Esta Tese, a partir da linha de pesquisa dos Estudos Culturais em Educação e das contribuições dos Estudos desenvolvidos por Michel Foucault, entre outros autores que trabalham em uma perspectiva pós-estruturalista, tem como objetivo problematizar os discursos implicados na invenção do pedagogo generalista e em seu correlato governamento. Pedagogo generalista, entendido a partir da homologação das Novas Diretrizes Curriculares Nacionais para o Curso de Pedagogia (2006), como o profissional habilitado para atender a educação de crianças de zero a dez anos, de jovens e adultos, o ensino médio na modalidade normal, a gestão escolar e cursos técnicos na área educacional. Para produção dos dados da pesquisa, foi ministrado um curso de extensão na área de Educação Infantil com duração de vinte horas, que contou com a participação de vinte cinco acadêmicas do Curso de Pedagogia da Faculdade de Educação da Universidade Federal do Rio Grande do Sul – UFRGS. Durante a realização do curso, foram propostas atividades envolvendo a escrita de narrativas, produções visuais, análises fílmicas, análises de obras de arte, esquetes teatrais e rodas de conversa, tendo em vista a discussão das práticas implicadas no processo formativo. Através da análise dos discursos decorrentes das produções escritas das participantes da pesquisa, são evidenciadas produtivas estratégias de governamento (e autogovernamento) que operam (intensamente) na constituição das mesmas enquanto futuras pedagogas. Para tanto, inicialmente, são apresentadas na Tese algumas notas a respeito da história do curso de Pedagogia em nosso país, evidenciando a vontade de poder e de saber presente nos discursos (críticos) legais, que historicamente têm prescrito (e circunscrito de um determinado modo) a formação do pedagogo enquanto profissional da educação – responsabilizado (muitas vezes) pela mudança social através de seu trabalho. Em um segundo momento, são analisados os discursos das Novas Diretrizes Curriculares Nacionais para formação do pedagogo, destacando a ênfase acentuadamente moral e normalizadora presente nas orientações da legislação que norteiam atualmente os cursos de Pedagogia em nosso país. Nesse âmbito, são enfocados os jogos de verdade (que procuram definir modos de ser pedagogo) presentes nos discursos das acadêmicas participantes da pesquisa. As memórias de formação, a produção da gramática normativa do “bom professor”, o imperativo do amor aos alunos e a gestão da formação são as estratégias de governamento problematizadas no decorrer da pesquisa – entendidas, desse modo, como unidades analíticas da Tese. Portanto, a partir das análises desenvolvidas, é visível o governamento operado sob as acadêmicas em formação e o processo de normalização incorporado nos discursos das mesmas (autogovernamento) – uma espécie de reedição dos ditos que estão em voga no meio educacional. Por outro lado, também é possível perceber que a necessidade e viabilidade de promover espaços (permanentes) de discussão e produção de novas experiências formativas desde a graduação, problematizando com os próprios acadêmicos os discursos que os tornam pedagogos de um determinado tipo, ou seja – críticos (que lutam destemidamente pela “salvação” do mundo através da educação), cognitivistas (que assumem os discursos da psicologia enquanto saber científico), afetuosos (que tomam o amor como imperativo principal do trabalho que desenvolvem) e gestores da profissão (que incorporam o empreendedorismo e a correlata cultura do management em suas vidas), entre outras tantas características, “pasteurizam” a docência e impedem o exercício ético de composição da professoralidade dos mesmos. / This thesis joined to Cultural Studies in Education, to the contributions of Michel Foucault‟s studies, and other post-structuralist authors, aims to debate the discourses on the invention of the generalist pedagogue and on his/her governmentality. From the approval of New National Curriculum Guidelines for the Bachelor of Education course (2006), generalist pedagogue is understood as the professional enable to deal with from zero-to-ten-years-old children, youth and adult education, high school in the professorship course, the school management, and technical courses in education. For the production of research data, a twenty hours course was taught to twenty-five students of area of the early childhood education. They were academics from Faculdade de Educação at UFRGS (Universidade Federal do Rio Grande do Sul). During the course, many activities were proposed, such as writing narratives, visual productions, movie analyses, works of art analyses, theatrical sketches, and conversation, in order to discussing the practices in the process of teacher training. Through discourse analysis came from the participants‟ writings, governmentality (and self-governmentality) strategies became evident. They work (hard) to the constitution