The standards of beauty always change in every generation in Taiwan, but there is only one standard still has strong impact on people, that is:¡¨ having white complexion¡¨. People say: ¡§A white complexion is powerful enough to hide seven faults.¡¨ The reason of ¡§whitening¡¨ is important because of the different powers which compete with each other to decide the meaning behind the discourse of ¡§whitening¡¨. The concept of ¡§Whitening¡¨ is from the promotion of beauty industry. What¡¦s more, this concept also made a strong impact through the media on people who live in Taiwan. Thus, to understand how the media delivery the ¡§whitening¡¨ concept is very important, especially through the most important media--- Internet in this generation. The main purpose of this research is to find out the process of developing the discourse of ¡§whitening¡¨ within the on-line Beauty Salon community and the context behind the discourse in Taiwan. Another purpose is to seek out the minority discourse which seldom appear within the mass media and also provide the ability of reflectivity thinking. The main structure of this research base on the critical concept of ¡§Knowledge/ Power¡¨ from the post-modern scholars: Gramsci, Foucault and the post-colonialism scholar---Said to discuss how the ¡§whitening¡¨ discourse is developed by the ¡§center¡¨(ex. doctor, expert and business ) and ¡§margin¡¨(ex.net pal)within the on-line beauty community. This research choose qualitative research method to do the context analysis in the most popular on-line community which is also the biggest BBS in Taiwan---¡§PTT ¡¨ and choose ¡§Beauty Salon¡¨ community within PTT as the research field. The results show that the ¡§Whitening ¡¨ discourse is a knowledge system within ¡§Beauty Salon¡¨ community and developed by the hierarchy relationship form doctors, skin-care experts, cosmetic businesses and cosmetic sales. What¡¦s more, the role of ¡§black skin¡¨ is ¡§the other¡¨ and has the inferiority within this knowledge system of whitening discourse. And the voice of supporting black skin also disappeared within Beauty Salon community. To compare with Beauty Salon community, there was another temporary skin-care on-line discussion bard founded by YAHOO in March 2008. And it has less limit and more open to express their opinions. This research found that there is the voice of supporting black skin appearing within this field and also using the strategy of different mimicry to ¡§write back¡¨ the discourse developed by majority. This research found that if there are only few powers to develop the discourse, the discourse will become one-dimension and hardly to see the different other opinion against the mainstream or the ¡§center¡¨ opinion. This also tells us that the limit of structure from the oligopoly powers in the Internet will expropriate people¡¦s chance and freedom to choose and contact the different voices, and this situation is worthy to reflect.

No description available.

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-10-18T11:58:44Z No. of bitstreams: 1 ROSÂNGELA LABRE DE OLIVEIRA.pdf: 1134908 bytes, checksum: 5520d0b3c54b5aed27d71e0a475cb6bc (MD5) / Made available in DSpace on 2017-10-18T11:58:44Z (GMT). No. of bitstreams: 1 ROSÂNGELA LABRE DE OLIVEIRA.pdf: 1134908 bytes, checksum: 5520d0b3c54b5aed27d71e0a475cb6bc (MD5) Previous issue date: 2017-08-30 / The present thesis takes as research object knowledge and power, under the perspectives of two major thinkers: Michel Foucault and Paulo Freire. In such a reflexive process, the proposal is to relate the two author’s theoretical perspective in order to think them in an individualized way, within a structural educational context. Under Foucault’s perspective, it is given attention to matters such as the constitution of society and of the individual in the disciplinary power relations. Under Freire’s perspective, it is given attention to matters such as the analytics of libertarian education. The social relations and the educational practices of the school institution are critically revised. This is made accordingly to the theories of both authors. As such, the processes of subjection and of resistance are showed within the power relations. Under Freire’s perspective, the struggles against power sovereignty of a social class are explained as a way of resistance and a possibility of liberation from the processes of subjection made against men. Thus, the praxis of resistance made by Freire is shown as a struggle against the disciplinary processes of formal education and as a proposal for a liberating education which aims towards emancipation and citizenship. Resistance, according