Made available in DSpace on 2016-03-15T19:33:54Z (GMT). No. of bitstreams: 1 Luiz Ismael Pereira.pdf: 562647 bytes, checksum: dd52a996ea0aba460afbc7857f836b25 (MD5) Previous issue date: 2013-02-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This paper discusses the work of Theodor W. Adorno, a member of the School of Frankfurt in what has to contribute to the study of law and citizenship. The Frankfurt School, a philosophical group formed by members of different backgrounds, had as main attribute the development of critical theory of society. Adorno was influenced each other and influenced many colleagues to the Institute for Social Research, but stood out for an original production: gloomy, pessimistic, confident in the performance of the theory linked to practice. His political philosophy related studies are linked to the study of the total administered society, the result of cultural industry and the total art, which influenced the separation of the individual life policy. The Nazi state and anti-Semitism is linked to the contradictions of capitalism. In industrial society democracy alienates the subject does not produce the expected human emancipation with the clarification. Finally, his criticism of human rights and legal form, although recognized as unfulfilled did not stride for human emancipation, allowing a connection to the Marxist thinker Evgeni Pachukanis get the release of his thought. / O presente trabalho aborda a obra de Theodor W. Adorno, membro da Escola de Frankfurt, naquilo que tem a contribuir para o estudo crítico do direito e da cidadania. A Escola de Frankfurt, corrente filosófica formada por acadêmicos de diferentes formações, teve como atributo principal o desenvolvimento da teoria crítica da sociedade. Adorno foi influenciado e influenciou mutuamente diversos colegas ligados ao Instituto de Pesquisa Social, mas destacou-se por uma produção original: melancólico, pessimista, confiante na realização da teoria vinculada à práxis. Seus estudos de filosofia política são ligados à análise da sociedade total administrada, fruto da industria cultural e da arte total, as quais influenciaram a separação do individuo da vida política. O Estado nazista e o antissemitismo, diz, estão largamente vinculados às contradições do capitalismo. Na sociedade industrial a democracia aliena o sujeito interditando a emancipação humana que se esperava com o esclarecimento. Por fim, a não realização de uma crítica mais profundamente alicerçada aos direitos humanos e à forma jurídica aumentam, do ponto de vista do pensamento jurídico, o alcance do seu empreendimento. O tal ocaso aponta para a premência de uma leitura casada entre a sua obra e a do pensador marxista Evgeni Pachukanis com vistas a uma verdadeira libertação de seu pensamento.

