[pt] Esta dissertação tem como objetivo demonstrar a proposição lacaniana segundo a qual todo conhecimento é paranóico. Com o intuito de atendermos a esse propósito abordamos tanto o termo conhecimento quanto a razão pela qual Lacan o caracteriza como paranóico. Portanto, examinamos as principais características da paranóia tal como formulada por Freud e por Lacan, bem como a noção de narcisismo e do estádio do espelho. Também apresentamos a descrição fenomenológica de conhecimento como adequação entre o sujeito e o objeto a fim de destacar a dimensão imaginária e especular que lhe constitui, permitindo a Lacan considerá-lo como paranóico. / [en] The intent of this paper it is to demonstrate the lacanian’s proposition that every knowledge is paranoiac. In order to reach this proposition, we studied the term knowledge and the reason why Jacques Lacan defined it as paranoiac. Therefore, we examined the main characteristics of the paranoia described by Freud and Lacan, as well as the notion of narcissism and the state of the mirror. The paper presents the phenomenological description of knowledge as the adequacy between subject and object. According to this proposition, we aim to highlight the imaginary and specular dimension that constitute the knowledge and enabled Lacan to consider it as paranoiac.

L’innovation d’expériences accroît la valeur perçue des offres et constitue un levier marketing stratégique pour les automobiles autonomes. Les jeunes chinois représentent une cible élective d’innovateurs pionniers. Nous interrogeons la co-création d’expériences de valeur et la construction de la signification de l’imaginaire expérientiel qui résulte de l’innovation d’une ambiance en écho aux besoins d’hyperesthésie des passagers. L’objectif est de comprendre comment se construit cette signification en analysant le système symbolique de l’ambiance en Chine et la structure du récit de l’imaginaire expérientiel, à l’intersection des concepts d’ambiance, d’expérience et d’imaginaire. Après un détour par les pensées chinoises et japonaises pour enrichir les concepts d’ambiance et d’atmospherics défini en marketing, nous mettons en évidence leurs systèmes d’interactions et d’énergies pour conclure que l’ambiance est un système sémiotique, décrit par la sémiotique structurale. Par une approche empirique associant la technique des collages projectifs et une approche sémiotique des descriptions narratives qui les accompagnent, nous déterminons les structures des imaginaires expérientiels des jeunes chinois dans l’automobile de demain en environnement urbain. Nous apportons une contribution nouvelle de la sémiotique au marketing de l’innovation expérientielle et à la génération d’idées. Cette approche théorique valorise les clients lead-users en tant que co-créateurs d’expériences innovantes dont les récits imaginaires constituent la matière brute créative. Elle constitue une alternative aux approches de type brainstorming pour relever les défis de l’innovation en rupture. / Innovating new experiences is an innovation strategy that increases product differentiation and the perceived value of offers for the future autonomous cars. Young Chinese customers are a relevant target group of lead users to co-create those experiences. We address the co-creation of valuable experiences with targeted potential users and the building of the meaning of experiential imaginary that results from innovations (based on digital medias) echoing the need for sensory atmospherics while strolling in the city. We aim at understanding how meaning is built and first analyze the ambiance in China in terms of symbolic systems. We analyze the narrative structures of the experiential imaginary, considering the narratives as a major component of ambiance experiences and imaginary. Preliminary research on Chinese and Japanese ambiance concepts highlights a system of interactions and energies, major components of the experience of the atmospherics. We adopt the structuralism point of view of atmospherics as a semiotic system. With an empirical approach that associates projective techniques to semiotic analysis of the corresponding narratives, we describe the structural system of the experiential imaginary of young Chinese customers when imagining driving in the city in tomorrow’s cars. Semiotics offers a novel contribution of to innovation marketing and idea generation of experiential innovations. This theoretical stance valorizes the outside-in paradigm of future lead-users as co-creators of innovative experiences, whose imaginary narratives are raw materials for creativity. This approach is an alternative to brainstorming and its limits for creating disruptive innovations.

