This thesis investigates the work Michel Foucault produced in the late years of his life. During these years. Foucault gave many lectures on Ethics that were recently published into works. The thesis argues in favor of the differences he highlights between morality and ethics. and between care of self and knowledge of self. It tries to apply these differences to a modem day culture of the self in order to conclude that we must become aware of the complicated relationship one has with oneself and that this relationship is not simply one based on knowledge or rule-following. The consequence of this new study of self-relations should leave one the freedom. or open up the possibility. of developing different kinds of relationships with others.

Several scholars are now examining the emergence of ecology as a means for achieving tighter governmental regulations under the label of what they call green or eco-governmentality. Adopting Michel Foucault’s historical ontology, one of their critiques consists in problematizing the notion of Nature at the core of environmental debates as a political construct modulated by the historical conditions in which it finds itself. One implication of this is that “Nature” has no normative implications except the ones we collectively fantasize about. Such a critique is often perceived as a threat by many environmentalists who are struggling to develop a global and intercultural perspective on environmental destruction. This dissertation suggests that Foucault’s critical project should be examined from a more thoroughly ecological standpoint, leading toward the adoption of a broader, less ethnocentric and anthropocentric ontology. It explores the possibility of rethinking the concept of Nature at the core of political ecology from the standpoint of a relational ontology rather than an historical ontology. It argues that a relational ontology offers a possible alternative to historical ontology by posing our relations to “Nature” not through the metaphysic of will and temporality assumed by Foucault (by which he asserts a universal state of contingency and finitude to deploy his critical project), but through a holistic understanding of Nature in terms of inter-constitutive relations. By being relational instead of historical, a relational ontology contributes to the formulation of open-ended and dynamic worldviews that do not operate against the backdrop of a homogenizing form of temporal universalism or constructivism, but rather poses the immanent differences and processes of diversification we are experiencing as the unifying and harmonizing principle by which we can rethink a more thorough egalitarian and non-anthropocentric standpoint for ecological thinking. Such a differential—yet shared—understanding of Nature could facilitate the development of an intercultural and non anthropocentric perspective on environmental destruction.

, Diss--Universität zu Köln, 2007.

Zugl.: Hamburg, Univ., Diss., 2006

Zugl.: Potsdam, Univ., Diss. u.d.T.: Klingovsky, Ulla: Didaktisch-methodische Handlungsweisen als Regierungspraktiken

Η Ιστορία του Σώματος (το οποίο αναφέρεται είτε ως φυσικό είτε ως πολιτικό) μπορούμε να πούμε ότι συνέβαλε στη συγκρότηση ενός πλήθους ζητημάτων γύρω από την ερμηνευτική των σχέσεων μεταξύ σεξουαλικότητας και εξουσίας. Ο Michel Foucault εκπροσωπεί ικανοποιητικά, θα λέγαμε, τον στοχαστή εκείνο που ερμηνεύει την εννοια του σώματος μέσα από την γενεαλογία της εξουσίας, στην Ιστορία της Σεξουαλικότητας με την περίπτωση του σεξ και στην Επιτήρηση και Τιμωρία με την περίπτωση της φυλακής και του εγκλεισμού. Η "κανονικοποίηση του σώματος" βρίσκεται στο επίκεντρο του ενδιαφέροντος του Foucault. Με τα έργα του αναδεικνύει ό,τι καθόσον η εξουσία υπάρχει παντού, επιτρέπει ταυτόχρονα και την συγκρότηση ενός σώματος το οποίο κανονικοποιείται. Η προσέγγιση της