Loren Eiseley (1907-1977) a été connu tour à tour comme archéologue, anthropologue, éducateur, philosophe, poète ou bien encore auteur d’études en sciences naturelles. Il remet en cause les thèses sur la science, la nature et l’homme qui avaient cours à son époque. Il unit les sciences et les humanités au travers de sa prose et de ses poèmes, anticipant le concept actuel d’humanités environnmentales. En tant qu’archéologue, il utilise la science, l’imagination et l’observation tels des outils dans le but de reconstruire le passé. Il a mis au point de nouveaux angles de vue permettant d’appréhender l’univers et la place de l’homo sapiens en son sein. Il pense que l’homme moderne s’est dénaturé en devenant le destructeur de la planète et, de ce fait, anticipe le point de vue éco-centrique qui s’est imposé dans la période qui a fait suite à la révolution industrielle, période de plus en plus désignée comme l’anthropocène. Les écrits de Eiseley pressent l’humanité de renouer avec notre passé animal de façon à respecter l’ordre naturel dont nous sommes issus. Son œuvre force le lecteur à participer à son projet de rénovation de notre univers mental et culturel. / Loren Eiseley (1907-1977) has been variously described as archaeologist, anthropologist, educator, philosopher, poet, and natural science writer. He challenges the views of science, nature, and man that were current at the time he wrote. He brings science and the humanities together by expressing his ecological, philosophical and metaphysical ideas in both prose and poems, anticipating the concept of environmental humanities nowadays. He is an archeologist who uses the tools of science, imagination and observation to reconstruct the past. Eiseley finds new angles from which to view the universe and homo sapiens’ place within it. He argues that modern man has fallen out of nature and become a planet destroyer. He anticipates the eco-centric position that is becoming necessary in the era following the Industrial Revolution that is increasingly being recognized as the Anthropocene. Eiseley’s writings urge that humanity reconnect with our animal past in order to respect the natural world from which we came. In bridging the nature and culture divide, his work forces readers to participate in the project of re-examining our own mental and cultural world.

O presente estudo objetivou construir uma história do Curso de Psicologia da Faculdade Salesiana de Filosofia, Ciência e Letras de Lorena, com a perspectiva de compreender as relações sociais, culturais, as práticas cotidianas e os modos de fazer que caracterizaram a constituição do curso, tendo como recorte histórico o período de 1952 a 1974. A meta final foi contribuir para a historiografia da Psicologia no Brasil. Apresentamos, inicialmente, de forma concisa, a história dos salesianos, desde sua criação e de sua inserção no Brasil. Detemo-nos mais em sua chegada à Lorena, com a fundação do Colégio São Joaquim e, muito mais especialmente, do Laboratório de Psicologia Experimental. Exploramos seu significado para os salesianos e sua missão educativa, bem como para a emergência do curso de Psicologia. Foram utilizados, como fontes documentais, documentos escritos e iconográficos, além disso, foram realizadas Entrevistas Narrativas, que nos possibilitaram apontar algumas características do começo do curso, como, por exemplo, as questões de gênero. Assinalamos como a abordagem experimental, dominante no primeiro momento do curso, em que os principais professores eram oriundos da USP e da PUC-SP, muda aos poucos para a abordagem humanista, ruptura causada pela presença de um professor, Franz Victor Rudio. Concluímos que o curso de Psicologia de Lorena emergiu não por um documento ou por uma ação intencional e isolada de um sujeito individual, mas por ação de muitos personagens que, durante um longo período, construíram práticas ligadas à Psicologia que levaram à constituição do curso. No entanto, pode-se afirmar que estas práticas foram fundamentadas na missão salesiana de formar educadores qualificados para o exercício do magistério, apoiada no tripé razão, religião e amorevolezza. / The former study aimed to build a history of the Psychology Course of the Faculdade Salesiana de Filosofia, Ciência e Letras de Lorena, with the perspective of comprehending the social and cultural relations, the daily practices and the ways of doing which characterize the course formation, having as a historic record the period from 1952 to 1974. The final aim was to contribute to the Psychology historiography in Brazil. We based more in its arrival in Lorena, with the foundation of the Colégio São Joaquim and, more especially, the Experimental Psychology Laboratory. We explored its meaning to the Salesianos and its educational mission, as well as to the emergence of the Psychology course. There were used as documentary sources written and iconographic documents, moreover, there were performed Narrative Interviews which enabled us to point out some characteristics of the beginning of the course, such as, for example, the gender issues. We pointed how the experimental approach, dominant at the first moment of the course, in which the main professors were arising from USP and PUC-SP, changes bit by bit to the humanist approach, rupture caused by the presence of one professor, Franz Victor Rudio. We concluded that the Psychology course from Lorena has emerged not by a document or by an intentional and isolated action of one single individual, but by the action of many characters that, for a long period, built practices linked with Psychology that led to the foundation of the course. However, it can be stated that these practices were grounded on the mission of the salesianos to create qualified educators for the mastership exercise, supported on the tripod reason, religion and amorevolezza