Un écart considérable existe entre l’ampleur du diagnostic psychiatrique de schizophrène et la réticente appréhension de cette clinique par la psychanalyse lacanienne. Les deux approches s’accordent néanmoins sur l’absence de désir dans la schizophrénie. Il s’agit de démontrer ici l’existence d’un désir pour ensuite le qualifier et le décrire. La tentative d’institution d’un désir non symbolisé au champ de l’Autre ainsi que la levée de méconnaissance sur le corps en tant que terme du désir – syntagmes lacaniens concernant le désir psychotique - servent de base de travail. En effet, le rapport du schizophrène à l’Autre et à son corps ainsi que la consistance du champ de l’Imaginaire permettent de repérer un autre outil que le délire pour faire face à l’angoisse suscitée par le désir de l’Autre, ainsi la dissociation - marque de l’identification du sujet schizophrène à la discordance de la machine de la langue - est-elle élevée au rang de tentative de guérison. Aussi, un désir dissocié se verra tenté d’être soutenu par l’instabilité d’un fantasme (homosexuel) peinant à se formaliser en pousse-à-la-femme. / There is a great gap between the large scope of the psychiatric diagnosis of schizophrenia and the reluctant understanding of this condition by the lacanaian psychoanalysis. Nevertheless, both approaches agree on the absence of desire in schizophrenia. The purpose here is to demonstrate the existence of desire, and then to qualify it and describe it. Both the attempt of institutionalization on the Otherness field and the ignorance of the body as part of the desire – lacanian syntagma about psychotic desire – serve as a basis of work. Indeed, the schizophrenic’s relationship to the Other and its body as well as the consistency of the Imaginary allow to notice a tool other than delirium to face the distress caused by the desire of the Other. In this way, dissociation – the identification mark of the schizophrenic subject to the discordance of the language mechanism – is raised as an attempt to cure. Therefore, there will be an attempt to support a dissociated desire with the instability of a fantasy (homosexual fantasy) struggling to formalize in pousse-à-la-femme.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This masters' dissertation is inserted in the Post-graduate Program in Education, of Federal University of Santa Maria, integrating the Research Line 1: Formation, Knowledgement and Professional Development. This study aimed to investigate the relationship among Time, and Imaginary Social instituted about the same, and teaching, especially teacher formation, in contemporaneity. The methodology of the research occurred in two major moments: bibliographic studies about the subject; and empirical research conducted with teachers in the public schools of the city of Santa Maria. In order to explain theoretically the possible relations, it was needed a study of the theories that some philosophers have developed about time, including Aristotle, Augustine, Gaston Bachelard, Gilbert Durand and Cornelius Castoriadis, morover, when we talk about teaching, we departed of Gilles Ferry. Also, through narratives written in daily life by collaborating, it was possible to make an interlacement between teaching and influences of imaginary imposed on the time of the daily lives of teachers. In this scenario, with the development of research, it was realized through the writings about memory, teacher formation, time, teaching and self care, that time established in the profession is not always the tiredness. Quite the contrary, this work shows that teachers that place themselves open to experiences of continuing education, and cultivate self-care in their routines, beyond the barrier established of teacher malaise, presenting theyr good relationship with time as a fundamental factor of good relationship with the teacher. / A presente dissertação de mestrado está inserida no Programa de Pós-Graduação em Educação, da Universidade Federal de Santa Maria, integrando a Linha de Pesquisa 1: Formação, Saberes e Desenvolvimento Profissional. Esta pesquisa teve como objetivo de investigar a relação entre o tempo, e o Imaginário Social instituído acerca do mesmo, e a docência, em especial a formação docente, na contemporaneidade. A metodologia da pesquisa deu-se em dois momentos: os estudos bibliográficos sobre a temática; e uma pesquisa empírica desenvolvida com cinco professoras da rede pública de ensino da cidade de Santa Maria. A fim de embasar teoricamente as possíveis relações, foi necessário um estudo das teorias que alguns filósofos desenvolveram sobre o tempo, entre eles, Aristóteles, Santo Agostinho, Gaston Bachelard, Gilbert Durand e Cornélius Castoriadis, além disso, quando falamos em docência partimos de Gilles Ferry. Também, através de narrativas de vida escritas em diários pelas colaboradoras, foi possível fazer um entrelaçamento entre a docência e a influência do imaginário instituído sobre o tempo no cotidiano das professoras. Neste cenário, com o desenvolvimento da pesquisa, percebeu-se através das escritas sobre memória, formação docente, tempo, docência e cuidado de si, que o tempo instituído na profissão nem sempre é o do cansaço. Muito pelo contrário, o trabalho aponta que docentes que se colocam abertas à vivencias de formação continuada, e cultivam o cuidado de si em suas rotinas, ultrapassam a barreira instituída do mal-estar docente, apresentando a sua boa relação com o tempo como fator fundamental da boa relação com a docência.

