Submitted by Helena Bejio (helena.bejio@unioeste.br) on 2018-07-06T11:55:36Z No. of bitstreams: 2 Samuel_Silva_Junior_2018.pdf: 2690767 bytes, checksum: 5f5a6b5406c1da46b91da38d51b67e88 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-07-06T11:55:36Z (GMT). No. of bitstreams: 2 Samuel_Silva_Junior_2018.pdf: 2690767 bytes, checksum: 5f5a6b5406c1da46b91da38d51b67e88 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-03-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The purpose of this dissertation is to study the movement Diretas Já in Brazil, which took place during the years 1983 and 1984, in the midst of the political transition. For this analysis, it was necessary to make a digression about the model of economic and political development under which Brazil was inserted, seeking to highlight the antipopular and autocratic form of internal, dependent and subordinate modernization in its external relation, engendered by the colonial way of development , as well as its model of social organization based on rearrangements and political recompositions by the top in an unpopular and antipopular way. The corollary of this kind of development was what Gramsci called the passive revolution of regressive content, also known as the restoration revolution, a process permanently crowned in Brazil in its peripheral insertion to imperialism and to international development guidelines. In this way, we can understand in a more substantial way the importance and the sense that the Diretas Já already taken in the transition process. Another point necessary for the broader understanding of the movement by the Diretas is the rebuilding of the bloc in power that began in 1974 and intensified through successive crises – the exhaustion of the economic miracle, First (1973) and Second Oil Crisis (1979). This recomposition can be noticed from the reestablishment of alliances between the Brazilian businessmen who were beginning to envisage a transition process, but who did not lose both their privileges and the high rate of exploitation of the workforce at the same time. Faced with the economic crisis, these entrepreneurs, especially the so-called "new entrepreneurs" (the Gerdau, Ermírio de Morais, Setúbal, Diniz, among others) allied themselves with the "opposition economists" and with the PMDB opposition sectors around a "new" developmentalist project for the succession process. It is through this internally and externally embodied recomposition (by political and economic influences of Samuel P. Huntington and David Rockefeller) that we understand the possibilities and limits of the movement for immediate suffrage. Some hypotheses and conclusions that circumscribe the present research which can be presented in advance are: a) that the movement for the Diretas Já already had two different orientations between the years 1983 and 1984: in the first year marked mainly by the antiautocratic tensioning led by PT, CUT and base movements, and in the second by the anticesarist perspective hegemonically ruled by the PMDB, PDT and PDS dissidents; b) that the movement by the Diretas was only possible and relatively consistent (duration of about 15 months) by the permanent correlation of forces impressed within the movement between the antiautocratic and anticesarist opposition; c) that the Diretas Já already taken concrete and practical form with the PT's performance in 1983, culminating in the mobilization of November 15, 1983 in the Charles Muller square in São Paulo, forcing the PMDB to participate effectively in the movement, both to neutralize the anti-autocratic leadership as to acquiring political and electoral dividends, albeit in a disguised way; d) that the movement for the Diretas no longer ended with its defeat on April 25, 1984, when rejection of the amendment Dante de Oliveira in the Chamber of Deputies, as seen in the literature that sought to deal with the subject, but was led to carried out exclusively by the antiautocratic opposition and by cadres to the left of the PMDB under the mantle of the amendment Theodoro Mendes; e) that there was a dispute over the "paternity" of the pro-Diretas movement after its defeat between the consensus-building sector in the Electoral College, the pro-Tancredo movement and the Democratic Alliance, and the antiautocratic sector gathered around the amendment Theodore Mendes. This "paternity" was arbitrarily attributed to the pro-Tancredo movement by the media as a whole, relegating the pro-direct movement led by the antiautocratic opposition to oblivion. These are some of the hypotheses that surround the present research, and can only be answered with greater argument when we understand, historically, that is, vertically and horizontally, the Brazilian development model and its successive political recompositions, so that we can contrast that the Diretas, despite the successive limits imposed by the bourgeois opposition, was a privileged locus of political dispute; its existence as well as its contribution to the change in the correlation of forces is due to the participation and resistance of the popular movement led by the antiautocratic opposition, since they stressed that the political transition was "not given", that is, it could be modified, albeit partially, through political struggle.. Finally, the background of this research is to understand how the bourgeois autocracy is configured and institutionalized before the movements of political struggle in Brazil. / A presente dissertação tem como objetivo versar sobre o movimento Diretas Já no Brasil decorrido ao longo dos anos de 1983 e 1984, no bojo da transição política. Para tal análise se mostrou necessário fazer uma digressão acerca do modelo de desenvolvimento econômico e político sob o qual o Brasil esteve inserido, buscando evidenciar a forma antipopular e autocrática de modernização interna, e dependente e subalterna na sua relação externa, engendrado pela via colonial de desenvolvimento, bem como seu modelo de organização social pautado em rearranjos e recomposições políticas pelo alto de maneira impopular e antipopular. O corolário desse tipo desenvolvimento foi aquilo que Gramsci nominou de revolução passiva de conteúdo regressivo, também conhecido como revolução restauração, processo coroado no Brasil de forma permanente a partir de sua inserção periférica ao imperialismo. Desta forma, conseguimos compreender de maneira mais substancial a importância e o sentido que as Diretas Já tomaram no processo de transição. Outro ponto necessário para a compreensão mais ampla do referido movimento é a recomposição do bloco no poder iniciada ainda em 1974 e intensificada por meio de sucessivas crises – esgotamento do milagre econômico, Primeira (1973) e Segunda Crise do Petróleo (1979). Essa recomposição pode ser notada a partir do restabelecimento de alianças entre o empresariado brasileiro que começava a vislumbrar um processo de transição, mas que não perdesse, ao mesmo tempo, seus privilégios e a alta taxa de exploração da força de trabalho. Frente à crise econômica, esses empresários, principalmente os denominados de “novos empresários” (os Gerdau, Ermírio de Morais, Setúbal, Diniz, entre outros) se aliaram com os “economistas de oposição” e com os setores oposicionistas do PMDB em torno de um “novo” projeto desenvolvimentista para o processo sucessório. É a partir destas recomposições consubstanciadas interna e externamente (pelas influências políticas e econômicas de Samuel P. Huntington e David Rockefeller) que compreendemos as possibilidades e limites do movimento pelo sufrágio imediato. Algumas hipóteses e conclusões que circunscrevem a presente pesquisa as quais podem ser apresentadas de antemão são: a) que o movimento pelas Diretas Já teve duas orientações diferenciadas entre os anos de 1983 e 1984: no primeiro ano marcado majoritariamente pelo tensionamento antiautocrático liderado pelo PT, CUT e movimentos de base, e no segundo ano pela perspectiva anticesarista pautada hegemonicamente pelo PMDB, PDT e dissidentes do PDS; b) que o movimento pelas Diretas só foi possível e relativamente consistente (duração de mais ou menos 15 meses) pela permanente correlação de forças imprimida no interior do movimento entre as oposições antiautocrática e anticesarista; c) que as Diretas Já tomaram forma concreta e prática com a atuação do PT ainda em 1983, culminado na mobilização de 15 de novembro de 1983 na praça Charles Muller, em São Paulo, obrigando o PMDB a participar efetivamente do movimento, tanto para neutralizar a liderança antiautocrática quanto para adquirir dividendos políticos e eleitorais, ainda que de forma dissimulada; d) que o movimento pelas Diretas Já não terminou com a sua derrota no dia 25 de abril de 1984, quando da rejeição da emenda Dante de Oliveira na Câmara de Deputados, conforme visto pela literatura que buscou versar sobre o tema, mas foi levado a cabo exclusivamente pela oposição antiautocrática e por quadros à esquerda do PMDB sob o manto da emenda Theodoro Mendes; e) que houve uma disputa pela “paternidade” do movimento pró-Diretas após a sua derrota entre o setor favorável ao consenso no Colégio Eleitoral – movimento pró-Tancredo e Aliança Democrática – e o setor antiautocrático, reunido em torno da emenda Theodoro Mendes. Essa “paternidade” foi atribuída arbitrariamente ao movimento pró-Tancredo pelo conjunto da mídia, relegando o movimento pró-Diretas liderado pela oposição antiautocrática ao esquecimento. Essas são algumas das hipóteses que rodeiam a presente pesquisa, e só podem ser respondidas com maior argumentação quando compreendemos, historicamente, ou seja, vertical e horizontalmente, o modelo de desenvolvimento brasileiro e suas sucessivas recomposições políticas, para assim podermos contrastar que o movimento pelas Diretas, apesar dos sucessivos limites impostos pela oposição burguesa e pelo regime, foi um locus privilegiado de disputa política; sua existência, bem como sua contribuição para a mudança no quadro de correlação de forças se deve à participação e a resistência do movimento popular liderado pela oposição antiautocrática, uma vez que tensionaram para demonstrar que a transição política “não estava dada”, ou seja, podia ser modificada, ainda que parcialmente, por meio da luta política. Por fim, o pano de fundo desta pesquisa é entender como a autocracia burguesa se configura e se institucionaliza frente aos movimentos de luta política no Brasil.