of the academic participants as future pedagogues. Thus, some notes about the history of the Bachelor Education Course in Brazil are initially presented in this thesis. These notes show the will to power and knowledge in legal (critical) discourses which have historically prescribed (and have limited in a certain way) the training of pedagogues as professionals of education – who are (usually) seen as the responsible for social changes through their work. In a second step, the discourses on New National Curriculum Guidelines for training of pedagogue are analyzed. Through these analyses, it is possible to highlight the strong emphasis on morality and standardization which are presented in the guidelines of the currently legislation that adjusts the Bachelor of Education Course in Brazil. In this context, this thesis focuses on the truth games (which aim to define ways of being a pedagogue) presented in the discourses of the academic participants. Memories of training, production of the grammar rules of “the good teacher”, the imperative of love for students and management training are strategies of governmentality discussed during the research – understood as analytical units of this thesis. Therefore, from the developed analyses, the governmentality undertaken the academics and the standardization process embedded in their discourses (self governmentality) are remarkable – it is a kind of replay of the sayings that are in vogue in the educational scope. On the other hand, it is also possible to notice the need and the feasibility of promoting (permanent) spaces for discussion and production of new teacher training since graduation, discussing with academics the discourses that make them pedagogue of the particular type, that is, critical pedagogue (the ones who courageously fight for the “salvation” of the world through education), cognitive pedagogue (the ones who take the psychology discourse as a scientific knowledge), affectionate pedagogue (the ones who assume that love is the main goal of their work), the manager pedagogue (the ones who incorporate in their lives the entrepreneurship with a management culture), besides many other features that “pasteurize” the teaching and prevent the ethical exercise of a composition of professorial pedagogue.

Este trabalho apresenta uma análise de como os discursos do corpo, da saúde e da verdade, se configuram e entrelaçam no campo da pedagogia vocal do ator, através de três enunciados: os enunciados da voz como corpo, dos cuidados com a voz, e da voz reveladora da verdade do ser, presentes nas práticas discursivas dos manuais de voz destinados aos atores, professores e preparadores vocais que atuam nesse campo pedagógico. A partir da configuração apresentada, o trabalho expõe uma análise das condições que possibilitam tais enunciados de serem ditos no campo pedagógico em questão, e as possibilidades de constituição dos sujeitos desse campo a partir dos discursos formados por tais enunciados. As inquietações sobre a constituição dos sujeitos do campo da pedagogia vocal do ator problematizadas nesta dissertação surgiram da prática docente da pesquisadora, que é atriz, cantora e professora de teatro. A experiência pedagógica instigou duas questões: como o que é dito aos atores sobre suas vozes se relaciona aos possíveis modos de ser ator, e como a pedagogia vocal do ator se relaciona às outras pedagogias do ator. A metodologia desenvolvida para tentar dar conta destas questões inspirou-se na análise discursiva tal qual a compreende Michel Foucault. / This thesis consists of an analysis of how discourses about the body, the health and the truth blend together in the field of actor‟s Vocal Pedagogy. This process takes place through three kinds of enunciation: The enunciations of the voice as body, of voice care and of the voice as an unveiler of truth of being, which are present in vocal techniques handbooks for actors, teachers and vocal coaches who work in this pedagogical field. Through the presented configuration this work carries out an analysis of the conditions that render the saying of such enunciations in the aforementioned field possible and of the possibilities of constitution of this field‟s subjects from the discourses which are constituted by such enunciations. The concerns about the constitution of the subjects in the field of the actor‟s Vocal Pedagogy which are dealt with on this dissertation emerged from the researcher‟s teaching praxis as an actress, singer and theater teacher. The pedagogical experience instigated two questions. The first one: in which way what is said to the actors about their voices relates to the possible ways of being an actor. The second one: how the actor‟s Vocal Pedagogy relates to the actor‟s others pedagogies. The developed methodology to try to explain such questions was based on the discourse analysis as it is understood by Michel Foucault.