έννοιας της "κανονικοποίησης του σώματος" αναδεικνύει ένα πλήθος ζητημάτων που αφορούν την ερμηνευτική των σχέσεων μεταξύ σεξουαλικότητας και εξουσίας όπως την παραγωγή ενός σεξουαλικού υποκειμένου, τη συγκρότηση ενός κανονικού σώματος που θέτει τη διάκριση μεταξύ της έννοιας του φυσιολογικού και του παθολογικού. Σε μια τέτοια μελέτη ο Λόγος κατέχει σημαντική θέση καθώς είτε παίρνοντας τη μορφή του εκκλησιαστικού λόγου με την εξομολόγηση είτε του ιατρικού λόγου και της επιστήμης παρήγαγε διαφορετικά σεξουαλικά υποκείμενα. Η "κανονικοποίηση του σώματος" έτσι όπως παρουσιάζεται στο έργο του Foucault τελειοποιείται θα λέγαμε στα πλαίσια της βιοπολιτικής και της σύζευξης μεταξύ ατομικού και συλλογικού. Στα πλαίσια της προσέγγισης της "κανονικοποίησης του σώματος" μελετάται η προβληματοποποίηση του υποκειμένου μέσα από διαδικασίες αντικειμενοποίησης. Η προβληματοποίηση του υποκειμένου βασίζεται στην έννοια της υποκειμενικότητας και της υποκειμενοποίησης καθώς και στα όρια που συνδέουν αλλά και απομακρύνουν αυτές τις έννοιες. Από μια τέτοια μελέτη προκύπτει η σχέση μεταξύ υποκειμένου - αντικειμένου, ενεργητικού - παθητικού ως ένα αίτημα αναζήτησης της αλήθειας, ως ένα αίτημα επιμέλειας εαυτού. Η συμβολική διάσταση του σώματος προεκτείνεται, τέλος, στον Μεσαίωνα στα Δυο Σώματα του Βασιλιά. Ο Foucault, ένας στοχαστής που οραματίζεται την πραγματικότητα αλλά και ως ένας διανοούμενος που βιώνει την πραγματικότητα, καταφέρνει να μετατρέπει το λόγο σε εικόνα και την εικόνα σε λόγο σε μια φιλοσοφία ως ένα τρόπο ζωής. Ως εραστής της τέχνης του συνθέτει τα έργα του με τα χρώματα της δικής του αισθητικής και πολιτικής αντίληψης. / The History of Body (that is reported or as natural or as political) we can say that it contributed in the constitution of crowd of questions around from the hermeneutics of relations between sexuality and power. Michel Foucault represents satisfactorily we would say the thinker that interprets the significance of body in from the genealogy of power, in the History of Sexuality with the case of sex and in Discipline and Punish with the case of prison and incarceration. The "normalization of body" is found in the epicentre of his interest. With his work it elects that in as far as the power exists everywhere, it allows simultaneously also the constitution of body that normalized. The approach of significance of normalization of body elects a crowd of questions that concerning the hermeneutics of relations between sexuality and power as the production of sexual subject, the constitution of normal body that places the discrimination between the significance of physiologic and pathological. In a such study the Speech possesses important place or taking the form of ecclesiastical speech with the confession of or medical speech and science produced different sexual subjects. The "normalization of body" thus as it is presented in the work of Foucault, is perfected we would say in the frames of biopolic and coupling between individual and collective. In the frames of approach of "normalization of body" is studied the problematization of subject by processes of objectivation. The problematization of subject is based on the significance of subjectivity and subjectivation also in the limits that they connect but also they remove these significances. From a such study results the relation between subject - object, energetic - passive as a demand of search of truth, as a demand of epimeleias eautoy. The symbolic dimension of body is extended, finally, in Middle Ages in The King's Two Bodies. Foucault, one thinker that envisions the reality but also as one intellectual that experiences the reality, he accomplishes it changes the speech in image and image in speech in a philosophy as a way of life. As lover of his art it composes his work with colours of his aesthetics and political perception.