Made available in DSpace on 2016-08-17T13:54:28Z (GMT). No. of bitstreams: 1 Dissertacao Danielton.pdf: 1927750 bytes, checksum: 3d3826581d7ff1775e395ef9ba879083 (MD5) Previous issue date: 2012-08-29 / Investigates the relationship between education, emancipation and barbarism, questioning whether the school evaluation is an obstacle to the achievement of an emancipatory Educa-tion. Theoretical nature research that addresses the topic from the philosophy of education. Based on the critical theory of the Frankfurt School, particularly in adorner reflections on ed-ucation. Part of the hypothesis that, insofar as the school evaluations, through evidence, re-duce the ability of students to produce their own speeches are being themselves an obstacle to the achievement of an emancipatory education, because reducing the discursive capacity is a way to reduce also the ability to think independently. Objective to investigate if evaluations of learning applied in HEI's Brazil, in particular, have been targeted for the construction of the emancipation, analyzing a specific law course in IES São Luís, Maranhão capital. Methodo-logically develops from the approach of critical theory developing the search as follows. Pre-sents the transformations of emancipatory enlightenment due to instrumental reason, exposes the instrumental reason and the cultural industry transformed the emancipatory reason and instrumental reason serving as technical guidelines of domination and alienation of capital-ism. Exposes the Adorner's reflections on the relationship between education, emancipation and barbarism; presents its concerns about the need for education to be targeted to prevent that barbarism, which if expressed strongly by means of Nazism and Aushiwitz concentration camp, if repeat therefore to contribute to the realization of this project the education, must be oriented to emancipation. Analyzes the concept of school evaluation, showing its history, its features, functions, classification, and express analysis of the dialectical relationship of school evaluation with various other dimensions, such as the State, the labour market, the curriculum, within the context of today's Capitalism. Investigates whether the particular law school guides its school ratings in the form of evidence, more for an emancipatory project or barbarizante, from the analysis of statements of evidence applied in the course, the vision of students and teachers on the evaluations, presented through the result of data extracted from questionnaires with the directly involved in the evaluation process. Presents data, obtained through the appli-cation of questionnaires, which indicate understand most students that the evaluations imple-mented by teachers are more oriented towards barbarism, while the information presented by the Faculty allow you to infer something similar. Concludes that, from the analysis of extract-ed data in law school, field of study, the most commonly found type of evaluation in such an environment is of type barbarizante, becoming thus the evaluation of such an obstacle to the realization of an emancipatory Education. / Investiga a relação entre Educação, emancipação e barbárie, questionando se a avaliação es-colar é um obstáculo para a realização de uma Educação emancipatória. Pesquisa de natureza teórica que aborda o tema a partir da Filosofia da Educação. Fundamenta-se na Teoria Crítica da Escola de Frankfurt, em especial nas reflexões de Adorno sobre a Educação. Parte da hipó-tese de que, na medida em que as avaliações escolares, por meio das provas, reduzirem a ca-pacidade dos alunos produzir seus próprios discursos estarão sendo elas próprias um obstácu-lo para a realização de uma educação emancipatória, pois reduzir a capacidade discursiva é uma forma de reduzir também a capacidade de pensar autonomamente. Objetiva investigar se as avaliações de aprendizagem aplicadas em IES s brasileiras, em especial no Maranhão, têm sido orientadas para a construção da emancipação, analisando um Curso de Direito específico de uma IES na cidade de São Luís, capital do Maranhão. Metodologicamente desenvolve-se a partir do método de abordagem da Teoria Crítica desenvolvendo-se a pesquisa da seguinte forma. Apresenta as transformações da razão emancipatória iluminista em razão instrumental, expõe que a razão instrumental e a indústria cultural transformaram a razão emancipatória em razão técnica e instrumental, servindo assim às diretrizes de dominação e alienação do Capita-lismo. Expõe as reflexões de Adorno sobre a relação entre Educação, emancipação e barbárie; apresenta suas preocupações sobre a necessidade de a Educação ser orientada para evitar-se que a barbárie, que se expressou fortemente por meio do Nazismo e do campo de concentra-ção de Aushiwitz, se repita, pois, para contribuir na efetivação desse projeto a educação, deve ser orientada para a emancipação. Analisa o conceito de avaliação escolar, apresentando sua história, suas características, funções, classificação, além de expressar a análise da relação dialética da avaliação escolar com diversas outras dimensões, como o Estado, o mercado de trabalho, o currículo, dentro do contexto do Capitalismo hodierno. Investiga se o determinado Curso de Direito orienta suas avaliações escolares, no formato de provas, mais para um proje-to emancipatório ou barbarizante, a partir da análise de enunciados de provas aplicadas no curso, da visão dos alunos e professores sobre as avaliações, apresentada por meio do resulta-do de dados extraídos de questionários aplicados com os envolvidos diretamente no processo de avaliação. Apresenta dados, obtidos por meio da aplicação de questionários, que indicam entender a maioria dos alunos que as avaliações aplicadas pelos professores estão mais orien-tadas para a barbárie, enquanto que as informações apresentadas pelos docentes permitem inferir algo semelhante. Conclui que, a partir da análise dos dados extraídos no curso de Direi-to, campo de estudo, o tipo de avaliação mais frequente encontrada em tal ambiente é a do tipo barbarizante, tornando-se, assim, a avaliação desse tipo um obstáculo para a efetivação de uma Educação emancipatória.

Esta pesquisa tem como objeto o torcedor de futebol comum, analisando o que leva um indivíduo a torcer e o que, nessa prática, pode levá-lo à alienação e à violência. Nossos principais referenciais teóricos são a Escola de Frankfurt e a teoria freudiana. Estudamos o futebol sob o aspecto de sua apropriação pela indústria cultural e o torcedor como parte das massas estudadas por Freud (1921/1974a) em Psicologia de grupo e análise do ego e posteriormente pelos frankfurtianos. Dezesseis torcedores de diferentes times foram entrevistados. Formaram dois grupos de oito sujeitos, com base no processo de escolarização: um grupo de torcedores que têm até o ensino fundamental completo e outro de torcedores com ensino médio completo. Os resultados demonstraram certa devoção ao time nos dois grupos, bem como alienação e tendência à barbárie e ao preconceito. Isso ficou mais visível no grupo dos mais escolarizados, o que indica que a educação de hoje pode favorecer esse tipo de atitude. / The object of this research is the regular football supporter, analyzing what drives a person to cheer and what in this practice can lead to alienation and violence. Our main theory references are the Frankfurt School and the Freudian theory. We have studied the football in its appropriation by the cultural industry and the supporter as part of the masses studied by Freud (1921/1974a) in Group psychology and analysis of the ego and subsequently by the frankfurtians. Sixteen supporters of different Brazilian teams were interviewed. They were divided in two groups of eight subjects according to their education level: one group of supporters with low education level and another group with middle education level. The results have shown a certain devotion to the team in both groups as well as alienation and a tendency to barbarity and prejudice. This was more visible on the group with higher education level, what means that nowadays education can promote this kind of attitude.