to Foucault, is the way by which the individual struggles against the domination practices. Such a thing is made through caring and self practices. The methodology used in this work was a bibliographical research of the most important texts written by the two referred authors. / Esta dissertação tem como objeto de sua pesquisa o saber e o poder sob os enfoques de dois grandes teóricos: Michel Foucault e Paulo Freire. Neste processo reflexivo, a proposta é relacionar as perspectivas teóricas dos autores, com o objetivo de pensá-las de forma individualizada dentro de um contexto estrutural de educação. Sob a perspectiva teórica de Foucault, são abordadas questões como a constituição da sociedade e do sujeito nas relações de poder disciplinar. Sob a perspectiva de Freire, questões como a analítica de educação libertária. Problematizam-se as relações sociais e as práticas educacionais da instituição escola, seguindo o pensamento dos dois autores. Dentro desta perspectiva, são apresentados os processos de sujeição e de resistência presentes nas relações de poder. São elucidadas as lutas contra a soberania do poder de uma classe social, na perspectiva freiriana, como proposta de resistência e possibilidade de libertação dos processos de sujeição do homem. Assim, é demonstrada na práxis de resistência de Freire a luta contra os processos disciplinares da educação formal e a proposta de uma educação libertária para a emancipação e a cidadania. A resistência, para Foucault, é a maneira pela qual o sujeito luta contra as práticas de dominação por meio do cuidado e das práticas de si. A metodologia utilizada foi um estudo bibliográfico, feito a partir de pesquisas em textos clássicos destes autores.

This thesis is based on fieldwork undertaken in a multi-ethnic indigenous organisation, the Native Federation of Madre de Dios and tributaries (FENAMAD), in the Amazonian region of Madre de Dios in Peru. I explore the question “what is a good leader?” and offer a contribution to the literature on indigenous movements by focusing on the significant role that indigenous communities play in the development of leaders. Alterity is at the heart of the Federation as the leaders, who are elected to represent the communities, have to deal with various “others” on a daily basis, both indigenous and non-indigenous. The main focus is on how alterity is managed and made productive by the leaders. By analysing the instrumental use of the term hermano (brother) in indigenous politics I try to understand the way in which the “outside” is constantly defined and redefined in an attempt to produce a stable “inside” space in which indigenous politics can take place. I look at how the native communities affiliated to the organisation actively work towards establishing leaders who fulfil certain roles and expectations, which may at times be different to those promoted by the state. My ethnography shows that communities expect good leaders to be consecuente (consistent, trustworthy). I look at the process of “becoming a leader” and how the experience of these new leaders is understood as both performative and authentic, as an expression and outward display of their values and identity. By problematising authenticity, I explore how leaders not only tap into indigenous discourses, as performance of an identity for Western audiences, but use strategic markers (such as indigenous dress) and discourse to establish themselves as legitimate representatives in their own communities, as the base from which they draw power. Llegando bien a la comunidad (doing right by your community) is seen to be a motivating factor in a leader’s actions and choices, and this highlights the importance given by leaders to being seen in a good light by their home communities. In analysing the importance of presencia en las comunidades (presence in the communities), I show how this helps to embed leaders in community life, both during their time as leaders and afterwards. I also relate the leadership role to its function in “producing people”, as empowered and able to act. The role of the Federation in the production of knowledge is explored to uncover the links between power and knowledge, whereby knowledge becomes significant for constituting power in leaders and communities. An analysis of the language used during important events such as the triannual congress offers insight into how both leaders and communities are producing each other. It is through language that leaders work to produce a trustworthy, reliable social body, necessary for the continuance of the Federation and for furthering its aims of indigenous autonomy and self-determination.