This thesis investigates the dimensions of historical, philosophical and political concept of the common, from a problematization influenced by heterodox Marxist studies and the thought of Michel Foucault.The theoretical approach begins with an analysis of the hypothesis of the "tragedy of commons", represented by Garrett Hardin in a famous article in Science Magazine in 1968. The further development seeks to understand such a formulation from the foucauldian analysis on the art of liberal and neoliberal governing, with emphasis on the concept of biopolitical production of subjectivity. This terrain of analysis is supplemented by studies of an economic approach called "bio-economy", which seeks to weave biopolitics with an understanding of current forms of capitalist accumulation and it crisis. From a research which is directed to the terrain defined as "heterodox marxism," on seeks to study the relationship between the common and new forms of primitive accumulation, seeing how the former has increasingly appeard in this branch of critical studies. In this field, on emphasizes the concept of "primitive social and subjectivity accumulation", based on studies of Karl Marx (Grundrisse), Antonio Negri and Jason Read. The last chapter is devoted to the concept of "production of common", taking as its starting point the work of Jean-Luc Nancy, and especially the investigations of Antonio Negri and Michael Hardt. The common appears as a central concept for understanding the biopolitical production of social wealth in contemporary capitalism, and also its expropriation by new modes of accumulation. On the other hand, the common also emerges as antagonism to capital and public-private dichotomy, pointing to new ways of understanding communism. / A presente tese investiga as dimensões históricas, filosóficas e políticas do conceito de comum, a partir de uma problematização influenciada pelos estudos marxistas heterodoxos e pelo pensamento de Michel Foucault. O percurso teórico inicia com a análise da hipótese da tragédia do comum, veiculado por Garret Hardin em um famoso artigo na Revista Science, em 1968. O desenvolvimento posterior busca compreender tal formulação a partir das análises foucaultianas sobre a arte de governar liberal e ngeoliberal, com ênfase nos conceitos de biopolítica e produção de subjetividade. Esse campo de análise é preenchido por estudos da corrente denominada bioeconomia, que busca entrelaçar a biopolítica com a compreensão das atuais formas de crise e acumulação capitalistas. A partir de uma pesquisa que se direciona para o campo definido como marxismo heterodoxo, busca-se estudar a relação entre o comum e os novos modos de acumulação primitiva, percebendo como o primeiro conceito passa a ocupar progressivamente essa corrente de estudos críticos. Nesse domínio, enfatiza-se a concepção de acumulação primitiva social e de subjetividade, com base em estudos de Karl Marx (Grundrisse), Antonio Negri e Jason Read. O último capítulo é dedicado ao conceito de produção do comum, tendo como ponto de partida o trabalho de Jean-Luc-Nancy e, principalmente, as investigações de Antonio Negri e Michael Hardt. O comum aparece como conceito central para a compreensão da produção biopolítica da riqueza social no capitalismo contemporâneo, e também sua expropriação por novos modos de acumulação. Por outro lado, o comum também emerge como antagonismo ao capital e à dicotomia público-privado, apontando para novas formas de compreender o comunismo.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-08-16T21:04:55Z No. of bitstreams: 1 WagnerDeAraujoRabelo_DISSERT.pdf: 3628335 bytes, checksum: ad600f755bda381f444058689fa92090 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-08-19T23:08:38Z (GMT) No. of bitstreams: 1 WagnerDeAraujoRabelo_DISSERT.pdf: 3628335 bytes, checksum: ad600f755bda381f444058689fa92090 (MD5) / Made available in DSpace on 2016-08-19T23:08:38Z (GMT). No. of bitstreams: 1 WagnerDeAraujoRabelo_DISSERT.pdf: 3628335 bytes, checksum: ad600f755bda381f444058689fa92090 (MD5) Previous issue date: 2016-02-29 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico (CNPq) / Tendo a perspectiva p?s-estruturalista como orienta??o te?rico-metodol?gica, mais especialmente a partir do uso de ferramentas das-leoriza??es foucaultianas, esta Disserta??o tem como objetivo investigar as condi??es de possibilidade para a emerg?ncia e a consolida??o do discurso sobre ? "bom" professor de Hist?ria no Brasil atual. Para tanto, lan?a-se um olhar de inspira??o arqueogeneal?gica sobre esse discurso, analisando seu atravessamento em eventos que envolvem os processos de elabora??o da Constitui??o Brasileira de 1988, a Lei -de Diretrizes e Bases da Educa??o Nacional n? 9.394/96, os Par?metros Curriculares Nacionais para a disciplina de Hist?ria no Ensino Fundamental, bem como a circula??o de mat?rias sobre a disciplina escolar de Hist?ria publicadas na Revista Nova Escola no per?odo de 1992 a 2002. Como um dos principais resultados da an?lise, tem-se que a pr?tica de significa??o da cidadania liberal no Brasil contempor?neo preparou um campo de