Le renouvellement des écritures afro-francophones subsahariennes dans les années 1980 se traduit par un remarquable dépassement des traditionnelles frontières géographiques, linguistiques, culturelles et identitaires. S’ouvrant ainsi aux lettres universelles, nombre d’écrivains africains s’orientent vers l’univers latino-américain qui les fascine pour son espace, ses thèmes, son esthétique, son imaginaire. C’est cette orientation latino-américaine du roman africain, la mise en œuvre d’une parenté dans les modes d’expression et de représentation du réel, que nous appelons phratrie de l’imaginaire. Phénomène aux enjeux multiples, l’examen de la phratrie de l’imaginaire permet de dévoiler comment, au nom d’une histoire et d’une culture en partage, les univers africain et latino-américain sont littérairement rapprochés dans une posture fraternelle traduisant une certaine solidarité transatlantique. / The renewal of sub-Saharan French-speaking writings in the 1980s results in a remarkable overtaking of the geographical, linguistic, cultural and identical traditional borders. So opening to the universal letters, many African writers turn to the Latin American universe which fascinates them for its space, topics, aesthetics, imaginary. It is this Latin American orientation of the African novel, the implementation of a relationship in the modes of expression and the representation of reality, that we call imaginary phratry. A phenomenon with multiple issues, the analysis of the imaginary phratry can reveal how, inspired by a common history and culture, the African and Latin American universe are literally brought closer in a fraternal posture reflecting some transatlantic solidarity.

This research was developed and presented to Program of Graduate Studies in Education, Education Center, University Federal of Santa Maria, Research Line of Knowledge and Professional Development, as Doctoral Thesis. Started from a concern on the part of the author, himself a medical teaching in this institution, with respect to how a subject became a physician, a teacher and a teaching physician, if this is a process that carries a certain linearity or how it happens. Based on the concepts of Imaginary by Cornelius Castoriadis in which would be insured and on which act one habitus medicus - coming from the concept of Pierre Bourdieu's habitus - the research was directed to a holding with a group of medical school of this university attempting to access some views present in their imaginaries of these research subjects, mainly focusing attention on the construction and operation of a habitus medicus structuring role of these imaginary, individual and social. The methodology consisted of semi-structured interviews which were then subjected to content analysis. The consequent discussion with the categorization and unitarization of the corpus concluded that it is possible to identify a habitus medicus in research subjects, whose construction begins early, when entering to the undergraduate course in medicine, usually in the shadow of an habitus medicus of another teacher, older and influential, slowly and inexorably, leading to determine how to give future medical teacher's performance. The work of professionals, contrary initial expectations of the author of this thesis itself, does not put as opposed medical functions and teaching, but rather put them in line, inseparably united both technical and pedagogical teaching performance, varying only the intensity with which one or another aspect shown. Do evidenced by professors, research subjects, is the idea that their educational didactic training is deficient, as they themselves recognize, requiring major institutional actions to get around this. The adoption of the idea that there is a habitus medicus active in these individuals, giving the process a different dynamic, making that future actions implemented within the medical education 's universe could be reconfigured. / Esta pesquisa foi desenvolvida e apresentada ao Programa de Pós-Graduação em Educação, do Centro de Educação da Universidade Federal de Santa Maria, na Linha de Formação, Saberes e Desenvolvimento Profissional, como Tese de Doutorado. Partiu de uma inquietação por parte do autor, ele mesmo um docente médico da instituição, com relação à forma como se constituem o médico, o docente e o docente médico, se este é um processo que guarda uma certa linearidade ou como ele se dá. Partindo dos conceitos de Imaginário de Cornelius Castoriadis no qual estaria inscrito e sobre o qual atuaria um habitus medicus - conceito oriundo do habitus de Pierre Bourdieu a pesquisa direcionou-se para uma exploração junto a um grupo de docentes médicos desta universidade intentando acessar algumas concepções presentes no imaginário destes sujeitos de pesquisa, focando principalmente a atenção na construção e atuação de um habitus medicus com função estruturante destes imaginários, individuais e sociais. A metodologia adotada consistiu na realização de entrevistas semi estruturadas que posteriormente foram submetidas a uma análise de conteúdo. Da discussão decorrente da categorização e unitarização do corpus concluiu-se que é possível sim identificar um habitus medicus nos sujeitos de pesquisa, habitus medicus este cuja construção se inicia precocemente, ao adentrar-se ao curso de graduação em medicina, geralmente à sombra do habitus medicus de um outro professor, mais velho e influente, paulatina e inexoravelmente, levando a determinar como se dará a futura atuação do docente médico. A atuação dos profissionais, contrariando algumas das expectativas iniciais do próprio autor desta Tese, não coloca em oposição as funções de médico e de docente, mas antes as colocam em consonância, indissociavelmente unidas tanto na atuação técnica quanto didático pedagógica, variando apenas a intensidade com a qual um ou outro aspecto se mostra. Do evidenciado pelos docentes médicos, sujeitos de pesquisa, fica a ideia de que a sua formação didático pedagógica é deficitária, conforme eles mesmos reconhecem, sendo necessárias maiores ações institucionais no sentido de contornar esta situação. A adoção da ideia de que há um habitus medicus atuante nestes indivíduos, conferindo ao processo uma dinâmica diferenciada, poderá fazer com que, futuramente, as ações implementadas dentro do universo do ensino médico sejam reconfiguradas.