Analisar o processo de construção de corporalidades no interior de uma escola noturna que desenvolve um projeto direcionado a alunos jovens e adultos trabalhadores requer uma análise da historicidade do corpo nesta instituição, admitindo que, no mesmo momento em que a escola surgiu, não só começaram a construir os sentidos de espaço/tempo produtivo e não produtivo, que se mantém, em grande medida, até os dias atuais, como também surgiram processos normalizadores e disciplinadores do corpo. As bases que instituíram o sistema educacional relegaram o corpo a uma posição menor considerando-o apenas como hospedeiro/protetor da mente, que tudo conhece e tudo cria. Neste contexto, um sistema hierárquico se desenvolveu de modo a posicionar os diferentes sujeitos em lugares e comportamentos específicos de acordo com o saber-poder adquirido. Quando uma escola ousa experimentar uma prática diferente, que pretender rever este espaço e, principalmente, construir relações mais horizontais entre os diferentes sujeitos que a compõem, torna-se imprescindível analisar que outros sentidos estão sendo construídos para as relações saberpoder- corpo neste território, não para imputar um juízo de valor, mas para dar visibilidade a uma nova prática e possibilitar a percepção de novos caminhos. A educação de pessoas jovens e adultos é aqui apresentada no contexto de políticas públicas excludentes, úteis ao controle e a expansão de uma classe dominante, ao mesmo tempo em que também se apresenta como possibilidade de equalização das injustiças e promoção de qualidade de vida social. Por isso, esta tese relembra a constituição da cidade a partir da migração de sonhos, desejos e esperanças de tantos brasileiros por uma vida melhor, buscando nas proveniências e emergências da vida em Angra dos Reis o entendimento do processo educacional e, particularmente, do projeto de educação de jovens e adultos do regular noturno das escolas municipais. O roteiro desta viagem é composto por seis estações que correspondem a um primeiro entendimento da intenção da pesquisa e caminhos metodológicos priorizados; num segundo e terceiro momento, a um passeio histórico pelas práticas da cidade e, particularmente, da Secretaria Municipal de Educação durante três mandatos do Partido dos Trabalhadores; em seguida, busca-se o entendimento do lugar reservado/esperado do corpo do aluno jovem e adulto na sociedade/escola; para, então, conhecer o universo da pesquisa suas intervenções e implicações; e, finalmente, visualizar o ponto de chegada com as percepções do caminho percorrido e sua interferência no meu corpo-vivência. / To analyze the corporality construction process inside a night school which develops a project designed to adult students who work, requires a history analysis of the body in this Institution, admitting that, at the same time as the school came out, not only productive and unproductive time/space sense began to be built, which maintain itself up to now; but also ruling and disciplinarian body process came about. The bases which instituted the educational system relegated to the body a minor position considering it as a simple host and protector of the mind, which knows and creates everything. In this context, a hierarchical system developed in a way to set the different subjects in specific places and appropriate behavior according to their acquired knowledge power. When a school dares to experiment a different practice, that intends to review space, and mainly, to build more horizontal relationships among the different subjects that make it. Its indispensable to analyze what other senses have been built for the relationships knowledge-power-body in this territory, not to impute a value judgment, but to show a new practice and possibility to perception of new paths. The education of young people and adults is in the context presented as excluding public policies, useful for the control and expansion of a dominant class, and at the same time it is presented as a possibility of equalization of this form of injustice and also as a promoter of good life quality. For this reason, the theses presented resembles the constitution of a city under a dream-migration perspective, desired, and hoped for so many Brazilians who search in the Angra dos Reislifestyle provenience and emergencies in the educational process and understanding, mainly, the young people and adults educational project for regular municipal night schools. The itinerary for this journey is formed by five stations which correspond to a primary understanding of this research objective and the priorized methodological conceptions; secondly, an overview of the city educational practices and, particularly, that of the Municipal Education Secretary going back to the last three PT (Labor Party) municipal administrations, afterwards, the research tries to understand what is the reserved place for the young and adult students body within this school/society; for only then to get to know the more universal intentions and implications of the research, and finally visualize, the arriving point with its perceptions concerning area covered and its interferences in my body-experience.