Aquilo que é posto na terceira pessoa, aquilo de que se fala/escreve, quando considerado como produto da interação autor/destinatário(s), traz, no apelo ao já-dito, um terceiro elemento (uma terceira voz) na composição do objeto de discurso. Este último, por se constituir também a partir de um já-dito, de uma voz social, expressa uma réplica específica do locutor, de acordo com as diversas posições as diferentes experiências sociais que ele, na qualidade de escrevente, assume na interação. Pensar o objeto de discurso como uma voz social é, portanto, assumi-lo como produto da réplica do locutor a destinatários (BAKHTIN, [1979] 2010a), o que permite refletir não só sobre a interação presente, mas também constituindo-a sobre possíveis dizeres ligados a práticas sociais recuperadas pelo escrevente. Para tanto, ao assumir a participação de um terceiro na produção de linguagem, busca-se descrevê-lo, no caso das redações de vestibular, em termos das vozes que participam dos textos dos vestibulandos e defini-las segundo práticas letradas a que o escrevente tem/teve acesso (direto ou indireto). O quadro teórico da análise dialógica (BAKHTIN [1961-1962, 1975, 1979] 2010 a, b, c) e o CÍRCULO), o da argumentação (PERELMAN; OLBRECHTS-TYTECA, 2005), o das teorias do letramento (STREET, 2012b, 2014) e o paradigma indiciário (GINZBURG, 1989) são assumidos como arcabouço teórico-metodológico do trabalho. Desse modo, são buscados os fenômenos que mobilizam o aparecimento de indícios materializados nos textos, fenômenos ao mesmo tempo ligados ao que há de específico da situação enunciativa imediata, por um lado, e aos que se mostram como elementos estabilizados nas e pelas interações ao longo da história, por outro. O corpus é composto por 264 redações de vestibular do exame da FUVEST de 2006, cujo tema foi trabalho. Os resultados obtidos evidenciam que a construção do objeto de discurso trabalho é um diálogo entre três interlocutores rigorosamente presentes nessa produção escrita: o escrevente, o(s) destinatário(s) e determinadas vozes do já-dito, cujas marcas se alojam no objeto de discurso, constituindo-o e a ele se impondo. / That which comes in the third person, that about which one says / writes, when it is considered a product of authors / addressees interactions, brings, by referring to an already-said, brings a third element (a third voice) in the composition of discourse objects. This last, due to also constitute itself from an already-said, a social voice, expressa reply from the addresser, in accordance with the many several positions the different social experiences that the addresser, as the author, takes in interactions. To think discourse objects as social voices is, thus, to accept it as a product of addressers replies to addressees (BAKHTIN, [1979] 2010a 2006), which allows to think not only about the present interaction, but also as its constitutive element on possible utterances linked by addressers to social practices authors bring to bear on their texts. For doing this, by accepting the participation of a third in language production, we aim to describe it, as regards college entrance exam texts, in terms of voices that participate in college entrance exam texts and define them according to school practices authors have had or have (direct or indirect) access. The theoretical foundation sof dialogical analysis (BAKHTIN [1961-1962, 1975, 1979] 2010 a, b, c) and the CIRCLE), modern rhetoric (PERELMAN; OLBRECHTS-TYTECA, 2005), literacy theories (STREET, 2012b, 2014), and the indiciary paradigm (GINZBURG, 1989), are taken as the works theoretical-methodological basis. Thus, phenomena are examined that mobilize the emergence of marks materialized in texts, phenomena at the same time linked to the specificities of the immediate enunciative situation, on the one side, and to what appear as elements stabilized in and by interactions throughout history, on the other. The corpus is composed by 264 FUVEST 2006 college entrance exam texts having work as their subject. Results obtained show that the construction of the discourse object work is a dialogue among three rigorously present interlocutors in these written productions: the addresser/author, addressees and some identifiable voices of the already-said, whose marks are summoned in discourse objects, constituting them and imposing themselves on them.