possibilidades tanto para a emerg?ncia quanto para a consolida??o do referido discurso, que se situa no entremeio de diversos focos dispersos e descont?nuos de poder que atravessavam as discuss?es sobre o que seria um cidad?o brasileiro na Nova Rep?blica. Com base nisso, tem-se, como outros resultados da pesquisa, que o conceito de cidadania e a ideia de forma??o cidad? s?o os fios condutores de tr?s eixos do discurso sobre o "bom" professor de Hist?ria, instituindo-se que um "bom" professor dessa disciplina escolar no Ensino Fundamental deve formar: ? cidad?o cr?tico-moral; o cidad?o competente; e o cidad?o patriota. Conclui-se que a recorr?ncia de enunciados desse discurso vai tecendo uma rede de significados e pr?ticas que atuam na constru??o de um modelo de ser professor de Hist?ria inventado em meio ?s novas demandas da sociedade brasileira p?s-ditadura civil-militar, sem necessariamente considerar o seu processo de constru??o, permeado em si mesmo por uma variedade de atravessamentos de poder.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-08-27T00:02:31Z No. of bitstreams: 1 GirlaneMartinsMachado_DISSERT.pdf: 2306008 bytes, checksum: ae2793e1a5afaf714991179ba9ac349b (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-08-31T22:57:19Z (GMT) No. of bitstreams: 1 GirlaneMartinsMachado_DISSERT.pdf: 2306008 bytes, checksum: ae2793e1a5afaf714991179ba9ac349b (MD5) / Made available in DSpace on 2016-08-31T22:57:19Z (GMT). No. of bitstreams: 1 GirlaneMartinsMachado_DISSERT.pdf: 2306008 bytes, checksum: ae2793e1a5afaf714991179ba9ac349b (MD5) Previous issue date: 2016-02-29 / A partir da perspectiva p?s-estruturalista e com ferramentas te?rico-metodol?gicas foucaultianas, o objetivo deste trabalho ? investigar a forma??o e o funcionamento do dispositivo da orienta??o sexual, identificando as condi??es de possibilidade para sua emerg?ncia, e analisando os enunciados centrais presentes em certas pe?as educativas que circulam atualmente no Brasil, para mostrar o funcionamento da rede discursiva que constitui o referido dispositivo. Por pe?as educativas entende-se neste estudo um determinado conjunto de materiais que orienta fam?lias e docentes a conduzir a conduta sexual de adolescentes. Dentre as muitas pe?as poss?veis, foram selecionadas para o trabalho anal?tico: o volume dos Par?metros Curriculares Nacionais que trata de orienta??o sexual; um guia de orienta??o sexual; uma hist?ria em quadrinhos sobre ;preven??o sexual; dois livros sobre sexualidade; e postagens de um blog sobre sexualidade na educa??o. Como resultados, tem-se que a principal urg?ncia hist?rica do dispositivo da orienta??o sexual foi a de atender a princ?pios m?dicos, destacando-se a eugenia e o higienismo como condi??es que atravessaram sua fun??o estrat?gica. A an?lise das pe?as educativas apontou para a recorr?ncia de quatro pares de enunciados, que configuram discursos sobre a orienta??o sexual, destacando-se seus enfoques: cient?fico e (in)formativo, institucional, preventivo, e binarista.

Nesta tese, é analisada a produção da juventude como um objeto de saber pedagógico a partir dos discursos sobre o ensino médio no Brasil. A metodologia se baseou na análise dos discursos de inspiração foucaultiana e, em especial, a história do pensamento de Foucault: uma perspectiva focada na produção de jogos de verdade, de problematizações. Em função disso, pela análise desenvolvida nesta tese, o tema da juventude é abordado como uma problematização, isto é, como uma produção que se constitui a partir de um conjunto de transformações que se dariam no campo dos saberes e das práticas sociais e institucionais. Também se buscou elaborar uma estratégia de análise de documentos que permitisse pensá-los como parte de uma rede em que os pontos se conectam em função de um conjunto de enunciados que compõem os discursos. A conceitualização dessa rede, chamada aqui de “rede documental”, inspirou-se na noção de rizoma de Deleuze e Guattari. A partir das análises constatou-se, em primeiro lugar, que a emergência de uma sociologia da juventude nas décadas de 1960 e 1970, mais especificamente com os trabalhos de Foracchi, criou condições para que a juventude fosse pensada como uma categoria social. Por outro lado, com as discussões em torno da Lei de Diretrizes e Bases de 1971, percebeu-se um deslocamento da problematização da juventude pelo qual, afastando-se das tensões entre uma sociologia da juventude e uma psicologia da adolescência, passou-se a desenvolver um discurso em prol de um projeto nacional em que a própria noção de jovem foi subsumida em uma ideia de “homem brasileiro”. Mais adiante, com o inchaço dos centros urbanos, ganhou força um discurso da marginalização e, em uma perspectiva de gestão dos riscos, a problematização da juventude se desenvolveu no campo de uma doutrina da proteção integral dos jovens. Como consequência, o ensino médio se tornou gradativamente um direito fundamental dos jovens brasileiros. Por fim, a atuação política da juventude apareceu como um objeto de disputa de concepções que apontavam para a formação de capital humano e/ou para o potencial transformador