Esta dissertação se propõe a problematizar as representações de tabu da sociedade brasileira, apresentadas na série de documentários Tabu Brasil, produzidos sob o viés do olhar da National Geographic Society. A hipótese que norteia este estudo é de que as representações de tabu na série focal, para além da mera exposição de casos, acabam marginalizando outros saberes e culturas, a partir de uma perspectiva situada e defendida por grupos hegemônicos no ocidente. A fundamentação teórica para esta análise apresenta como suporte principal os estudos discursivos de teóricos como Pechêux (1975, 1988, 1999), Foucault (1971, 1984, 1977) e Deleuze (1992), cujos conceitos de formação discursiva, sociedade disciplinar, relações entre poder, saber e verdade e de sociedade de controle serviram de base para a discussão. A análise versa sobre o imaginário construído em torno da questão de tabu, relativo à sociedade brasileira, a partir do ponto de vista dos produtores dos documentários, vislumbrando uma possível estereotipização e/ou um silenciamento para questões mais fundamentais na sociedade ocidental. O trabalho está organizado em três capítulos que investigam a construção dos documentários feitos para a TV, sua importância e condições de produção. Por meio das imagens, dos dizeres do narrador em off, e dos sujeitos representados, cujas identidades supostamente constituem um tabu, observa-se que as representações oferecem ao público uma visão parcial de um outro subalterno, sob o ponto de vista do grupo hegemônico. Ao mesmo tempo, imagens e texto fortalecem a representação de tabu, sugerindo a existência de uma sociedade ideal, diferente da retratada, revelando, a partir de nossa discussão, uma preocupação com possíveis abalos à gestão da sociedade de controle. / This dissertation aims to discuss the representations of taboo in the Brazilian society. Originally presented in the documentary TV series Tabu Brasil, it was produced by the National Geographic Society. The hypothesis postulates that representations of taboo in the target series, apart from mere case exposures, end up marginalizing other knowledges and cultures, from a perspective situated and advocated by Western hegemonic groups. The theoretical basis for this analysis is mainly grounded in discursive studies of theoreticians such as Pechêux (1975, 1988, 1999), Foucault (1971, 1984, 1977) and Deleuze (1992), whose concepts of discursive formation, disciplinary society, relations of knowledge, power and truth, and of society of control were the basis of the discussion. The analysis problematizes the constructed imaginary of taboo, as it relates to Brazilian social issues, based on the documentary producers point of view. The perception is of the stereotyping and/or silencing of more fundamental matters in Western society. The work is divided into three chapters that examine the production of TV documentaries, their relevance and conditions of production. Through the images, the speech of the narrator and the subjects whose identities are supposedly considered as a taboo, we can observe that the representations offer the public a partial view of a subaltern other, through the point of view of the hegemonic group. At the same time, images and text reinforce the representations of taboo, suggesting the existence of an ideal society, different from the depicted one, revealing, from our discussion, a concern with possible disruptions to the management of the society of control.

Esta dissertação se propõe a problematizar as representações de tabu da sociedade brasileira, apresentadas na série de documentários Tabu Brasil, produzidos sob o viés do olhar da National Geographic Society. A hipótese que norteia este estudo é de que as representações de tabu na série focal, para além da mera exposição de casos, acabam marginalizando outros saberes e culturas, a partir de uma perspectiva situada e defendida por grupos hegemônicos no ocidente. A fundamentação teórica para esta análise apresenta como suporte principal os estudos discursivos de teóricos como Pechêux (1975, 1988, 1999), Foucault (1971, 1984, 1977) e Deleuze (1992), cujos conceitos de formação discursiva, sociedade disciplinar, relações entre poder, saber e verdade e de sociedade de controle serviram de base para a discussão. A análise versa sobre o imaginário construído em torno da questão de tabu, relativo à sociedade brasileira, a partir do ponto de vista dos produtores dos documentários, vislumbrando uma possível estereotipização e/ou um silenciamento para questões mais fundamentais na sociedade ocidental. O trabalho está organizado em três capítulos que investigam a construção dos documentários feitos para a TV, sua importância e condições de produção. Por meio das imagens, dos dizeres do narrador em off, e dos sujeitos representados, cujas identidades supostamente constituem um tabu, observa-se que as representações oferecem ao público uma visão parcial de um outro subalterno, sob o ponto de vista do grupo hegemônico. Ao mesmo tempo, imagens e texto fortalecem a representação de