Esta Dissertação cuja elaboração está focada em uma perspectiva histórico-dialética tem por objetivo analisar o processo de consagração do Patrimônio Cultural da Humanidade [UNESCO] e o Programa Monumenta [Municípios / Governo Federal / BID] a fim de identificar, em Diamantina cidade histórica do sertão mineiro através de uma análise crítica, como o par dialético preservação / mercantilização produz o espaço urbano em tela e como transforma a realidade e o imaginário do residente. Denominamos essa contradição como dialética da construção destrutiva, que envolve os bens culturais do mundo, na contemporaneidade. Esta dialética estabelece-se no próprio percurso de consagração do Patrimônio Mundial, quando temos, por um lado, a UNESCO, que luta pela preservação inconteste dos bens culturais e naturais do mundo, em contraposição à tendência contemporânea de mercantilização, banalização e destruição dos espaços da história, da memória, da cultura, da natureza e da vida, quando da implantação de um turismo negligente com a sociedade e com o lugar. Dialética da construção destrutiva que rebate sobre o espaço urbano, a cidade histórica viva enquanto totalidade, ao ser reconhecida, simultaneamente, como símbolo de cultura e de mercadoria. Assumimos uma postura crítica frente a simultaneidade da preservação e da mercantilização do patrimônio um processo contraditório dada a preponderância do caráter estético, fetichista, classista e de cenarização na apropriação das cidades históricas e na refuncionalização dos bens culturais, em detrimento ao seu valor de uso civilizatório. Analisamos esta realidade que se evidencia, incipientemente, em Diamantina (Patrimônio Mundial e mercadoria global), sobretudo, com a conquista da chancela da UNESCO e com a implantação do polêmico Programa Monumenta. Veremos que a cidade histórica, ao ser tomada pela indústria cultural por via de um turismo descompromissado com a sociedade e com o lugar, é destituída de sua particularidade no fortalecimento do sentimento de pertencimento ao lugar e na edificação da cidadania. Ante ao frénésie pela Lista do Patrimônio Mundial, que esboça a lógica mercantil que envolve os bens culturais, na atualidade, urge a implementação da gestão participativa dos lugares do patrimônio e o enfoque no planejamento da cidade histórica enquanto totalidade, não focado nos limites do núcleo tombado. Por fim, é no contexto da dialética entre o uso e a troca que se dá na apropriação do espaço urbano, e entre a preservação e a mercantilização do patrimônio cultural que direcionamos esta pesquisa, que identifica a fragmentação articulada propiciada pela dialética da construção destrutiva que impactua o território urbano de Diamantina, no sertão de Minas Gerais. / This dissertation - whose production is focused on a historical dialectic perspective - aims to analyze the process of consecration of the Cultural Heritage of Humanity [UNESCO] and Monumenta Program [Municipalities / Government / BID] to identify, in Diamantina historical city in Minas Geraiss backwoods through a critical analysis , as the dialectical pair preservation/ merchandising produces the urban space on screen and how changes the reality and the resident imaginary. We call this contradiction destructive dialectic of construction, which involves the cultural goods of the world, in the contemporary. This dialectic establishes itself in the path of the consecration of World Heritage, when we have, on the one hand, UNESCO, which fights for the preservation of cultural and natural worlds goods, as opposed to the contemporary trend of commercialization, trivialization and destruction of space of history, memory, culture, nature and life, where the deployment of a tourism careless with society and with the place. Dialectic of destructive construction that swings on the urban space, the historic city living as a whole, to be recognized as both the symbol of culture and commodity. We assume a critical posture in face of the simultaneity of the \"preservation\" and the commercialization of heritage - a contentious process - given the preponderance of the aesthetic character, fetishist, class and of giving background on ownership of historic towns and of giving refunction of cultural goods, rather than its value in civilization use. We analised this reality that there is, incipiently, in Diamantina (World Heritage and global commodity), especially with the conquest of the seal of UNESCO and with the deployment of the controversial Monumenta Program. We will see that the historic town, when taken by the \"culture industry\" through a tourism uncompromised with society and the place, is devoid of its particularity in the strengthening of the feeling of belonging to place and the edifying of citizenship. In face of the frénésie by the Worlds Heritage List, that outlines the commercial logic that envelops the cultural goods, in the present, urges the implementation of participatory management on places of the heritage and the approach of planning of the historical city as totality, not focused in the limits of the spot listed center. Finally, it is in the context of the dialectic between the use and exchange that occurs in the ownership of urban space, and between the \"preservation\" and the commercialization of cultural heritage that we directed this research, which identifies the articulated fragmentation provided by the dialectic of destructive construction that impacts the municipal area of Diamantina in the backwoods of Minas Gerais.