The present research is an autobiographical and experimental one made up of narratives in the form of almanack ephemera when I took the adventurous plunge of moving myself among fragmented, disconnected and various experiences in order to nd out which experiences could be seminal for teaching management. Within this perspective, I chose sensitive perspective as the main thread of this doctoral trajectory. Therefore, the thesis is that everyday sensitive experiences, crisscrossed by the imaginary and aesthetics, are elements that should be taken into account when dealing with developing teaching management at a teacher's management course and throughout teachers' professional lives. In order to narrate my personal life history as a teacher, I took as main references the theory of the social imaginary by Cornelius Castoriadis, aesthetics in teaching by Nadja Hermann and life history by Gaston Pineu and Jean-Louis Le Grand. Through these perspectives and within the context of varied experiences, I noticed creation as a narrative under development that needs imagination and spontaneity in order to produce singular experiences and pieces of knowledge. Also, these singularities, which were perceived through the crisscrossings of the imaginary and aesthetics, allowed me to look at research and teaching management under a new perspective, as a place where sensitive creations, autonomous experimenting of reection and re-signing of experimental processes and learning crisscrossed. Finally, within this perspective, the importance of knowledge produced from the crisscrossings of the imaginary, expressed through an asser tive and groundbreaking autobiographical narrative, aesthetics and sensibility becomes explicit not only for Design but for teaching as well since they can generate, among other aspects, the singular perception of subjects and the discovery of new and authentic pieces of knowledge which can become ways of adventure to develop new or different teaching / learning approaches and researches concerning teaching management. / Esta é uma pesquisa autobiográca e experiencial por narrativas em forma de efemérides de um almanaque onde empreendi na aventura de movimentar-me por experiências fragmentadas, desconexas e variadas para descobrir quais vivências poderiam ser referências na formação de um professor, perspectiva na qual tomei a percepção sensível como o condutor desse percurso. Sendo assim, a tese é que as experiências sensíveis do cotidiano, entrecruzadas pelo imaginário e a estética, são referências para a formação de um professor e para a constituição de singularidades na sua docência. E, para narrar minha história de vida dessa forma instituinte, tomei como referências principais a teoria do imaginário social, em Cornelius Castoriadis, a estética na docência, em Nadja Hermann, e a história de vida, em Gaston Pineu e Jean-Louis Le Grand. Por esses olhares e no contexto das variedades das experiências, percebi a criação como uma narrativa em construção que necessita da imaginação e da espontaneidade para produzir vivências e saberes singulares. Essas singularidades, que foram percebidas pelos entrelaçamentos do imaginário e da estética, permitiram, ainda, olhar para a pesquisa e a formação de professores de maneira diferente, como um lugar de atravessamentos de criações sensíveis, de experienciação da autonomia, de reexão e de ressignicação dos processos vividos e de aprendizagem. Por m, nesta perspectiva, ca explícita a i m p o r t â n c i a d o s s a b e r e s p r o d u z i d o s a p a r t i r d o s entrecruzamentos do imaginário, que se expressa por uma narrativa autobiográca instituinte da estética e da sensibilidade, não só para o Desenho Industrial, mas para a educação. Isso porque tais saberes podem gerar, entre muitas coisas, a percepção singular dos sujeitos e a descoberta de saberes novos e autênticos que poderão se transformar em caminhos, talvez de aventura, para a criação de novas ou diferentes abordagens educacionais e de pesquisas sobre a formação de professores.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work fits on the research line Professional Formation, Knowledge and Development and has as an objective to investigate some representations that college students of daytime Pedagogy Course had in relation to theater both before and after they experience the theatrical language in the subjects Theatrical Game I and Theatrical Game II. The choice for this thematic emerged from experiences lived throughout my formation of Bachelor of Drama Acting Course besides my interest in working with theater inserted in educational contexts. Such an interest get me to know and also teach a lesson in the subject Theatrical Game in Pedagogy Course, asking me to search how the living with theatrical language happens in a course that forms pedagogy professionals. Not only curiosity, but also the significations this experience proportioned to the teachers formation and also to the college students viewpoint in relation to theater were essential factors on the idealization and concretization of this study, which was created specifically to be developed in the subject Theatrical Game. To research about representations college students had in relation to theater was an opportunity to know which imaginary was instituted throughout their formation and which instituted possibilities