tabu, sugerindo a existência de uma sociedade ideal, diferente da retratada, revelando, a partir de nossa discussão, uma preocupação com possíveis abalos à gestão da sociedade de controle. / This dissertation aims to discuss the representations of taboo in the Brazilian society. Originally presented in the documentary TV series Tabu Brasil, it was produced by the National Geographic Society. The hypothesis postulates that representations of taboo in the target series, apart from mere case exposures, end up marginalizing other knowledges and cultures, from a perspective situated and advocated by Western hegemonic groups. The theoretical basis for this analysis is mainly grounded in discursive studies of theoreticians such as Pechêux (1975, 1988, 1999), Foucault (1971, 1984, 1977) and Deleuze (1992), whose concepts of discursive formation, disciplinary society, relations of knowledge, power and truth, and of society of control were the basis of the discussion. The analysis problematizes the constructed imaginary of taboo, as it relates to Brazilian social issues, based on the documentary producers point of view. The perception is of the stereotyping and/or silencing of more fundamental matters in Western society. The work is divided into three chapters that examine the production of TV documentaries, their relevance and conditions of production. Through the images, the speech of the narrator and the subjects whose identities are supposedly considered as a taboo, we can observe that the representations offer the public a partial view of a subaltern other, through the point of view of the hegemonic group. At the same time, images and text reinforce the representations of taboo, suggesting the existence of an ideal society, different from the depicted one, revealing, from our discussion, a concern with possible disruptions to the management of the society of control.

Orientador: Maria Inês de freitas Petrucci dos Santos Rosa / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-20T12:56:07Z (GMT). No. of bitstreams: 1 Ramos_TacitaAnsanello_D.pdf: 1326899 bytes, checksum: 917d1b68bc53605c2adb13f131b368f8 (MD5) Previous issue date: 2012 / Resumo: Nesta pesquisa, pretendo fazer um estudo genealógico da constituição curricular do primeiro curso denominado por licenciatura integrada no Brasil, a Licenciatura Integrada em Química/Física da UNICAMP. O diferencial dessa pesquisa está na ênfase que foi dada à questão do currículo integrado, tentando compreender os discursos que constituíram o conceito de integração curricular desse curso e como essa noção esteve presente e permeou os embates desde o início de sua elaboração até a atualidade. Através de possíveis aproximações, distanciamentos e relações entre os pensamentos e escritos de Michel Foucault e Walter Benjamin, principalmente através de suas concepções de história, de tempo, verdade e sujeito, a abordagem histórica dessa pesquisa procurou escavar histórias desse curso de licenciatura buscando por particularidades, deixando operar as singularidades, abandonando a unidade do sujeito e a continuidade da história. Dessa forma, problematizarei algumas das histórias da constituição curricular desse curso, as relações de poder, as práticas discursivas, as singularidades e memórias, com um olhar que se distancia daquele fixo, que somente se preocupa com a busca por verdades únicas e respostas para as questões colocadas. A análise histórica do curso de Licenciatura Integrada em Química/Física e das relações de poder-saber presentes em sua constituição, assim como os discursos e regimes de verdade constituídos e que se inter-relacionaram na constituição da integração curricular desse curso, pretendem ser analisados sob os escritos de Michel Foucault. Além disso, utilizarei como aporte teórico-metodológico Walter Benjamin para justificar e embasar a utilização de mônadas e entrevistas narrativas que tornarão possíveis a emergência de outras histórias, através de um trabalho com aberturas, com a possibilidade de interlocuções com outros, sem procurarmos responder a todas as perguntas, muitas vezes até criando outras. O trabalho com os documentos escritos e com as entrevistas narrativas, na forma de mônadas, possibilitou problematizar histórias que foram esquecidas/cristalizadas, trazer à tona discursos e regimes de verdade que permitiram outras leituras de uma história marcada por descontinuidades e rupturas e a emergência de histórias que, no plano da ordem instituída, jamais seriam contadas. O entrelaçamento de significados produzidos pelos documentos escritos e pelas leituras das mônadas nos permitiu problematizar o curso de Licenciatura Integrada em Química/Física não como algo dado a priori, mas constituído historicamente, por determinadas práticas sociais, numa série de singularidades, multiplicidades de relações de poder-saber e regimes de verdade. Enquanto resultado não de uma história única, fixa e linear, mas como um curso constituído por sujeitos situados num tempo e num espaço, que não apenas foram dominados e atenderam a determinados