Esta Tese, a partir da linha de pesquisa dos Estudos Culturais em Educação e das contribuições dos Estudos desenvolvidos por Michel Foucault, entre outros autores que trabalham em uma perspectiva pós-estruturalista, tem como objetivo problematizar os discursos implicados na invenção do pedagogo generalista e em seu correlato governamento. Pedagogo generalista, entendido a partir da homologação das Novas Diretrizes Curriculares Nacionais para o Curso de Pedagogia (2006), como o profissional habilitado para atender a educação de crianças de zero a dez anos, de jovens e adultos, o ensino médio na modalidade normal, a gestão escolar e cursos técnicos na área educacional. Para produção dos dados da pesquisa, foi ministrado um curso de extensão na área de Educação Infantil com duração de vinte horas, que contou com a participação de vinte cinco acadêmicas do Curso de Pedagogia da Faculdade de Educação da Universidade Federal do Rio Grande do Sul – UFRGS. Durante a realização do curso, foram propostas atividades envolvendo a escrita de narrativas, produções visuais, análises fílmicas, análises de obras de arte, esquetes teatrais e rodas de conversa, tendo em vista a discussão das práticas implicadas no processo formativo. Através da análise dos discursos decorrentes das produções escritas das participantes da pesquisa, são evidenciadas produtivas estratégias de governamento (e autogovernamento) que operam (intensamente) na constituição das mesmas enquanto futuras pedagogas. Para tanto, inicialmente, são apresentadas na Tese algumas notas a respeito da história do curso de Pedagogia em nosso país, evidenciando a vontade de poder e de saber presente nos discursos (críticos) legais, que historicamente têm prescrito (e circunscrito de um determinado modo) a formação do pedagogo enquanto profissional da educação – responsabilizado (muitas vezes) pela mudança social através de seu trabalho. Em um segundo momento, são analisados os discursos das Novas Diretrizes Curriculares Nacionais para formação do pedagogo, destacando a ênfase acentuadamente moral e normalizadora presente nas orientações da legislação que norteiam atualmente os cursos de Pedagogia em nosso país. Nesse âmbito, são enfocados os jogos de verdade (que procuram definir modos de ser pedagogo) presentes nos discursos das acadêmicas participantes da pesquisa. As memórias de formação, a produção da gramática normativa do “bom professor”, o imperativo do amor aos alunos e a gestão da formação são as estratégias de governamento problematizadas no decorrer da pesquisa – entendidas, desse modo, como unidades analíticas da Tese. Portanto, a partir das análises desenvolvidas, é visível o governamento operado sob as acadêmicas em formação e o processo de normalização incorporado nos discursos das mesmas (autogovernamento) – uma espécie de reedição dos ditos que estão em voga no meio educacional. Por outro lado, também é possível perceber que a necessidade e viabilidade de promover espaços (permanentes) de discussão e produção de novas experiências formativas desde a graduação, problematizando com os próprios acadêmicos os discursos que os tornam pedagogos de um determinado tipo, ou seja – críticos (que lutam destemidamente pela “salvação” do mundo através da educação), cognitivistas (que assumem os discursos da psicologia enquanto saber científico), afetuosos (que tomam o amor como imperativo principal do trabalho que desenvolvem) e gestores da profissão (que incorporam o empreendedorismo e a correlata cultura do management em suas vidas), entre outras tantas características, “pasteurizam” a docência e impedem o exercício ético de composição da professoralidade dos mesmos. / This thesis joined to Cultural Studies in Education, to the contributions of Michel Foucault‟s studies, and other post-structuralist authors, aims to debate the discourses on the invention of the generalist pedagogue and on his/her governmentality. From the approval of New National Curriculum Guidelines for the Bachelor of Education course (2006), generalist pedagogue is understood as the professional enable to deal with from zero-to-ten-years-old children, youth and adult education, high school in the professorship course, the school management, and technical courses in education. For the production of research data, a twenty hours course was taught to twenty-five students of area of the early childhood education. They were academics from Faculdade de Educação at UFRGS (Universidade Federal do Rio Grande do Sul). During the course, many activities were proposed, such as writing narratives, visual productions, movie analyses, works of art analyses, theatrical sketches, and conversation, in order to discussing the practices in the process of teacher training. Through discourse analysis came from the participants‟ writings, governmentality (and self-governmentality) strategies became evident. They work (hard) to the constitution of the academic participants as future pedagogues. Thus, some notes about the history of the Bachelor Education Course in Brazil are initially presented in this thesis. These notes show the will to power and