Este trabalho discute a possibilidade de a educação transformar algo de decisivo em relação à barbárie, baseado na tese de que desbarbarizar se tornou a tarefa mais urgente da educação. O conceito de barbárie é entendido como violência em sua dimensão histórico-natural e subjetiva. O trabalho aborda as facetas da barbárie em seu desenvolvimento social, por sua influência sobre o psiquismo, principalmente a partir do capitalismo, abrindo caminho para algumas reflexões no campo da educação e da psicologia, principalmente no esclarecimento sobre os mecanismos inconscientes que determinam o comportamento. Baseado nas teorias de Theodor Wiesengrund Adorno e Sigmund Freud, discute a possibilidade de informações conscientes superarem ou amenizarem as manifestações imediatas de violência, mesmo sob as poderosas influências inconscientes em uma civilização irracional, que tenha intensificado o seu mal-estar. / This work discusses the possibility of the Education to have a relevant role in the fight against the barbarism, based in the hypothesis that to civilize has become the most urgent task of the Education. The concept of barbarism is that of the violence in its natural-historic and subjective dimensions. The present work studies the characteristics of the social development of barbarism, particularly since the advent of the capitalism, making possible some reflections in the fields of Education and Psychology, especially about the unconscious mechanisms that determine the human behavior. Based in the theories of Theodor Wiesengrund Adorno and Sigmund Freud, this work discusses the possibility of conscious information to overcome or at least to soothe the manifestations of violence, even in an irrational civilization like ours, prey of powerful influences from the unconscious.

Theodor Adorno’s view of Arnold Schoenberg can be seen in light of his criticism of Immanuel Kant. Critiquing Kant’s concept of Enlightenment and his dualist philosophy, Adorno also critiques common misconceptions about Kant's work in bourgeois society. Similarly, in Schoenberg's oeuvre Adorno finds radical musical creation but also a reversion to formulaic composition in its reception by Richard Hill among others. In both Kant and Schoenberg, Adorno identifies a tripartite movement: (1) A radical work (philosophical or musical) is created by a member of bourgeois society. (2) The work adopts the function of a societal critique. (3) However, bourgeois society is incapable of understanding the work as critique and erases its radical nature. Seen in light of Adorno's thought, the thesis explores the transactional nature of idea production and reception in society.

No description available.

Cette recherche vise à mettre en lumière l'œuvre politique de Walter Benjamin, en particulier sa théorie sur le fascisme. Nous souhaitons examiner comment sa théorie sur l'esthétisation de la politique contribue à la science politique en tant que théorie majeure en, premièrement, positionnant sa pensée dans les écrits de son époque – entre les approches marxistes et plus spiritualistes – et, deuxièmement, en identifiant un schéma explicatif dans sa théorie sur le fascisme. Nous soutenons qu'en examinant les écrits de Walter Benjamin, il est possible d'aller plus loin qu'une théorie sur l'esthétique sous les régimes fascistes pour trouver une théorie plus complète sur le fascisme en tant que régime basé sur l'esthétique. Le projet se concentre sur le schéma du désenchantement et du réenchantement – perte de l'aura et insertion d'une fausse aura par les fascistes –, et l'étudie sous l'angle de la pensée politique pour en extraire une théorie politique du fascisme. L’originalité de cet auteur tient non seulement à son approche politique, mais aussi à son positionnement théorique par rapport à ses contemporains : son discours n’est ni matérialiste comme marxistes ni uniquement culturel comme les spiritualistes. Il se situe dans un entre-deux et accorde une importance particulière à l'expérience humaine ainsi qu’aux rapports de production capitalistes. Enfin, cette recherche étudie le concept d'Erfahrung, très présent dans l'œuvre de Benjamin, afin de clarifier sa relation avec l'aura et son déclin et d’enrichir la théorie politique de l’auteur. / This research aims to bring to light the political work of Walter Benjamin, specifically his theory on fascism. We wish to examine how his theory on the aestheticization of politics contributes to political science as a major theory by, first, positioning his thinking within the writings of his times—between marxist and more spiritualist approaches—and, second, by identifying an explanatory scheme in his theory on fascism. We argue that by looking through the writings of Walter Benjamin, one can go further than a theory on aesthetics under fascist regimes to find a more complete theory on fascism as a regime based on aesthetics. The project focuses, on the scheme of disenchantment and reenchantment—loss of aura and false aura inserted by fascists—, and studies it under the lens of political thought to extract a political theory on fascism. The originality of this author lies not only in his approach to politics, but also in his theoretical positioning compared to his contemporaries: he holds neither a materialist nor a spiritualist discourse. He finds himself in a middle ground where great importance is given to the human experience, but also where the capitalist relations of production are heavily criticized. Finally, this research studies the concept of Erfahrung, heavily present in Benjamin’s work to bring clarity to its relation to the aura and its decline.