discursos, mas que de maneira individual e coletiva, criaram brechas, resistiram e agiram, se constituindo através de suas ações e resistências e constituindo também o curso atualmente existente. / Abstract: In this research, I intend to do a genealogical study of the curricular constitution of the first integrated graduation program in Brazil, the Integrated Graduation in Chemistry/Physics from UNICAMP. The differential of this research is on the emphasis that is given to the issue of an integrated curriculum, trying to understand the speeches that constituted the concept of curricular integration of this program and how this notion was present and permeated the clashes since the beginning of its development until today. Through possible approaches, distances and relationships between thoughts and writings of Michel Foucault and Walter Benjamin, mainly through their conceptions of history, time, truth and subject, the historical approach of this research looked to dig stories of this graduation program looking for particularities, leaving operate singularities, abandoning the unity of subject and story continuity. Thus, will make problematic some of the stories of the curricular constitution of this graduation program, the power relations, the discursive practices, the singularities and memories, with a perspective that moves away from that fixed, it only cares about the search for unique truth and answers to the questions. The historical analysis of the Integrated Graduation in Chemistry/Physics and of the relations of power-knowledge present in their constitution, as well the discourses and regimes of truth that was constituted and that was inter-related to the constitution of the curriculum integration of this program, intended to be analyzed against the writings of Michel Foucault. Furthermore, I will use as theoretical and methodological contribution Walter Benjamin to justify and support the use of monads and narratives interviews that will make possible the emergence of other stories, by working with openings, with the possibility of dialogues with others, without seeking to answer all the questions, often creating others. The work with written documents and narratives interviews, in the form of monads, allowed to make problematic stories that have been forgotten/crystallized, to bring out speech and regimes of truth that enabled further reading of a history that was marked by discontinuities and ruptures and the emergence of stories that, in terms of the established order, would never be told. The intertwining of meanings produced by the documents and by the readings of monads allows us to make problematic the Integrated Graduation in Chemistry/Physics not as something given a priori, but historically constituted by certain social practices, in a series of singularities, multiplicities of relations of power-knowledge and regimes of truth. As a result not of a single story, flat and linear, but as a graduation program made up of individuals situated in a time and space, that not only were dominated and attended some speeches, but individually and collectively, created gaps, resisted and acted, constituting itself through its actions and resistances and constituting also the graduation program currently exists. / Doutorado / Ensino e Práticas Culturais / Doutor em Educação

The research offers an elaboration of genealogy as an approach to knowledge from Friedrich Nietzsche's original work on method (1887) processed by Michel Foucault (1971). It provides an interdisciplinary version that integrates theoretical and analytical contributions from the philosophy of knowledge, from exact and social sciences to artistic research. This work also takes into account those who have most explicitly enhanced the potentialities of geneaalogy such as Gilles Deleuze (1962) and, more recently, Carlo Sini (2007) and Giorgio Agamben (2010), but also embraces the reflections of researchers, from the past or present, whom I dare associate with the genealogy approach such as Max Weber (1922), Bruno Latour (2013), Fritjof Capra (2014), Diego Velázquez (1656) and the newer holistic and immersive approaches in digital art (Roy Ascott 2007). The result will be a "grid of intelligibility", an instrument of knowledge of the emerging phenomena that can be used for mappings and interdisciplinary networks and that, as in the original version (by Nietzsche and Foucault), intends to overcome the epistemological limits and disciplinary segmentation inherited by modernity. Such limits and segmentation are transferred in a special way in modern universities. For this reason, universities are not only the privileged object of this genealogical analysis, but also the field where its application is posed not only as a research practice or pedagogical tool, but also as a self-reflexive method on an organizational level. The genealogy of universities, therefore, is not just a speculative analysis, but a strategic and experimental choice, rather unusual, despite the vast literature available from a well-known text of Immanuel