Aquilo que é posto na terceira pessoa, aquilo de que se fala/escreve, quando considerado como produto da interação autor/destinatário(s), traz, no apelo ao já-dito, um terceiro elemento (uma terceira voz) na composição do objeto de discurso. Este último, por se constituir também a partir de um já-dito, de uma voz social, expressa uma réplica específica do locutor, de acordo com as diversas posições as diferentes experiências sociais que ele, na qualidade de escrevente, assume na interação. Pensar o objeto de discurso como uma voz social é, portanto, assumi-lo como produto da réplica do locutor a destinatários (BAKHTIN, [1979] 2010a), o que permite refletir não só sobre a interação presente, mas também constituindo-a sobre possíveis dizeres ligados a práticas sociais recuperadas pelo escrevente. Para tanto, ao assumir a participação de um terceiro na produção de linguagem, busca-se descrevê-lo, no caso das redações de vestibular, em termos das vozes que participam dos textos dos vestibulandos e defini-las segundo práticas letradas a que o escrevente tem/teve acesso (direto ou indireto). O quadro teórico da análise dialógica (BAKHTIN [1961-1962, 1975, 1979] 2010 a, b, c) e o CÍRCULO), o da argumentação (PERELMAN; OLBRECHTS-TYTECA, 2005), o das teorias do letramento (STREET, 2012b, 2014) e o paradigma indiciário (GINZBURG, 1989) são assumidos como arcabouço teórico-metodológico do trabalho. Desse modo, são buscados os fenômenos que mobilizam o aparecimento de indícios materializados nos textos, fenômenos ao mesmo tempo ligados ao que há de específico da situação enunciativa imediata, por um lado, e aos que se mostram como elementos estabilizados nas e pelas interações ao longo da história, por outro. O corpus é composto por 264 redações de vestibular do exame da FUVEST de 2006, cujo tema foi trabalho. Os resultados obtidos evidenciam que a construção do objeto de discurso trabalho é um diálogo entre três interlocutores rigorosamente presentes nessa produção escrita: o escrevente, o(s) destinatário(s) e determinadas vozes do já-dito, cujas marcas se alojam no objeto de discurso, constituindo-o e a ele se impondo. / That which comes in the third person, that about which one says / writes, when it is considered a product of authors / addressees interactions, brings, by referring to an already-said, brings a third element (a third voice) in the composition of discourse objects. This last, due to also constitute itself from an already-said, a social voice, expressa reply from the addresser, in accordance with the many several positions the different social experiences that the addresser, as the author, takes in interactions. To think discourse objects as social voices is, thus, to accept it as a product of addressers replies to addressees (BAKHTIN, [1979] 2010a 2006), which allows to think not only about the present interaction, but also as its constitutive element on possible utterances linked by addressers to social practices authors bring to bear on their texts. For doing this, by accepting the participation of a third in language production, we aim to describe it, as regards college entrance exam texts, in terms of voices that participate in college entrance exam texts and define them according to school practices authors have had or have (direct or indirect) access. The theoretical foundation sof dialogical analysis (BAKHTIN [1961-1962, 1975, 1979] 2010 a, b, c) and the CIRCLE), modern rhetoric (PERELMAN; OLBRECHTS-TYTECA, 2005), literacy theories (STREET, 2012b, 2014), and the indiciary paradigm (GINZBURG, 1989), are taken as the works theoretical-methodological basis. Thus, phenomena are examined that mobilize the emergence of marks materialized in texts, phenomena at the same time linked to the specificities of the immediate enunciative situation, on the one side, and to what appear as elements stabilized in and by interactions throughout history, on the other. The corpus is composed by 264 FUVEST 2006 college entrance exam texts having work as their subject. Results obtained show that the construction of the discourse object work is a dialogue among three rigorously present interlocutors in these written productions: the addresser/author, addressees and some identifiable voices of the already-said, whose marks are summoned in discourse objects, constituting them and imposing themselves on them.