knowledge in legal (critical) discourses which have historically prescribed (and have limited in a certain way) the training of pedagogues as professionals of education – who are (usually) seen as the responsible for social changes through their work. In a second step, the discourses on New National Curriculum Guidelines for training of pedagogue are analyzed. Through these analyses, it is possible to highlight the strong emphasis on morality and standardization which are presented in the guidelines of the currently legislation that adjusts the Bachelor of Education Course in Brazil. In this context, this thesis focuses on the truth games (which aim to define ways of being a pedagogue) presented in the discourses of the academic participants. Memories of training, production of the grammar rules of “the good teacher”, the imperative of love for students and management training are strategies of governmentality discussed during the research – understood as analytical units of this thesis. Therefore, from the developed analyses, the governmentality undertaken the academics and the standardization process embedded in their discourses (self governmentality) are remarkable – it is a kind of replay of the sayings that are in vogue in the educational scope. On the other hand, it is also possible to notice the need and the feasibility of promoting (permanent) spaces for discussion and production of new teacher training since graduation, discussing with academics the discourses that make them pedagogue of the particular type, that is, critical pedagogue (the ones who courageously fight for the “salvation” of the world through education), cognitive pedagogue (the ones who take the psychology discourse as a scientific knowledge), affectionate pedagogue (the ones who assume that love is the main goal of their work), the manager pedagogue (the ones who incorporate in their lives the entrepreneurship with a management culture), besides many other features that “pasteurize” the teaching and prevent the ethical exercise of a composition of professorial pedagogue.

Mémoire en recherche-création / Des lucioles est un roman versifié où monde intérieur et monde extérieur paraissent irréconciliables. À travers une narratrice habitée par le deuil inachevé de son père, ce projet s’interroge sur ce qui demeure après la perte lorsque les circonstances ne permettent pas que l’on s’arrête pour contempler le vide laissé par l’être perdu. Entourée de personnages habités par une douleur qu’elle croit semblable à la sienne, la narratrice fait l’expérience de l’importance de la communauté, mais également, des limites de cette même solidarité. La lumière, image parcourant le texte, expose autant la beauté que l’obscurité du milieu où la narratrice évolue. L’absence d’issue apparente pour le personnage nous révèle le sentiment d’impuissance qui l’habite face à sa situation précaire. L’essai qui le suit, Utilité et limites de la commune dans L’ange de la solitude de Marie-Claire Blais, s’articule également autour des questions d’individualité et de solidarité. À partir du concept d’hétérotopie développé par Michel Foucault, l’essai tente d’abord de comprendre la nécessité de la création d’un safe space pour les personnages marginalisés de L’ange de la solitude, puis se questionne sur la persistance des rapports de force à l’intérieur de ce lieu établi hors des instances sociales dominantes. Au cœur de cette contradiction se pose une question fondamentale sur la relation qu’entretient l’individu ostracisé avec le monde qui le rejette, et propose ainsi une réflexion sur le rapport à l’espace des communautés marginalisées. / Des lucioles is a versified novel in which intimate and outside world are shown as irreconcilable. Through a female narrator who is still grieving the death of her father, this project shows what remains after a person disappears, especially when circumstances do not allow the griever to properly process that loss. Surrounded by like-minded people who seem to be struggling as much as her in their own lives, the narrator realizes the importance of belonging to a community, but also, the limits of that solidarity. The recurring image of light shows both the beauty and the despair of the environment in which the characters evolve. The apparent lack of resolution for the protagonist tells us a lot about the helplessness of the subject facing the world they live in. The essay that follows, Utilité et limites de la commune dans L'ange de la solitude de Marie-Claire Blais, is also exploring the ideas of solidarity and community. Through the concept of hétérotopie developed by Michel Foucault, we try to understand the necessity for Blais’ characters to create a safe space for themselves. We then observe the presence of power relationships inside the friend group, despite their attempt at creating a space out of the social structure that marginalized them in the first place. With this essay, we expose the relationship between the marginalized subject and the world that rejects them, which allows us to reflect on the way these social groups interact with space in general.