Kant (1798). Universities embody an intersection node among cultural, economic, political and technological trends, since their inception in the Middle Ages. They are the institutional entities that delegate big apparatus paradigm shifts that influence the approaches to knowledge of the people who live in a given social context in vehicular, transversal and vertical ways. Universities have always been the legitimised place to disclose knowledge approaches socially recognised. Their historical centrality and legitimacy has been renewed for more than five hundred years . In the contemporary world, their role is being compromised by global processes , neoliberalism and digitization in particular. This research will investigate the latter genealogically by focusing on the manifestations of resistance namely audit university and its development until the automation phase. In addition to contemporary authors such as Michael Power (1994), Laura Maran (2009), and Giovanni Leghissa (2012) - the theoretical framework will refer to Ivan Illich (1971), Edgar Morin (1999), but also Marshall McLuhan (1964) and those researchers that are currently involved in the analysis of the impact of media on the education system (Ben Fry, 2007, I. and M. Toru S. Vijay Kumar, 2008). It is an attempt to genealogically answer the question -What will the current audit universities become? This research has gone up to a drift that is more than a narrative exercise. It has pushed up to a prophecy that is only partly a fiction experiment namely automation in academia, which is the main research hypothesis. In an apocalyptic scenario automated universities represent an audit university involution, a result of hybridization among economic, technological, cultural and organizational phenomena. It is only by addressing this hybridization process that we can develop an alternative narrative. By following Antonio Caronia's (2008) approach, this research will use science-fiction language as a distortion of reality that allows creating, in Foucault's words, a doomsday scenario (a case of 'fiction historique') or an alternative perspective avoiding ideological risks. Along with contemporaries Derrick de Kerckhove (1998), Roy Ascott (2007), Marcello Giacomantonio (2007), Valeria Pinto (2012), Federico Butera (2007), I will summarize the works of Franz Kafka, Philip K. Dick and James Ballard, but also recent contributions from artistic and pedagogical research. Keywords: Genealogy, Grid of Intelligibility, Knowledge, Power, Control, Subjectivation, EHEA, Audit, Automation.

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2016-02-18T08:49:59Z No. of bitstreams: 2 Tese - Valdomeria Neves de Moraes Morgado - 2015.pdf: 3059676 bytes, checksum: d945e01817f16ab016ec4efbb31f6c52 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-02-18T09:54:53Z (GMT) No. of bitstreams: 2 Tese - Valdomeria Neves de Moraes Morgado - 2015.pdf: 3059676 bytes, checksum: d945e01817f16ab016ec4efbb31f6c52 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-02-18T09:54:53Z (GMT). No. of bitstreams: 2 Tese - Valdomeria Neves de Moraes Morgado - 2015.pdf: 3059676 bytes, checksum: d945e01817f16ab016ec4efbb31f6c52 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-06-19 / This thesis entitled , Discursive representations about the subject teacher: knowledge and power interlacing in the thematic path of mission, guilty and incompetence , aims to describe the image that was built in relation to the subject teacher in texts coming from education managers , media and other individual subjects spred in society, including the teacher himself. The method of this research is qualitative documentary in an investigation that selects, in the historical dispersal, statements taken from documents, monuments, from the mid-eighteenth century to the beginning of the second decade of this century. An option by the concept of thematic path, it is an anchor in Guilhaumou and Maldidier as a theoretical and methodological tool in order to discuss the discursive relations about representations that people have about the subject-teacher. There are three remarkable themes that draw the subject-teacher as a missionary, as guilty and as incompetent in the educational process. In a study of linguistics, the theoretical construct takes the postulations of French Discourse Analysis and used Foucault's theoretical contributions about the statement, the subject, the knowledge and the power that support the analysis. Along survey of statements, it was detected reiterated repetition of representations that disqualify the subject teacher and promote the exercise of power around these discursive relations, by controling these speech in order to keep it working as legitimizing mechanism of the subject that states and as a justify that erases the responsibility along the educational process. This way, it is through these discursive formulations that teacher is identified as one of the main responsbible for the supposed failure of education. The listed monuments, the complex discursive