The objective of this work is to analyze the relation of a literary text to one's identity, to its understanding and to its formation through the written language. The relation between man and the world founded on the awareness of one's own visibility serves as the basis for this analysis. Further, the analysis draws on a hypothesis that one's own visibility within the world is perceived as both a threat and as something inauthentic. Thus, human beings make considerable effort to form themselves according to their own principles or to become someone else with the help of literary text, to take on various disguises and masks, but also to use language as a tool enabling them to uncover their own authenticity. On the onset, such approach was represented by Stendhal's work that is considered as the founding stone of literary egotism. The reason is that, in his work, Stendhal focuses exclusively on himself, which is manifested by a double gesture: self-analysis and self-construction. Both these gestures, performed by the means of language, have a number of successors in various literatures, including Czech literature and the work of Jakub Deml. In Deml's texts, too, the double gesture of self-analysis and self-construction can be recognized. By modifying his own identity, mainly through the inclusion of other...

The thesis titled "The body of the other. The erotics as learning content in Art education." have character of an exploration probe. It focuses on erotism in environment of educational institutions. This work deals with the body and its erotic contents in art education. It seeks to clarify the concept of erotica. This work seeks various overhangs of erotica into philosophy, advertising, school, personal and public life. This thesis is linked to the teaching of erotic theme and with the issues of integration of eroticism in lessons of art education. The aim is to determine how are the children / students on this topic sensitive. All the text is supplemented by authentic testimonies of students, teachers and parents related to the topic of erotica in school.