Critical Theory, as posited by members of The Frankfurt School, was evaluated with the objective of attaching an implied ethical dimension. This was discovered in their privileging of a particular type of aesthetic, as evinced in their analysis of certain works of autonomous High Modernism. This implied ethic, which is one based around the concept of enlightenment as potential for emancipation, was then applied as a norm for the evaluation of art. This ethic, however, does not seek to impose a particular reading on (specifically) literary production: Rather, it seeks to impart the importance of a commitment by the literary critic in the use of an ethically based norm, an ethic, what is more, that is based and supported by a discussion of the concepts 'freedom' and Enlightenment. Finally, with this ethic firmly established, the discussion then attempted to distinguish between modernism and post-modernism, using this implied ethic as a guide to separation. / Afrikaans & Theory of Literature / M.A. (Theory of Literature)

Critical Theory, as posited by members of The Frankfurt School, was evaluated with the objective of attaching an implied ethical dimension. This was discovered in their privileging of a particular type of aesthetic, as evinced in their analysis of certain works of autonomous High Modernism. This implied ethic, which is one based around the concept of enlightenment as potential for emancipation, was then applied as a norm for the evaluation of art. This ethic, however, does not seek to impose a particular reading on (specifically) literary production: Rather, it seeks to impart the importance of a commitment by the literary critic in the use of an ethically based norm, an ethic, what is more, that is based and supported by a discussion of the concepts 'freedom' and Enlightenment. Finally, with this ethic firmly established, the discussion then attempted to distinguish between modernism and post-modernism, using this implied ethic as a guide to separation. / Afrikaans and Theory of Literature / M.A. (Theory of Literature)

L’histoire du concept d’idéologie est riche des différentes définitions qui ont tenté de le circonscrire, en tension entre la description de visions du monde et la dénonciation de la « fausse conscience ». Chez les penseurs regroupés sous le nom d’ « École de Francfort », l’idéologie en vient à équivaloir au phénomène de l’industrie culturelle, c’est-à-dire la mise au service de la raison technique dans la production de la culture. Le statut du cinéma est intéressant à cet égard : non seulement est-ce un art né à l’époque industrielle et indissociable des possibilités techniques offertes par celle-ci, mais il a été mobilisé pour de nombreuses entreprises propagandistes, plus ou moins subtiles. La question directrice de l’interrogation est donc la suivante : selon la théorie critique de l’École de Francfort, le cinéma peut-il être considéré comme de l’art ou est-il confiné au domaine de l’idéologie ? Autrement dit, le cinéma peut-il revendiquer un statut qui ne ferait pas de lui qu’un support de la domination de l’humain par l’humain ? / The history of the concept of ideology is rich in different definitions that have attempted to circumscribe it, in a tension between the description of different worldviews and the denunciation of “false consciousness.” For the thinkers grouped under the name “Frankfurt School” ideology comes to equate the phenomenon of the Culture industry, that is to say, technical reason put at the service of the production of culture. The status of film in interesting in this regard: not only is it an art born in the industrial age and inseparable from the technical possibilities offered by the industry, but it has also been used for numerous, more or less subtle, propagandist undertakings. The leading question of our inquiry is thus the following: according to the critical theory of the Frankfurt School, can film be considered as a genuine form of art or is it confined to the realm of ideology? In other words, can film claim a status which would not make it solely a support of human-over-human domination?