movement allow you to verify how discursive procedures promote knowledge that become truths and truths which make knowledge, via historicity and repeatable materiality. This way, it implies mutual power and knowledge relations, statements and representations that assert dysphoric images starting from discursive practices tied to a specific type of discourse that puts into question the teaching performance. Through this aspect, using the discourse paraphrase of negativity, it was observed that although the speech seems simple repeatitions, they bring in each circumstance in wich they turn up, other subjects and new objects that make, in each perceived outburst as a new happening,and it is through this new happening that society consider this knowledge as true ones. So, this research is divided into three chapters: the first brings the concepts of discursive gear and Foucault presuppositions; the second, the three thematic paths about the teacher, inset profession, and specific analyzes; the third, shows the analytical survey of a nostalgic discourse about teaching and discursive control that is established from subject-positions and power relations that seek to discredit the teacher. So, all this discourse in history, doesn't intend to show the ineffectiveness of school institution, but the relation of the subject teacher along society that discursiviza him. The visibility given to the teacher's image, centuries after centuries wasn't poweful enough to modify these dysphoric representations taken up long time ago. The tracks are visible and remain throuhout nowadays. / Esta tese, intitulada, As representações discursivas sobre o sujeito-professor: entrelaçamento do saber e do poder no trajeto temático da missão, da culpabilização e da incompetência, tem o objetivo de descrever a imagem construída do sujeito-professor em textos dos gestores da educação, da mídia e de outros sujeitos dispersos na sociedade, inclusive do próprio professor. A metodologia do estudo é de cunho qualitativo documental numa investigação que seleciona, na dispersão histórica, enunciados retirados de documentos-monumentos, desde os meados do século XVIII até o início da segunda década do século XXI. Numa opção pelo conceito de trajeto temático, faz-se uma ancoragem em Guilhaumou e Maldidier como ferramenta teórico-metodológica para discutir as relações discursivas sobre as representações que se tem do sujeito-professor. Destacam-se três eixos temáticos que desenham o sujeitodocente como missionário, como culpado e como incompetente no processo educacional. Em estudo da Linguística, o construto teórico toma as postulações da Análise do Discurso de linha francesa e são usados os aportes teóricos de Foucault sobre o enunciado, o sujeito, o saber e o poder que sustentam as análises. No levantamento dos enunciados, detectou-se a repetição reiterada das representações que desqualificam o sujeito professor e promovem o exercício do poder nessas relações discursivas, mediante o controle desse discurso para mantê-lo funcionando como mecanismo legitimador do sujeito que enuncia e como justificativa que apaga a corresponsabilidade no processo educacional. Dessa maneira, é por meio dessas formulações discursivas que o docente é apontado como um dos principais responsáveis pelo suposto fracasso do ensino. Os enunciados-monumentos do complexo movimento discursivo permitem verificar como procedimentos discursivos promovem saberes que se tornam verdades e verdades que se tornam saberes, via historicidade e materialidade repetível. Nesse sentido, implicam-se mutuamente as relações de poder e saber, enunciados e representações que asseveram imagens disfóricas a partir das práticas discursivas presas a um tipo específico de discurso que põe em xeque a atuação docente. Nesse aspecto, por intermédio da paráfrase discursiva da negatividade, observou-se que embora os discursos pareçam simples repetições, trazem, em cada circunstância de retomada discursiva, outros sujeitos e novos objetos que fazem com que a cada irrupção seja percebida como novidade, é por intermédio desse novo acontecimento que faz com que a sociedade considere esses saberes como verdadeiros. Este trabalho, portanto, divide-se em três capítulos: no primeiro, estão os conceitos embasadores da engrenagem discursiva e os pressupostos foucaultianos; no segundo, expõem-se os três trajetos temáticos sobre o professor, profissão do entremeio, e as análises específicas; no terceiro, verifica-se o levantamento analítico de um discurso saudosista sobre o ensino e o controle discursivo que se estabelece a partir das posiçõessujeito e das relações de poder que procuram desacreditar o docente. Assim, todo esse trânsito discursivo na história não quer mostrar apenas a ineficácia da instituição escola, mas a relação do sujeito-professor frente à sociedade que o discursiviza. A visibilidade dada à imagem do professor, séculos após séculos, não teve força suficiente para modificar essas representações disfóricas retomadas há tempos. Os rastros são visíveis e permanecem em nossos dias.