Submitted by Joel de Lima Pereira Castro Junior (joelpcastro@uol.com.br) on 2016-07-08T19:49:33Z No. of bitstreams: 1 JuliaFigueiredo.pdf.pdf: 861753 bytes, checksum: e08aa89263f8796593ecc6c1233a04e9 (MD5) / Approved for entry into archive by Biblioteca de Administração e Ciências Contábeis (bac@ndc.uff.br) on 2016-07-22T15:40:31Z (GMT) No. of bitstreams: 1 JuliaFigueiredo.pdf.pdf: 861753 bytes, checksum: e08aa89263f8796593ecc6c1233a04e9 (MD5) / Made available in DSpace on 2016-07-22T15:40:31Z (GMT). No. of bitstreams: 1 JuliaFigueiredo.pdf.pdf: 861753 bytes, checksum: e08aa89263f8796593ecc6c1233a04e9 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Universidade Federal Fluminense. Pró-Reitoria de Gestão de Pessoas - Progepe. Coordenação de Pessoal Técnico Administrativo. Niterói, RJ / Esse trabalho tem como objetivo investigar e analisar dialeticamente conceitos e práticas que envolvem o tema da educação corporativa na contemporaneidade. Assim, com o intuito de apresentar os contornos desse fenômeno na sociedade atual, o trabalho buscou investigar a educação corporativa a partir das produções acadêmicas sobre o tema apresentadas nos eventos promovidos pela Associação Nacional de Pós-graduação e Pesquisa em Administração (ANPAD). A opção pelo método do materialismo histórico dialético se deu pela sua orientação em analisar os fenômenos estudados de forma cuidadosa, buscando ir além de sua aparência imediata, pois a essência do fenômeno, a “coisa em si” não se apresenta de imediato. Essa perspectiva possibilita a superação de uma visão fragmentada da realidade e permite perceber que os fenômenos não ocorrem de forma isolada e independente, mas são elementos dentre um conjunto de relações que os fundam, dentro de uma totalidade. Assim, parte-se da noção de que a realidade é histórica e produzida pelos homens em circunstâncias específicas, sendo, portanto, necessária uma investigação sobre o funcionamento do problema em questão naquela sociedade, no caso, na sociedade capitalista contemporânea. A pesquisa procura, então, entender em que contexto estão inseridas as mudanças econômicas, sociais e políticas que motivaram emergência de conceitos como o de gestão de pessoas, competência, aprendizagem organizacional, nos quais se fundamenta a noção de educação corporativa. Posteriormente a isso, realiza uma revisão da literatura que trata da temática da educação corporativa de forma a buscar explicar melhor a concepção que a fundamenta, isto é, quais conceitos e fenômenos a determinam e fazem parte de sua totalidade. Durante a revisão bibliográfica e na investigação das produções acadêmicas sobre o tema, as questões que nortearam a pesquisa foram: que educação é essa? Quais são os diversos conceitos que estão na base dessa prática? A quem interessa o discurso da educação corporativa?Qual é a lógica que rege essa “nova” prática? A quem serve?A Educação Corporativa (EC) como prática vem sendo bem difundida no contexto organizacional brasileiro através de diversas experiências, muitas delas caracterizadas pelas chamadas Universidades Corporativas (UCs). A pesquisa de publicações sobre educação corporativa revela uma grande quantidade de trabalhos com enfoque positivista, baseados em dados quantitativos que apresentam balanços e levantamentos com finalidade de análise do ponto de vista de práticas organizacionais, que tem como objetivo valorizar e exaltar as experiências das Universidades Corporativas. Entretanto, a educação quando transportada para o contexto corporativo em sua forma de educação corporativa tem seu enfoque do ponto de vista acadêmico diminuída. A ideia difundida pelo discurso neoliberal é que a educação é parte do mercado e funciona à sua semelhança. Além disso, os diversos conceitos que envolvem essas práticas também estão a serviço de interesses estritamente mercadológicos. A dissertação pretende elucidar esses contornos teóricos, políticos e ideológicos do tema. / This paper aims to investigate and dialectically analyze concepts and practices that involve the topic of corporate education nowadays. Thus, in order to present the contours of this phenomenon in today's society, the study investigated corporate education from academic productions about the topic, presented in events promoted by the National Association of Graduate Studies and Research in Administration (ANPAD). The research is grounded in the dialectical method of historical materialism. The choice of the dialectical method occurred because of its orientation in analyzing the phenomena studied carefully, seeking to go beyond its immediate appearance, because the essence of the phenomenon, the "thing in itself" does not appear immediately. This perspective allows overcoming a fragmented view of reality and allows us to see that phenomena do not occur in an isolated way and independent, but are elements of a set of relations that merge them within a totality. So it started from the idea that reality is historical and produced by men in specific circumstances and then, it‟s necessary to investigate the functioning of the problem in question in that society, in this case in contemporary capitalist society. Then the research seeks to understand the context where are inserted the social, economic and politics changes that led to the emergency of concepts such as people management, competence, organizational learning, in which is based the notion of corporate education. After that, provides a literature review about corporate education in order to get better explain about what underlies this conception, what concepts and phenomena determinate it and are part of its totality. During the literature review and research of academic production on the topic, the questions that guided the research were: which education is this and what are the various concepts that underlie this practice? Which is the purpose of an education that is no longer restricted to academy? Who‟s interested the discourse of corporate education? What is the logic that governs this "new" practice? Serves whom? Corporate education (CE) as a practice has been widespread in Brazilian organizational context through various experiences, many of them characterized by so-called Corporate Universities (CUs). The research of corporate education academic productions reveals a lot of work with positivist approach, based on quantitative data that show balances and surveying with the purpose of analysis from organizational practices point of view, which aims to value and elevate the experience of Corporate Universities. However, when education moves to the corporate context in form of corporate education it has its importance from the standpoint of academic decreased. The idea spread by the neoliberal discourse is that education is no longer restricted to the academic, characterized by social and political formation, it's becoming part of the market and operate in its likeness. Moreover, the various concepts that involve these practices also are serving interests strictly marketing. The dissertation aims to elucidate these theoretical, political and ideological contours about the theme.

