail de Michel Foucault sont plutôt mal connues. Le présent mémoire tentera d'expliquer ce que signifie ce concept dans les travaux de ce penseur. Nous explorerons plus précisément le parcours qu'emprunta Michel Foucault dans sa théorisation du pouvoir l'amenant vers ses vues généalogiques. / De là, nous analyserons les éléments relatifs au déploiement d'une ±microphysique du pouvoir¿ dégageant les configurations stratégiques du pouvoir de souveraineté, du régime disciplinaire et du biopouvoir. Partant d'une double critique contre l'emploi de cette ±microphysique¿, nous étudierons ensuite l'entrée de l'État dans cette grille d'analyse, menant Foucault à conceptualiser les relations de pouvoir et de subjectivation en terme de gouvernement, de résistance et de pratiques de liberté. En examinant les principaux textes de Michel Foucault, de même que son enseignement au Collège de France entre 1970 et 1984, nous suggérerons que le projet de cette analyse généalogique de la rationalité gouvernementale occidentale -- qui remonte jusqu'aux sources grecques et bibliques -- se veut à la fois le relais, l'approfondissement et le dépassement de ses analyses du pouvoir, du sujet, de la liberté et de la résistance.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-12-20T08:44:17Z No. of bitstreams: 1 Alessandro de Lima Francisco.pdf: 4293336 bytes, checksum: 1ab770c4fad6118674ccf4af48e7e223 (MD5) / Made available in DSpace on 2017-12-20T08:44:18Z (GMT). No. of bitstreams: 1 Alessandro de Lima Francisco.pdf: 4293336 bytes, checksum: 1ab770c4fad6118674ccf4af48e7e223 (MD5) Previous issue date: 2017-12-11 / This research refers mainly to Jacques Lagrange’s unpublished manuscripts related to courses offered by Michel Foucault at École Normale Supérieure de Paris, and deposited at Institut Mémoires de l’Édition Contemporaine. It also refers to those by Michel Foucault himself recently deposited at Bibliothèque Nationale de France. The latter focus on files concerning the 1950s –a period not to be ignored if one intends to understand the development of his researches, in order to apprehend the role of Psychology in Michel Foucault’s philosophical problematic. This research intends to show that – leaving from a discourse on psykhé (Psychology) and reaching a conduction of psykhé (Psykhogogía) - , Foucault’s considerations adopt an anti-psychologic posture, while they allow a new understanding of subjectivity / Cette recherche est consacrée à l’étude des manuscrits inédits de Jacques Lagrange en ce qui concerne les cours proférés par Michel Foucault à l’École Normale de Paris pendant les années 1950, déposés à l’Institut Mémoires de l’Édition Contemporaine, et ceux de Michel Foucault lui-même récemment déposés à la Bibliothèque Nationale de France, plus spécialement les dossiers relatifs aux années 1950 – période qui ne peut être négligée si l’on souhaite entendre le développement de recherches de Michel Foucault –, pour comprendre le rôle de la psychologie dans sa problématisation philosophique, en essayant encore de soutenir qu’en partant d’un discours sur la psyché (psychologie), dans les années 1950, et en arrivant à une conduction de la psyché (psycagogie), les réflexions de Foucault, d’un côté, adoptent une posture antipsychologiste, mais, d’un autre côte, rendent possible une nouvelle compréhension de la subjectivité / Esta pesquisa se debruça mormente sobre os manuscritos inéditos de Jacques Lagrange relativos aos cursos ministrados por Michel Foucault na École Normale de Paris, depositados no Institut Mémoires de l’Édition Contemporaine, e aqueles do próprio Michel Foucault recentemente depositados na Bibliothèques Nationale de France, concentrando-se nos dossiês concernentes aos anos 1950 – período que não pode ser negligenciado se se pretende entender o desenvolvimento de suas pesquisas –, para compreender o papel da Psicologia na problematização filosófica de Michel Foucault, buscando defender que, partindo de um discurso sobre a psykhé (Psicologia) e alcançando uma condução da psykhé (Psykhagogía), as reflexões de Foucault adotam uma postura antipsicologista, possibilitando, contudo, uma nova compreensão da subjetividade.

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

Vorwort zum Schwerpunktheft zu Michel Foucault der Deutschen Zeitschrift für Philosophie. Der Meinung Foucaults, dass die Gegenwart nicht festgestellt, sondern erst im kritischen Fragen als Ort der Frage selbst erscheint, widmet sich die Beiträge des Heftes. Sie geben einen Einblick in die Auseinandersetzung mit dem Werk Foucaults in der ganzen Welt.

Meisterdenker zu erfinden ist sicher ein ganz gewöhnlicher Ausdruck von Epigonalität, zumindest seitdem die Philosophie ein Publikum hat. Es ist seit langem ein lesendes Publikum, dessen Meisterdenker also Meisterschreiber. In der Fiktion des Urhebers schließen sich auch gegensätzliche Interessen zusammen; denunziatorische und apologetische Absichten gehen darin konform, kritische und hagiographische Schreibweisen kreuzen sich. So erfahren wir auch von Michel Foucault. Längst ist sein Autorname so anerkannt, daß er zum Sujet eigener Abhandlungen wird. En passant, absatzweise, über Seiten hin ersteht die Figur des Philosophen aus der Lektüre; eine gewisse Aufmerksamkeit wird ungeduldig und drängt zum Ausdruck - so vermehren sich Bücher. Und?, wird man fragen, Foucault wird eben rezipiert, kein Problem! - Foucault?

Als Michel Foucault 1984 starb, galt er in Deutschland als Gegner der Subjektphilosophie. In Manfred Franks Buch 'Was ist Neostrukturalismus?' (1983) wurde Foucault mit Jacques Derrida und Jacques Lacan als ein Strukturalist der neuen (und üblen) Sorte gebrandmarkt, der die klassischen philosophischen Probleme der subjektiven Selbstentfaltung und der individuellen Selbstbestimmung aufgekündigt habe. Dazu gesellten sich bald Stimmen aus den Bereichen des politischen Denkens und der Gesellschaftsanalyse, die zwar Foucault persönlich als kritischen Intellektuellen wertschätzten, mit seiner Philosophie aber doch große Schwierigkeiten hatten, weil hier ganz offensichtlich Kritik nicht gleichbedeutend war mit Empörung oder gar Kampf gegen die bestehenden Verhältnisse. Foucault hatte zwar die Macht des Staates analysiert, aber beispielsweise Widerstand dagegen nicht klar und deutlich legitimiert (vgl. dazu Hechler und Philipps, 2008). So ergab sich das Bild eines Denkers, der mit der Tradition der Subjektphilosophie von Descartes bis Sartre gebrochen hat und zugleich die kämpferische Emphase des spätmarxistischen Denkens nicht teilen wollte oder konnte. Die folgenden Bemerkungen kommentieren dieses Bild.

This dissertation attempts to interrogate whether the postmodern anti-essentialist approach to the body can truly recognize the ethical value of the body. For the postmodernists, the value of the human body has long been repressed by Cartesian rationalism and dualism that privileges the mind over the body. Dualism is a form of reductionism that reduces either the mind to the body or the body to the mind. It not only fails to recognize an interaction between mind and body, but also privileges one side at the expense of the other. For instance, rationalism is a dualist reductionism since it always explains the body and matter in terms of mind or reason. Thus, dualism not only refers to a split or separation between mind and body, but also refers to a reductive relation between mind and body.