Cette thèse vise à explorer l’apport de la psychanalyse freudienne à la pensée politique. En abordant la réalité sociale et politique selon cette perspective psychologique, on peut concevoir qu’il y a des facteurs inconscients ainsi que conscients à la base du lien social. Il s’agit notamment du renoncement pulsionnel qui perpétue un conflit psychique inconscient et rend possible la cohésion sociale d’une part, et de l’identification ou renforcement du moi conscient afin de surmonter et dédommager ce conflit psychique tout en renforçant cette cohésion d’autre part. Après avoir mis en rapport les perspectives de P. Roazen, H. Marcuse et B. Bergen sur le lien social à partir des notions freudiennes, cette thèse défend une conception du moi comme finalité du lien social, et ce, sans pour autant aller à l’encontre de l’attitude introspective initiée par Freud.

Cette thèse vise à explorer l’apport de la psychanalyse freudienne à la pensée politique. En abordant la réalité sociale et politique selon cette perspective psychologique, on peut concevoir qu’il y a des facteurs inconscients ainsi que conscients à la base du lien social. Il s’agit notamment du renoncement pulsionnel qui perpétue un conflit psychique inconscient et rend possible la cohésion sociale d’une part, et de l’identification ou renforcement du moi conscient afin de surmonter et dédommager ce conflit psychique tout en renforçant cette cohésion d’autre part. Après avoir mis en rapport les perspectives de P. Roazen, H. Marcuse et B. Bergen sur le lien social à partir des notions freudiennes, cette thèse défend une conception du moi comme finalité du lien social, et ce, sans pour autant aller à l’encontre de l’attitude introspective initiée par Freud.

Cette thèse vise à explorer l’apport de la psychanalyse freudienne à la pensée politique. En abordant la réalité sociale et politique selon cette perspective psychologique, on peut concevoir qu’il y a des facteurs inconscients ainsi que conscients à la base du lien social. Il s’agit notamment du renoncement pulsionnel qui perpétue un conflit psychique inconscient et rend possible la cohésion sociale d’une part, et de l’identification ou renforcement du moi conscient afin de surmonter et dédommager ce conflit psychique tout en renforçant cette cohésion d’autre part. Après avoir mis en rapport les perspectives de P. Roazen, H. Marcuse et B. Bergen sur le lien social à partir des notions freudiennes, cette thèse défend une conception du moi comme finalité du lien social, et ce, sans pour autant aller à l’encontre de l’attitude introspective initiée par Freud.

Thesis--Uppsala. / Includes bibliographical references (p. 179-184).

Thesis--Uppsala. / Includes bibliographical references (p. 179-184).

Made available in DSpace on 2015-03-03T11:52:39Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-08-21Bitstream added on 2015-03-03T12:06:11Z : No. of bitstreams: 1 000809405.pdf: 686916 bytes, checksum: c468bcf5a7fbf1e3411c8a0b6c647176 (MD5) / A presente dissertação se insere no campo da educação escolar, mais especificamente no campo da filosofia da educação. Assim, partindo de uma pesquisa de cunho bibliográfico, de caráter essencialmente conceitual tivemos por objetivo demonstrar quais contribuições os conceitos de Herbert Marcuse oferecem ao estudo da educação, mais do que isso procuramos dialogar com a obra de Marcuse e de outros autores da tradição crítica como Kant, Hegel e Marx, e assim como outros frankfurtianos como Adorno, Horkheimer e Benjamin, para compreendermos suas interpretações sobre o contexto político, ideológico, econômico e cultural de seus períodos, para, de posse destas informações, analisarmos nosso próprio contexto, atualizando e mantendo-nos sempre abertos ao diálogo e às problematizações. Partindo desta análise conceitual e contextual pudemos inserir o “problema da educação” e analisá-lo do ponto de vista da Teoria Crítica da sociedade, sempre focados em compreender o contexto existente e suas possibilidades. E é justamente nesta perspectiva dialética entre a compreensão do contexto de ampla dominação e coordenação ? de redução do pensamento e do comportamento à dimensão do que é imposto ? e as possibilidades de modificação qualitativa que podemos vislumbrar e nas quais encaixamos as possibilidades da educação. Nesta dialética entre o pessimismo e a realização da utopia tentamos apontar as possibilidades de uma educação para a emancipação e a formação para a autonomia, não como potencialidades irrealizáveis, mas como começos de caminhos trilháveis. Deste modo pudemos perceber, ao analisar textos de Marcuse e de outros autores frankfurtianos, tendo o cuidado da atualização, que a educação para a emancipação e a formação para a autonomia se inserem naquilo que Marcuse chama como “fim da utopia”, ou seja, como possibilidades de modificação qualitativa realizáveis, mas que vêm ... / The following work is inserted in the Education area, focusing specifically on Philosophy of Education. Thus, we start from an essentially conceptual biographical research in order to demonstrate some contributions of Herbert Marcuse’s concepts to the study of Education. We also strived to perform a dialogue between Marcuse’s work and other authors from the critical tradition such as Kant, Hegel and Marx, and Frankfurtians as Adorno, Horkheimer and Benjamin, to comprehend their interpretations about the political, ideological, economical and cultural contexts of their time so we can analyze our own context to keep ourselves open and updated to dialogues and problematization. Starting from this contextual and conceptual analysis we were able to insert the “educational problem” in it and analyze it under the Critical Theory of Society point of view, focusing on understanding the existing context and its possibilities. Through this dialectical perspective between the comprehension of a wide domination and coordination context – with the reduction of thinking and behavior to what is imposed – and the possibilities of a qualitative change, we are able to foresee where to fit the possibilities of education. Under this dialectic between pessimism and the performance of the utopia, we try to point out the possibilities of an education for emancipation and autonomy formation not as unperformable potentialities, but as starting points of possible paths. In this work we were able to perceive, analyzing Marcuse’s texts and other Frankfurtian author as well as keeping in mind the necessary updates, that an education for emancipation and autonomy formation are inserted in Marcuse’s “end of utopia”, that is, real possibilities of qualitative change, but ones that have been constantly stopped by forces that look forward the maintenance of a reality established through thinking and behavior reduction to only one dimension ...