have emerged from their experience in the subjects mentioned above. To do that, it was developed a methodological way that contemplates this problematic. Thus, the research, of qualitative features, was divided into six moments: group to be observed selection; participative observation; intervention in the subject Theatrical Game I and selection of four people to participate in the research; semi-structured interview; observation in the subject Theatrical Game II; structured written interview and finally data analysis. This diversity of instruments proportioned a reconstitution of the participants life history in relation to theater throughout their school period, besides accompanying the subjects Theatrical Game I and II, analyzing reflections and significations that college students attributed to theater during the living practice in the subject, knowing some significations about what, in their point of view, signify Theater for Education, as well as raising some possibilities of transformation occurred about the representations people had in relation to theater before and after the living practice. In involving myself into an investigation that tried to value the signification universe that permeates human relations, it was not my intention to establish truths or even do generalizations from an only context, but to have in mind that the reached results came from a lived process in a determined space limited by two important elements: time and space. Throughout this research, it was possible to perceive that the experience in the subject Theatrical Game I and Theatrical Game II operated in the previous representation that the future teachers had brought in relation to theater. This transformation was due to the meeting of what was known with the new perspectives, making possible, in this way, to interrupt the imaginary that was instituted to emerge an instituted imaginary that revealed another possibility to personal and professional developments as well as teachers formation. / Esse trabalho se inscreve na linha Formação, Saberes e Desenvolvimento Profissional e teve por objetivo investigar as representações que as acadêmicas do Curso de Pedagogia Diurno possuíam em relação ao teatro tanto antes como depois de vivenciarem a linguagem teatral nas disciplinas de Jogo Teatral I e Jogo Teatral II. A escolha por esta temática originou-se das experiências que vivenciei ao longo de minha formação no Curso de Artes Cênicas Bacharelado e do meu interesse em trabalhar com o teatro inserido no contexto educacional. Tal interesse me levou a conhecer e também ministrar uma aula na disciplina de Jogo Teatral no Curso de Pedagogia, instigando-me a pesquisar como se dava a vivência com a linguagem teatral num curso que forma pedagogos (as). Não só a curiosidade, mas também os significados que essa experimentação proporcionava à formação de professores (as) e a visão do (a) acadêmico (a) em relação ao teatro foram fatores fundamentais na idealização e concretização desse estudo, o qual foi criado especificamente para ser desenvolvido na disciplina de Jogo Teatral. Pesquisar as representações que as acadêmicas possuíam em relação ao teatro foi uma oportunidade de conhecer que imaginário foi instituído no decorrer de sua formação e quais as possibilidades instituintes que surgiram a partir da experiência na disciplina. Para isto, delineou-se um caminho metodológico que contemplasse essa problemática. Assim, a pesquisa, que possui cunho qualitativo, foi dividida em seis momentos: seleção da turma que iria ser observada; observação participante; intervenção na disciplina de Jogo Teatral I e seleção de quatro sujeitos para participar da pesquisa; entrevista semi-estruturada; observação na disciplina de Jogo Teatral II; entrevista escrita estruturada e análise dos dados. Essa diversidade de instrumentos proporcionou reconstruir a história de vida dos sujeitos em relação ao teatro durante o período escolar, acompanhar a disciplina de Jogo Teatral I e II, analisar as reflexões e significações que as acadêmicas atribuíram ao teatro durante a vivência prática na disciplina, conhecer algumas significações sobre o que para elas significa Teatro para a Educação, bem como realizar um levantamento sobre as possibilidades de transformação ocorrida em torno das representações que os sujeitos apresentavam sobre o teatro antes e depois da vivência prática. Ao lançar-me numa investigação em que se buscou valorizar o universo de significados que permeiam as relações humanas, não se teve a pretensão de estabelecer verdades ou mesmo fazer generalizações a partir de um único contexto, mas ter ciência que o resultado encontrado é fruto de um processo experienciado num determinado espaço delimitado por dois elementos importantes: o tempo e o espaço. Ao longo de toda a pesquisa, foi possível perceber que a experimentação na disciplina de Jogo Teatral I e Jogo Teatral II operou na representação prévia que as futuras professoras traziam em relação ao teatro. Essa transformação foi decorrente do encontro do que era conhecido com o novo, possibilitando, assim, romper o imaginário que estava instituído para emergir o imaginário instituinte, que revelou outra possibilidade aos sujeitos de trabalhar o teatro na escola, contribuindo não apenas para seu desenvolvimento pessoal e profissional como também para a formação de professores.