dessa mesma juventude. Emergem, então, as políticas públicas de juventude no Brasil; nelas, os jovens são pensados como agentes políticos principais, condição para a instituição de um discurso acerca do ensino médio como uma escola para e com os jovens na qual o saber sobre a juventude é fundamental e se elabora em uma perspectiva de educação humana integral. Tal concepção de educação se manifesta nas discussões do Pacto Nacional Pelo Fortalecimento do Ensino Médio e do Programa Ensino Médio Inovador, tentativas de estabelecer políticas educacionais específicas para essa etapa da educação básica. Em síntese, tendo em vista o referido deslocamento da problematização da juventude, defende-se nesta pesquisa de doutorado que essas políticas educacionais tiveram um papel crucial na constituição dessa escola sintonizada com as experiências juvenis, marcadas por uma problematização da juventude que opera no campo institucional político, fundamentando-se, além disso, nos saberes acadêmicos. O aluno como um sujeito jovem, com experiências específicas para as quais se deveria pensar práticas pedagógicas singulares, torna-se a tônica dos ditos acerca do ensino médio no Brasil. / Looking into the discourses on secondary education in Brazil, we analyze in this thesis the production of youth as a matter of pedagogic knowledge. The methodology employed is that of the analysis of discourses inspired by Foucault's works, particularly by Foucault's history of thought: a perspective focused on the production of truth games, of problematizations. Due to that methodological choice, in approaching youth as our subject matter, in the analysis we develop youth is construed as a problematization, that is, as a production that is the result of a series of changes; those changes occur in the context of different forms of institutional knowledge and practice. It has been our concern as well to formulate a strategy that could be applied to the analysis of documents so that they are construed as component parts of a network; such a network is weaved in such a manner that its knots connect with one another as a function of a set of statements; those statements are, in turn, the discourse's component parts. The concept of this network finds its inspiration in Deleuze's & Guattari's notion of rhizome – we refer to it as the Documental Network. The analysis' outcome indicates that the emergence in the 1960s and 1970s of a sociology of youth (notably through Foracchi's work) created the conditions for youth to be viewed as a social category. Still, with the debates that followed the 1971's Lei de Diretrizes e Bases (Guidelines and Principles Act), a shift occurred in the dynamics of the problematization of youth; free from the tensions that were in place at the time between a sociology of youth and a psychology of adolescence, a new discourse took form, and it took the problematization itself as a starting point. It advocated a national project in which the very notion of young person had been subsumed by a certain idea of “the Brazilian man”. Later on, due to the overcrowding of urban centers, a discourse on marginalization gained momentum and, from a risk management perspective, the problematization of youth thrived in the context of a doctrine concerned with thoroughly protecting youngsters. As a result, secondary education gradually came to be considered a basic right for every Brazilian young person. Lastly, the Brazilian youth's political engagement found itself at the center of a dispute between two different standpoints: one of them prioritizing the cultivation of human capital, while the other emphasized young people's own power to bring about change. From this point on, State policies emerged in Brazil which focused specifically on youth; through them, youngsters came to be viewed as the chief political agents. Such a view was a requisite for the establishment of a discourse on secondary education as a school-based, formal education set both for the young and with them, one in which knowledge about youth was key and was to be formulated as an integrally human formation. This latter perspective was eventually materialized by the debates on the Pacto Nacional Pelo Fortalecimento do Ensino Médio (National Agreement For the Consolidation of Secondary Education) and the Programa Ensino Médio Inovador (Innovative Secondary Education Program), both attempts at implementing specific education policies to this portion of basic education. In short, considering how much the problematization of youth has shifted since its beginnings, in this work we maintain that these education policies played a crucial role in the constitution of a school that is attuned to the young people's experiences, marked by a problematization of youth which operates at the level of institutional politics, and is furthermore grounded in a number of academic kinds of knowledge. The student as a young subjectivity with particular experiences –in regard to whom singular pedagogic practices should be devised– ultimately comes to set the tone to what is said about the secondary education in Brazil.