The central aim of this dissertation is to introduce tools for studying a form of political violence in Michel Foucault's genealogical methodology. This is accomplished by reformulating theories from Hannah Arendt on violence to sync with Foucault's understanding of power, knowledge and experience. Violence is shown to be a relationship where one subject is prevented from fulfilling a strategy by another, which over time accumulates into widespread power relations, or nexuses of violence, within a society. This is contrasted with power, which is when one subject attempts to control the outcome of a situation, and as such it is productive. This method of genealogy is then employed in the case of national identity (i.e., nationalism) in Turkey. Tracing its historical emergence, the late Ottoman Empire becomes the focal point. A network of allegiances, referred to as sultanic power, constituted the relationships that were exercised prior to the nineteenth century. While one pledged their loyalty and subservience to their ruler, this required their ruler to offer them security and prosperity in return. Over the Long Nineteenth Century, a new network of power relations emerged based on representation through the practices and discourses that developed. I come to outline what I term representative power....

Enid Blyton and Agatha Christie were the most successful British women writers of their time. Christie and Blyton were contemporaries, living and writing in the United Kingdom during the first half of the twentieth century. This study takes into consideration these similarities in its examination of the depiction of dominant discourses in relation to emergent, alternative and oppositional discourses in their writing. This thesis suggests that while Enid Blyton and Agatha Christie offer alternatives to the dominant patriarchal discourses of the British Empire in the first half of the twentieth century, they show allegiance, too, to the dominant discourses of their time. Specific consideration is given to the portrayal of discourses concerned with gender, feminism, classism, British colonialism, racism, and xenophobia in their writing. The work of Enid Blyton and Agatha Christie was extremely popular in their time and still is today. Their important contribution to popular literature in England in the early twentieth century justifies a study of a selection of their work in relation to detective fiction and children’s literature as well as to studies of social history that include the investigation of how dominant discourse is both endorsed and challenged. / Thesis (DLitt)--University of Pretoria, 2010. / English / unrestricted

Högt presterande tjejer i gymnasieskolan erbjuds positioner som ger dem ett högt feminiserat kulturellt kapital men att de presterar bra behöver inte betyda att de är fria från sitt könshabitus och därmed mer jämställda. Jag har följt tretton tjejer på gymnasiekolans språkliga inriktning och studerat deras vardag i undervisningssituationer samt lyssnat till deras egen syn på sina prestationer. De aspekter jag särskilt lagt vikt vid är hur det feminina kapitalet reproduceras genom könshabitus, symboliskt våld samt det androcentriska synsättet. För att studera deras livsvärld har jag använt den etnografiska metoden och presenterar min empiri i form av en narrativ berättelse. Mitt resultat visar att tjejerna är framgångsrika och kompetenta men eftersom de erbjuds vissa subjektspositioner utifrån skolans förväntningar och utifrån det androcentriska heteronomin är deras höga prestationer dock ett feminiserat kapital. / High achieving girls at upper secondary school are given positions that give them a high feminized cultural capital, however, their high achievement does not translate into a position free from gender habitus. I followed thirteen girls at upper secondary school with language as major in their lifeworld in the classroom. I have also been listening to their own stories about their achievements. I have especially put notice into how the feminine capital is reproduced thru gender habitus, symbolic violence and the androcentric heteronomy. Furthermore, I have used the ethnographic method in order to study their everyday life in school and I present my data as a narrative story. My result shows that high achieving girls are highly competent and successful in the discourse of the school, however, the expectations of the school and the androcentric heteronomy offer them certain subject positions which make their high achievements a feminized capital.