Ce travail de recherche porte sur le récit de voyage au Portugal au XIXème siècle, du point de vue de la formation des images de l’étranger, dans le cadre duquel on analysera ses spécificités, aussi bien que le rapport qu’il a établi avec la presse périodique, notamment le feuilleton, modalité d’écriture d’influence française, avec une grande projection à l’époque. Dans ce contexte, notre attention se centre tout particulièrement dans les récits de voyage des écrivains de la deuxième génération du romantisme portugais, en réfléchissant sur les mécanismes qui sont à l’origine da la formation des hétéro et auto-images, fondées sur un imaginaire collectif, résultant du procès indissociable entre altérité et identité. Cette analyse permettra d’établir une sorte de cartographie des voyages qui ont marqué la littérature portugaise du XIXème siècle et de découvrir les lieux devenus mythiques pour les voyageurs portugais, à l’égard des paradigmes culturels de l’époque. / This dissertation will be focused on the analysis of travel writing in Portugal in the nineteenth century, from the point of view of abroad images in which we will analyse not only its particularities, but also its connection with the eighteenth century periodical press namely newspapers' daily chapters, a written genre of French influence with great expansion at the time. In this context, we will centre our attention in travel writing from the second generation of Portuguese romantic writers, pondering on all the mechanisms which preside to hetero and auto images, based on a collective imaginary flowing from the articulated process between alterity and identity. This analysis will enable us not only to establish a kind of travel cartography which has marked Portuguese literature of the nineteenth century, but also to discover all the places which have become mythical for Portuguese travellers in the light of cultural paradigm at the time.

The purpose of this thesis is to illuminate how the Swedish peasantry was perceived by the Swedish Burgher, Clerical, and Noble Estates during the eighteenth and early nineteenth century. By studying the Diet protocols of each Estate from three Diets, and by applying the concept of social imaginary, it considers what a peasant was perceived to be, who was perceived to be a peasant, and how these perceptions changed. The period under investigation is a time when the orders of society began to change and the peasantry underwent a process of radicalization. It is also a time when the way people perceived themselves changed, from a perception of “the self” heavily influenced by the collective, to a more individualistic one. These circumstances made the Estates question the traditional ideal of what a peasant was, re-writing the social script of the peasantry to include new attributes, duties, and virtues than it did a century earlier. Three main categories are used and aims at exploring the peasantry’s perceived social dignity, political role, and economic function, each representing its respective order in estate society. The study has shown how the Estates perceived peasants to be simple, uneducated, and foolish in the early stages of the Age of Liberty (1718–1772), and that the social dignity of a peasant was fundamental in conceptualizing what and who a peasant was. This changed towards the end of the century and became much more diverse and complex during the early nineteenth century. By the early 1820’s, the Noble and Clerical Estates perceived them as competent, responsible, and as being capable of betterment and upward mobility in a spiritual and worldly sense. The Burgher Estate perceived them as self-righteous, rustic, and intrusive as they had begun to invade their cities, steeling their livelihood, and thus threatening their entire existence as an estate. The economic transformations of the period also proved how the economic function of the peasantry was now to a larger degree emphasized as the determinative factor of what social dignity and political role they should have. / <p>The author has changed name to Jakob Starlander.</p>