This diploma thesis presents a new concept of nonattachment to self. The theoretical part consists of the introduction of a different conceptualization of the self in Western and Buddhist psychology and describes the historical background of nonattachment. It further describes the concept of nonattachment, on which the concept of nonattachment to self is based. This concept is further introduced in relation to self-related processes and its possible impact on mental health. The last chapter presents Czech and foreign scales measuring nonattachment (NAS, NAS-30-CZ, NAS-SF, NAS-SF-CZ) and nonattachment to self (NTS, NTS-CZ). The aim of the empirical part of the work was to perform a validation study of the Scale of Nonattachment to Self (NTS-CZ) on a Czech sample to verify its psychometric properties. A total of 125 respondents were administered an online questionnaire battery, which consisted of a total of 8 questionnaires: Nonattachment to Self Scale (NTS-CZ), Nonattachment Scale-Short Form (NAS-SF-CZ), Self-Compassion Scale (SCS-CZ), Patients Health Questionnaire-9 (PHQ-9), General Anxiety Disorder-7 (GAD-7), Five Facet Mindfulness Questionnaire, Short Form (FFMQ-15-CZ), Difficulties in Emotion Regulation Scale-SF (DERS-SF-CZ) and Life Satisfaction Scale (SWLS-CZ). Overall, the scale showed...

This work takes as its central issue the existential movement as it appears in the philosophy of Soren Kierkegaard. There appears to be relatively little secondary literature on this topic, so it is a very fruitful area to explore. The texts explored include Kierkegaard's 'psychological' books, in particular Concept of Anxiety and Sickness unto Death. These provide our work with the crucial concepts of innocence, guilt, despair, anxiety, existence and spirit. From the more traditional philosophical works, Philosophical Fragments, Concluding Unscientific Postscript to Philosophical Fragments and Johannes Climacus have been utilised. These texts inform the work mostly on the meaning of movement, doubt, contradiction and absolute paradox. From the more lyrical works, this work is informed by Fear and Trembling and Repetition. Inquiry into these texts combined will provide a picture of existential movement as it is presented by Kierkegaard. This work attempts to capture the 'becoming subjective' which is so central to Kierkegaard's thought, through the reconstruction of the existential stages. It is also the purpose of this work (in the process) to treat areas of Kierkegaard's thought that are usually left untreated. The latter are for example, the problematic of the leap of sin, the unclear status of the...

In this thesis I explore the relation in Buber's and Levinas's understanding. Both of these Jew philosophers endeavoured to describe an essence of genuine dialogue and both saw in dialogue the word that turns to a Thou, the primal deed of spirit. Nevertheless in spite of these similarities there are also a differences in their understanding of a dynamics within the genuine dialogue. Whereas Buber talks about a reciprocity in such a relation Levinas asserts that there is an asymmetry there and therefore he radicalizes Buber's conception and responsibility towards the other. In the first part of my thesis I focus on important influences on Buber's and Levinas' lives and introduce a "poetics" of their understanding of a genuine dialogue based particularly on their main piece of work: Buber's I and Thou and Levinas's Totality and Infinity. Although there was a communication between these two thinkers according to some philosophers it often exhibited a lack of dialogue and a failure to understand each other. Therefore I outline the similarities and differences in detail in the final chapters. Keywords Buber, Levinas, Rosenzweig, I - Thou relationship, face, reciprocity, asymmetry, responsibility, ethics, infinity

The thesis is called Emmanuel Lévinas Ethics and its aim is to explain the ethical concept of this original French philosopher. The first part of the thesis is focused on important influences that were important for Lévinas' philosophical work. The next part of the thesis deals with dialogical personalism as a philosophical direction into which Lévinas is most often classified. The third and most important part deals with the motives that led Lévinas to the elaboration of his ethical theses and subsequently parts of these theses are processed. It turns out that the basic aspect of his theory is the social relationship of the 'I' with the Second, through which the path to transcendence leads .Lévinas' conception is considered as a sort of ethical turn in philosophy and can be considered as a return to man. Properly conceived ethics based on respect, Levinas considers being "prima Philosophia".

Work will deal with the comparison of two great philosophers of the 20th century. Both connects the fact that they were born in a Jewish environment and fundamental philosophical discipline considered ethics. Therefore, both authors agree in their works devoted to the nature of the relationship, "I - Thou", as one of the most pressing philosophical themes. How is their view of this relationship different? What must we do to meet "Thou"? Can a human have a "I and Thou" relationship with god? How can we recognize, that we are in "I and Thou" relationship? These and other questions will be the main subject of my research.