Cette thèse vise à cerner les raisons historiques, intellectuelles et affectives de l’importance que reçoit le problème de la vulnérabilité individuelle dans la culture politique des sociétés modernes. Il s’agit de tenter de comprendre pourquoi et par le concours de quelles transformations normatives et structurelles nous en sommes venus, comme citoyens, à attendre de l’État qu’il nous protège des affres de l’existence. L’oeuvre philosophique de Thomas Hobbes, fondée sur une anthropologie individualiste où l’homme apparaît mû par deux affects, le désir et la crainte, nous paraît être la première formulation théorique de ce problème de la vulnérabilité, et à ce titre, nous posons qu’elle a été déterminante pour l’institutionnalisation d’une rationalité politique proprement moderne. De manière à saisir quelles ont pu être les conditions de possibilité de la philosophie de Hobbes, de même que son influence sur l’imaginaire politique occidental, il nous faut tenter de comprendre non seulement pourquoi l’affectivité humaine a pu se trouver ainsi posée comme enjeu du gouvernement, mais comment elle est aussi liée, de manière générale, au fonctionnement des institutions sociales, lequel est historiquement contingent. Il en va ainsi d’une interrogation, que nous poursuivrons dans un relevé des principaux concepts à l’aide desquels Sigmund Freud, Norbert Elias, Max Weber et Michel Foucault ont pensé les modalités du façonnement social et historique de la subjectivité, et par le biais de laquelle nous espérons expliquer pourquoi le « type d’homme » sur lequel s’appuie le régime libéral moderne implique le vécu d’une expérience affective marquée par un rapport tendu entre le désir et le sentiment de la vulnérabilité.

Mémoire en recherche-création / L’écriture implique invariablement le désir de dire, sans pour autant aboutir à un aveu. Mais, lorsque cet aveu constitue la source ou l’obsession de l’écriture, l’acte de dire ou de taire transcende le texte, matérialisant ainsi l’aveu lui-même. Ce mémoire de maîtrise en recherche-création s’intéresse à ce geste de révélation scripturale qui suit un événement traumatique, à partir des idées avancées par Michel Foucault dans l’Histoire de la sexualité, ouvrage publié en quatre tomes entre 1976 et 2018 . Le moteur de l’aveu au cœur de la création réside dans la culpabilité de la narratrice associée à la mort accidentelle de son père, mais un désir contraire freine cet élan, celui de passer sous silence la vérité, de celer l’histoire à raconter. C’est un texte composé de fragments, un collage hétérogène qui hésite non seulement à paraître, mais dans sa manière de paraître. L’essai quant à lui porte sur Les fous de Bassan d’Anne Hébert, roman où l’aveu est motivé par un sentiment de responsabilité né du double assassinat des cousines Atkins et partagé entre les membres de leur communauté, soit celle de Griffin Creek, lieu imaginaire situé sur la côte de la Gaspésie. Outre le sujet de l’aveu, les deux parties de ce mémoire croiseront les mêmes chemins – dont ceux de la hantise, de la foi et de la folie – pour cependant parvenir à des destinations différentes. / The act of writing invariably implies a desire to say without necessarily resulting in a confession. However, when the desire to confess constitutes the main motivation for writing, or even an obsession, the act of saying or hushing transcends the text, materialising the confession itself. This master’s thesis in Research-Creation looks at this gesture of scriptural revelation following a traumatic event, basing itself on ideas put forward by Michel Foucault in The History of Sexuality, a work published in four tomes between 1976 and 2018 . In the creation part, the guilt associated with the accidental death of the narrator’s father acts as the primary motive of confession but a contradictory desire of silencing and sealing the truth puts a halt to this impulse. The text is composed of fragments, a heterogeneous collage hesitating not only to reveal itself, but in its way to do it. The essay on the other hand, focuses on Anne Hébert’s Les fous de Bassan in which confession is motivated by a feeling of responsibility towards the double murder of the Atkins cousins, shared between the different members of Griffin Creek’s small imagined community, located somewhere on the Gaspesian Coast. Beside confession, the two parts of this thesis will intersect through many themes – notably haunting memories, faith and madness –, ultimately ending in different destinations.

No description available.