Orientador: Fernando Antonio Lourenço / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-08-04T03:34:56Z (GMT). No. of bitstreams: 1 Re_HenriqueAntonio_M.pdf: 12537503 bytes, checksum: 54ee64f4a603082c0e0c14278ea46ab6 (MD5) Previous issue date: 2005 / Resumo: Este trabalho procura discutir a interpretação do andamento histórico da sociedade brasileira, apresentada por Roberto Schwarz, a partir de duas de suas fontes: o livro RaÍzes do Brasil, de Sérgio Buarque de Holanda e alguns ensaios de Antonio Candido, com destaque para a "Dialética da malandragem". Este procedimento permitiu compreender de que modo algumas contribuições desses dois autores foram incorporadas ou recusadas quando da construção daquela interpretação. Possibilitou ainda compreender essas divergências como contribuições ao processo de fonnação do pensamento social brasileiro, uma vez que foram analisadas através do debate intelectual no qual surgiram / Abstract: The present dissertation strives to discuss the interpretation of the historical process of the Brazilian society presented by Roberto Schwarz, from two sources: the book Raizes do Brasil, by Sérgio Buarque de Holanda and some essays by Antonio Candido, chiefly the "Dialética da malandragem". The procedure enabled the comprehension of how the contributions of both authors were accepted or refused when that interpretation was made. It also enabled the comprehension of the divergences as contributions to the process of formation of the Brazilian social thought, since they were analyzed through the intellectual debate from which they came u / Mestrado / Sociologia / Mestre em Sociologia

The aim of this study was to identify what were the requirements placed on the design of distance education programmes as regards discipline or dialogue and how did these factors impact on student-support in the South African National Defence Force (SANDF). Education in general is used to classical behavioural objective that outlines precisely for the student what has to be done and is one way of structuring the learning materials. The South African National Defence Force (SANDF), by its very nature, is very familiar with this formal structure and style of doing things. It prescribes the way teaching has to happen and how the outcomes have to be achieved and at times in a very formal way. Opposed to the above is dialogue that calls for a move away from the prescriptiveness of doing something. Doing and thinking now becomes more open through dialogue. Education stakeholders now debate the value of certain content, since content is no more fixed, the admission of students into the programme is not fixed any more and the way examinations are set is also not fixed or prescriptive. There is now a move away from the disciplinary way of thinking, that is, thinking in terms of fixed boundaries or discipline any longer – dialogue has opened up options and opportunities. This research is based on the belief that distance education problems in the Department of Defence (DoD) are as result of outdated and inadequate instructional or programme design methods or approaches, and thus lack student-support. The four sub-research questions that emanate from the main research question as posed in this research are summarized as follows: (1) What is the distance learning teaching and learning character of the South African National Defence Force (SANDF)? (2) What is the role dialogue in the design of teaching and learning? (3) How are ‘outcomes’ in transactional distance or dialogue achieved? (4) What is the role of dialogue in student empowerment or student support? The design of this research was based on qualitative approach. The feasibility of the research was assured by focusing on distance learning institutions and practitioners. Literature study and document analysis was utilized as data-collection method. Face-to-face interviews with focused groups and individual interviews utilizing unstructured, open-ended questions on interview schedules were also conducted. In addition, anonymous student reports collected by programme managers at the end of a programme replaced the unavailability of student interviews were utilised. The findings of the study were that the character of structural design of distance learning programmes in the South African National Defence Force (SANDF) resembles that of the disciplinary approach, and is thus prescriptive. Structure, in terms of the teaching and learning strategies and the substance of the content is largely the mode of practice in the SANDF’s distance education system. Communication finds its way into the distance learning system of the Department of Defence as authoritative power source. The main function of dialogue in the system is to vest the interest of this organization as programme directors and instructors are not fully emancipated. Students and instructors find it difficult to engage constructively academically. Learner-to-learner interaction and freedom of academic discourse is hampered as the result of authoritarian and prescriptive doctrine of a structured curriculum. It is then concluded that student support in the South African National Defence Force (SANDF) distance education settings does not address requirements of dialogue. / Thesis (PhD)--University of Pretoria, 2011. / Science, Mathematics and Technology Education / unrestricted