O presente estudo objetivou construir uma história do Curso de Psicologia da Faculdade Salesiana de Filosofia, Ciência e Letras de Lorena, com a perspectiva de compreender as relações sociais, culturais, as práticas cotidianas e os modos de fazer que caracterizaram a constituição do curso, tendo como recorte histórico o período de 1952 a 1974. A meta final foi contribuir para a historiografia da Psicologia no Brasil. Apresentamos, inicialmente, de forma concisa, a história dos salesianos, desde sua criação e de sua inserção no Brasil. Detemo-nos mais em sua chegada à Lorena, com a fundação do Colégio São Joaquim e, muito mais especialmente, do Laboratório de Psicologia Experimental. Exploramos seu significado para os salesianos e sua missão educativa, bem como para a emergência do curso de Psicologia. Foram utilizados, como fontes documentais, documentos escritos e iconográficos, além disso, foram realizadas Entrevistas Narrativas, que nos possibilitaram apontar algumas características do começo do curso, como, por exemplo, as questões de gênero. Assinalamos como a abordagem experimental, dominante no primeiro momento do curso, em que os principais professores eram oriundos da USP e da PUC-SP, muda aos poucos para a abordagem humanista, ruptura causada pela presença de um professor, Franz Victor Rudio. Concluímos que o curso de Psicologia de Lorena emergiu não por um documento ou por uma ação intencional e isolada de um sujeito individual, mas por ação de muitos personagens que, durante um longo período, construíram práticas ligadas à Psicologia que levaram à constituição do curso. No entanto, pode-se afirmar que estas práticas foram fundamentadas na missão salesiana de formar educadores qualificados para o exercício do magistério, apoiada no tripé razão, religião e amorevolezza. / The former study aimed to build a history of the Psychology Course of the Faculdade Salesiana de Filosofia, Ciência e Letras de Lorena, with the perspective of comprehending the social and cultural relations, the daily practices and the ways of doing which characterize the course formation, having as a historic record the period from 1952 to 1974. The final aim was to contribute to the Psychology historiography in Brazil. We based more in its arrival in Lorena, with the foundation of the Colégio São Joaquim and, more especially, the Experimental Psychology Laboratory. We explored its meaning to the Salesianos and its educational mission, as well as to the emergence of the Psychology course. There were used as documentary sources written and iconographic documents, moreover, there were performed Narrative Interviews which enabled us to point out some characteristics of the beginning of the course, such as, for example, the gender issues. We pointed how the experimental approach, dominant at the first moment of the course, in which the main professors were arising from USP and PUC-SP, changes bit by bit to the humanist approach, rupture caused by the presence of one professor, Franz Victor Rudio. We concluded that the Psychology course from Lorena has emerged not by a document or by an intentional and isolated action of one single individual, but by the action of many characters that, for a long period, built practices linked with Psychology that led to the foundation of the course. However, it can be stated that these practices were grounded on the mission of the salesianos to create qualified educators for the mastership exercise, supported on the tripod reason, religion and amorevolezza

This dissertation examines food tropes in Italian films of the Economic Miracle, investigating moments of continuity with prewar gastronomic traditions, as well as denoting drastic breaks with the familiar. The kitchen is a place of traditional culinary practices and ingredients, and from which sensations of hominess and conviviality are continually generated; yet, the kitchen is where the changes to the postwar foodscape are most visible. In my analysis of films released from 1954 to 1973, the kitchen is treated as a site of both recognizability and unrecognizability: the feeling that someone does not belong among the people, objects, and rituals part of that changing arena; alternatively, they might not be recognized themselves. In the readings that follow, these directors, actors, and writers grapple with such unrecognizability by way of the stomach: the organ with which to digest food and, moreover, to process the changes that that gastronomy represents. This dissertation is divided into four chapters, or, rather, two halves: first, continuity and desire, and later, rupture and violent rejection. These halves represent continuities and breaks, respectively, as this project follows the transformation of Italy’s “rosy” cinema into dark, nihilist auteurism. At the center of the first half are two stars: Totò (Chapter Two) and Sophia Loren (Chapter Three). In the work of Totò, the visceral hunger that he experiences matches that of the very recent past, and in particular, that of the South. When food became readily available, however, a new hunger emerged: a hunger for what was, as Totò upheld the dietary routines to which he was long accustomed. Meanwhile, Sophia Loren embodies the multivalence of hunger. As Cesira in La ciociara (1960), Loren portrayed a mother struggling against la carestia of occupied Italy; hunger is once again a physical sensation. But through later roles, as well as the authorship of her own cookbook, not only is the stomach satisfied, but there is now a sexual dimension to hunger. Loren softened both the hunger pangs and the blows of the changing sociopolitical arena, leaving her viewers to desire simultaneously her body and the food she prepares, ultimately inviting us to eat with her. Chapter Four, meanwhile, uses the cinema and narrative theories of Pier Paolo Pasolini to explore the connections between continuity, rupture, and “revolution.” Revolution is, in the Marxist sense, the proletariat contending with exploitative forces, as seen through Stracci in La ricotta (1963). It is also the turning of a wheel, emblematic of a progression in a cycle back to naturality and austerity. Despite violent eating and existential crises, the characters of Luna (Uccellacci e uccellini, 1966) and Emilia (Teorema, 1968) reveal a continued relationship with the earth, within which seeds – signs of new life – are planted. This project also suggests a turn towards the tenets of 1940s neorealism, particularly the notions of survival and rebirth. In Marco Ferreri’s La grande abbuffata (1973), the subject of Chapter Five, four wealthy protagonists gather for the ultimate “gastronomic seminar”: a weekend during which they are suicided by overconsumption, choosing to abandon a world so deeply unrecognizable from the traditions and virtues of decades past. Yet, in bequeathing the world to Andréa, there is a reawakening. Andréa is left to perpetuate not only the rich traditions and rituals of previous generations, but also a world of anxieties, unsure of what the future holds.

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