CAPES / Submitted by Maykon Nascimento (maykon.albani@hotmail.com) on 2015-09-17T20:50:47Z No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Educacao formacao humana e tecnologia dialogos com o homem unidimensional de Marcuse.pdf: 3564377 bytes, checksum: 005cc9223393d97db32dfbcdaf7073e8 (MD5) / Approved for entry into archive by Patricia Barros (patricia.barros@ufes.br) on 2015-10-15T15:34:58Z (GMT) No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Educacao formacao humana e tecnologia dialogos com o homem unidimensional de Marcuse.pdf: 3564377 bytes, checksum: 005cc9223393d97db32dfbcdaf7073e8 (MD5) / Made available in DSpace on 2015-10-15T15:34:58Z (GMT). No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Educacao formacao humana e tecnologia dialogos com o homem unidimensional de Marcuse.pdf: 3564377 bytes, checksum: 005cc9223393d97db32dfbcdaf7073e8 (MD5) Previous issue date: 2015 / Esta dissertação se insere no âmbito da pesquisa teórica, no campo dos fundamentos filosóficos da educação crítica. O problema da pesquisa diz respeito aos desafios que os conceitos de tecnologia e cultura, presentes nas reflexões de Herbert Marcuse, oferecem para a teoria crítica da educação na atualidade. A reflexão gira em torno dos processos formativos a partir de sua relação com a tecnologia, especificamente com a Internet. Parte da fundamentação filosófica de Herbert Marcuse, sobre os conceitos de cultura e tecnologia presentes no livro One-Dimensional Man e nos ensaios Sobre o caráter afirmativo da cultura e Comentários para uma redefinição do conceito de cultura. A hipótese é que os conceitos desenvolvidos pelo autor – em diálogo com fenômenos socialmente constituídos bem como com os emergentes – caminham a contrapelo da lógica da racionalidade técnico-instrumental hegemônica. Toma como ponto de partida a revisão teórica cujo resultado revela a atualidade e interesse pela temática no campo educacional e também constata a incipiência de trabalhos a partir da filosofia crítica de Marcuse, tanto em fontes nacionais quanto em internacionais. Pela análise crítica dos trabalhos acessados infere-se que mediada pela Internet a tecnologia também pode causar a utilização de formas empobrecidas e reduzidas dos modos de perceber e significar acontecimentos, relações, projeções e possibilidades, além de poder ser alterado o caráter da subjetivação por meio de processos de apropriação de indícios danificados de memória e cultura. Combinados às técnicas de propaganda e autopromoção, esses elementos corroboram a configuração e aplicação do projeto cognitivo para o sujeito unidimensional, confortavelmente rendido à lógica da sociedade que o produz. A potencialidade do uso de ferramentas tecnológicas livres do projeto da racionalidade técnico-instrumental que se sobrepõe à faceta sensível e amorosa da vida humana, típico do capitalismo tardio das sociedades industriais avançadas, pode reverter os movimentos de organização tecnológica intelectual e política, de conquista e manipulação do pensamento negativo, da consciência infeliz, de liberdades, necessidades, desejos, modos de administrar o tempo livre, de projeção de padrões de vida que em conjunto cerceiam movimentos para a transformação social / This work falls within the framework of theoretical research in the field of the philosophical foundations of critical education. The problem of research concerns the challenges that the concepts of technology and culture, present in the Herbert Marcuse‟s reflections, could provide to the critical theory of education today. The reflection revolves around the formation processes from their relationship with technology, specifically with Internet. Starts on Herbert Marcuse‟s philosophical foundation, on culture and technology concepts in the book One-Dimensional Man and in the articles About the culture’s affirmative character and Comments to a redefinition on the culture’s concept. The hypothesis is that the concepts developed by the author – in dialogue with socially constituted phenomena as well as emerging – go against the grain of the logic of hegemonic technical-instrumental rationality. Takes as its starting point the literature review whose results reveals the relevance and interest by this theme in the educational field and also notes the paucity of jobs from Marcuse‟s critical philosophy, both national as international sources. By the critical analysis of accessed works is possible to infer that technology, mediated by Internet, can also cause the use to impoverish and reduce ways to perceive and signify events, relationships, projections and possibilities, and can change the character of subjectivity through appropriation processes of damaged evidence of memory and culture. Combined with advertising and self-promotion techniques, these elements corroborates to configure and applicate the one-dimensional cognitive design inside people, comfortably surrendered to the society‟s logic that produces it. The potential use of technological tools free of technical-instrumental rationality design that overlaps the sensitive and loving facet of human life – typical of late capitalism of advanced industrial societies –, can reverse the movement of intellectual technological and political organization, of conquest and manipulation of negative thinking, the unhappy consciousness, freedoms, needs, desires, ways of managing free time, projection living standards which together curtail movements to social change