Orientador: Prof Dr Luiz Fernando Barrére Martin / Dissertação (mestrado) - Universidade Federal do ABC, Programa de Pós-Graduação em Filosofia, São Bernardo do Campo, 2017. / Numa das Lições sobre a história da filosofia, Hegel analisa a dialética platônica, sem deixar de expressar sua admiração pela mesma. Sua análise começa pela dialética presente nos diálogos iniciais de Platão, que se caracterizam pela predominância da filosofia socrática, chegando depois aos diálogos em que, na sua opinião, encontramos a dialética em seu nível mais elevado: o Sofista, o Filebo e o Parmênides. Este último, considerado por Hegel a maior obra-prima da dialética antiga. No presente trabalho, temos como objetivo apresentar a leitura hegeliana sobre o método dialético presente no Parmênides, isto é, pretendemos expor a interpretação de um filósofo - que contribuiu para a renovação da dialética na modernidade - a respeito do diálogo que considera o principal expoente da dialética antiga. Para isto, partimos do exame do conceito de história da filosofia para Hegel, passamos por sua análise sobre o conteúdo fundamental da dialética platônica, para chegar ao nosso objetivo de apresentar a leitura de Hegel sobre a dialética do Parmênides. / In one of the Lessons on the History of Philosophy, Hegel analyzes Platonic dialectics, while expressing his admiration for it. His analysis begins with the dialectic present in Plato's early dialogues, which are characterized by the predominance of Socratic philosophy, and then come to the dialogues which, in his opinion, we find the dialectic at its highest level: the Sophist, the Philebus, and the Parmenides. This last one, considered by Hegel the greater masterpiece of the ancient dialectic. In the present work, I aim to present the Hegelian reading about the dialectical method present in the Parmenides, that is, I intend to expose the interpretation of a philosopher - who contributed to the renewal of dialectics in modernity - regarding the dialogue that considers the main exponent of ancient dialectic. For this, we start from the examination of the concept of history of philosophy for Hegel, we go through his analysis on the fundamental content of the Platonic dialectic, to reach our goal of presenting Hegel's reading of the dialectic of the Parmenides.

Orientador: Alcides Hector Rodriguez Benoit / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-08-27T10:35:44Z (GMT). No. of bitstreams: 1 Melo_RicardoPereirade_D.pdf: 1024908 bytes, checksum: 5d89d206291fd20278b5b86fe1b1f73f (MD5) Previous issue date: 2015 / Resumo: Este presente trabalho pretende analisar a estrutura lógica e histórica de O Capital de Karl Marx e entender suas relações categoriais com o desenvolvimento dialético do conceito de circulação simples ou monetária presente no Livro 1 de O Capital e a sua continuação necessária do conceito de circulação creditícia presente no Livro 3 da mesma obra. A hipótese levantada por esse trabalho é que a circulação creditícia não pode ser desenvolvida de maneira isolada. A circulação creditícia é parte do desenvolvimento progressivo da circulação simples e, por isso, ligados dialeticamente pela exposição conceitual. Em O Capital, existe uma ordem expositiva das categorias usadas por Marx e, por isso, entender a circulação como um todo é necessário antes desenvolver as categorias mais simples presentes na circulação simples para avançar as categorias mais complexas da circulação creditícia / Abstract: The purpose of this study is to analyze the logical and historical structure of Capital by Karl Marx, understanding their categorical relations with the dialectical development of the concept of simple or monetary circulation in Book 1 of Capital and the necessary continuation of the concept of credit circulation in Book 3 of the same work. The main hypothesis is that the credit circulation cannot be developed in isolation. The credit movement is part of the progressive development of simple circulation and, therefore, dialectically connected by a conceptual exposition. In Capital, there is an expository order of categories used by Marx and, to understand the movement as a whole, is necessary to develop the simplest categories present in the simple movement to advance to the most complex categories of credit circulation / Doutorado / Filosofia / Doutor em Filosofia