Cette thèse vise à explorer l’apport de la psychanalyse freudienne à la pensée politique. En abordant la réalité sociale et politique selon cette perspective psychologique, on peut concevoir qu’il y a des facteurs inconscients ainsi que conscients à la base du lien social. Il s’agit notamment du renoncement pulsionnel qui perpétue un conflit psychique inconscient et rend possible la cohésion sociale d’une part, et de l’identification ou renforcement du moi conscient afin de surmonter et dédommager ce conflit psychique tout en renforçant cette cohésion d’autre part. Après avoir mis en rapport les perspectives de P. Roazen, H. Marcuse et B. Bergen sur le lien social à partir des notions freudiennes, cette thèse défend une conception du moi comme finalité du lien social, et ce, sans pour autant aller à l’encontre de l’attitude introspective initiée par Freud.

As a member of the Institut für Sozialforschung, Herbert Marcuse wrote in 1955 Eros and Civilization in which he applied an elaborated and reformulated freudian meta-psychoanalytical perspective on the contemporary society, which both Freud and Marcuse had diagnosed as sick. Marcuse’s overall ambition was to seek man’s anamnestic abilities to negate contemporary capitalist society, re-structure the organization of products and reduce alienated labor and thereby liberate man from the most agonizing doing in life – living a life as an instrument. This political revolution Marcuse argues, would liberate man’s powerful subconscious energies stemming from Eros and mankind would no longer function as an alienated instrument. However, for the revolutionary agents to be conscious of their position, the mind of the human being must be transformed and only then a true negation of the prevailing system is possible. In his reading of Freud, Marcuse finds in the subconscious part of the mind a specific part that´s free from reality´s repression of the mind – fantasy. This essay seeks to illustrate and analyze how fantasy, alongside man’s ability of remembrance, has the ability to reform the consciousness of men, negate the structure of living imposed on them by capitalist domestic rationality and thereby formulate a new non-repressive society free from surplus repression and alienation. The overall purpose of this thesis is to explore and shed light on how the complex dynamic relation between memory and fantasy can achieve an intersubjective formulation of a new non-repressive society, free from the hegemony which is capitalist rationality.

As an advanced society of industrialized capitalism has an ever-tighter grip on our everyday lives, I ask if rebellion is possible in the current context. To this end, I formulate a model of rebellion based on my readings of Marcuse and Camus; from Marcuse, the idea that a person can formulate a rebellious subjectivity through the consumption of art in the creation of the aesthetic dimension, and from Camus, an individual placing limits on what oppression he will take from an existing order and at what point she will say "no" to that order and giving a concurrent "yes" by acting in such a way that fosters Camus' human community. I argue after the Cold War especially, the bureaucratic society of controlled consumption closes down spaces for meaningful rebellion. As we have moved from hip consumerism to market populism, the goal of the existing order is for the citizens thereof to legitimate the order. I analyze various groups to see if they are engaging in rebellion, such as Al Qaeda, Hamas, the Earth and Animal Liberation Fronts, and analyze their methods. I find that instead of labeling as terrorist or rebel, we should let the rebellious subjectivity guide our judgment of their actions. Ultimately, I conclude that rebellion is still a possibility even in the encroaching totality of the bureaucratic society of controlled consumption, and that a preservation of the rebellious subjectivity can provide a basis for formulating a rebellious praxis not yet called into being. / Master of Arts