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-01-26T10:08:21Z No. of bitstreams: 1 anaalicematiellocoelho.pdf: 815721 bytes, checksum: 17cebef01385b378cb49afad8b063ea2 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-01-27T10:51:29Z (GMT) No. of bitstreams: 1 anaalicematiellocoelho.pdf: 815721 bytes, checksum: 17cebef01385b378cb49afad8b063ea2 (MD5) / Made available in DSpace on 2016-01-27T10:51:29Z (GMT). No. of bitstreams: 1 anaalicematiellocoelho.pdf: 815721 bytes, checksum: 17cebef01385b378cb49afad8b063ea2 (MD5) Previous issue date: 2014-02-25 / FAPEMIG - Fundação de Amparo à Pesquisa do Estado de Minas Gerais / A pesquisa em questão procura compreender a relação entre o Paradoxo Absoluto e os conceitos cristãos de pecado, fé, indivíduo e amor no pensamento de Kierkegaard. Analisarse- á a conexão do Paradoxo Absoluto em correspondência com cada conceito especifico para, em seguida, compreender os conceitos kierkegaardiano em articulações polares de modo a esclarecer a dialética que perpassa o seu pensamento e, ao esclarecer estes conceitos fundamentais do Cristianismo na perspectiva dialética, compreender-se-á o próprio conceito de Cristianismo em Kierkegaard. / This research seeks to understand the relationship between the Absolut Paradox and the Christian concepts of sin, faith, individuality and love in the thinking of Kierkegaard. The link of the Absolut Paradox to each concept will be analyzed, forming the basis for an understanding of Kierkegaard´s concepts as a series of polarities. This will help to elucidate the dialectic that runs through all his thinking, producing a dialectical perspective on the cardinal concepts of Christianity that is by itself an understanding of the concept of Christianity in Kierkegaard´s thought.

Through a close reading of Tsitsi Dangarembga’s Nervous Conditions, this essay shows the key links between the novel and Frantz Fanon’s major works. In addition to providing a deeper understanding of Dangarembga’s narrative as a whole, it takes into particular consideration the em­bedded criticism of colonialism in the text. The psychological conditions implied by the title play a central role: the essay shows how these conditions relate to the colonial situation and how refusing to consent to subjugation can be understood as radical criticism of colonial, Christian, as well as patriarchal superstructures as well as forming clear opposition to the colonial institution. The analysis is primarily based on Fanon and his comprehension of other theorists. It also draws on the ideas of Homi K. Bhabha, which will provide an additional level of understanding regarding questions about colonial identities in general, and Dangarembga’s characters Tambu, Nyasha, and Babamukuru in particular.

Title: First Metamorphosis of the Frankfurt School Author: Bc. Karel Chlouba Abstract: This thesis deals with first metamorphosis of the Frankfurt School - its origins, deve- lopement and historical context. The developement of this metamorphosis of critical theory is split into three parts within this work: first part elaborates individual moments and motives of this positive dialectic and also observes the develomepent of skepticism within it; second part elaborates the sceptical turn itself and the third part deals with the negative dialectics mainly presented within the work The Dialectic of Enlightenment. This thesis aims mainly on thought of Max Horheimer as a leader of the circle of thin- kers. Although he is not always the most powerful source of insight in this circle, he is the one who controls the direction of its thinking. Key words: Adorno, Horkheimer, Marcuse, critical theory of society, sociology, ra- cionality, science, theory, reason, change, alternative, dialectic, enligh- tenment viii

Annotation: The main topic of this thesis is an analysis of tameness and wildness phenomena in particular Hermann Hesse's novels. Thesis will aim to expressions and interpenetrations of those phenomena and their position in period mind frame.Aim will be chronological analysis of those phenomena, their evolution and change in particular novels and an attempt of their synthesis. Key words: Hesse, Nietzsche, tammeness, wildness, Freud, Jung, Demian, Steppenwolf, Narcissus and Goldmund, The Glass Bead game, dialectic, dualism