Made available in DSpace on 2016-08-03T12:19:17Z (GMT). No. of bitstreams: 1 GUSTAVO SOLDATI REIS.pdf: 1688322 bytes, checksum: 01b788dc73e229e9b95caffb31683def (MD5) Previous issue date: 2010-09-16 / This thesis is a study regarding the problem of religious syncretism, when it is considered in the dialogue between anthropology and theology. For this purpose, the study employs a hermeneutical exercise of conceptual resignification, based upon various theories about syncretism and their anthropological and theological uses, seeking support in the thought of Michel de Certeau and Paul Tillich for that resignification. Thus, the perspective of Certeau regarding a heterological reflection of culture and the notion of demonic in theology and philosophy of meaning of Tillich provide the basis for the perception of syncretism as a theory of mediation between religion and culture. This means that syncretism operates in a dialectical relation with its named pole, in this thesis, of diacretism , considering the cultural and religious dynamic as an inventive space, a position that manifests ambiguous aspects of the creation of positive meanings (experience of syncretistic approximation) and the creation of distorted meanings (experience of diacretistic fragmentation), the essence of the relation with the sacred, lived culturally. The culture, understood as space for the living of the religious, expresses itself in a profound relation between tactics and strategies, denoting the ambiguity previously affirmed, when it recognizes that the social actors in interaction, even when marked by proper places strategically established, as places of power, do not inhibit the formation of tactical actions that inventively subvert these same places, offering the rightful cultural dynamic. The thesis analyses, also, as a case study, the implications of this comprehension of syncretism for the interpretation of the religious experience of the Guarani and Kaiowá native indigenous groups, on the indigenous land of Dourados, MS, on the frontier between tradition and translation performed by the indigenous people, based on the Presbyterian Indigenous Church Project (IIP), resignifying its alternative religiosity in the interface with the multiple Christianities present in the villages, affirming the possibility of a religious teko retã ( a way of being that is plural, multiple ), based on the syncretistic and diacretistic relations that are proposed. / Essa tese é um estudo sobre o problema do sincretismo religioso, quando pensado no diálogo entre a antropologia e a teologia. Para tanto, a pesquisa faz um exercício hermenêutico de ressignificação do conceito, a partir das diversas teorias sobre o sincretismo e seus usos antropológicos e teológicos, buscando subsídios no pensamento de Michel de Certeau e Paul Tillich para tal ressignificação. Assim, a perspectiva certeauniana de uma reflexão heterológica da cultura e a noção de demônico na teologia e filosofia do sentido de Tillich fundamentam a percepção do sincretismo como uma teoria da mediação entre religião e cultura. Isso significa que o sincretismo opera uma relação dialética com o seu pólo denominado, nessa tese, de diacretismo , tornando a dinâmica cultural e religiosa um espaço inventivo, posto que manifesta aspectos ambíguos de criações de sentido positivas (experiência de aproximação sincrética) e criações de sentido distorcidas (experiência de fragmentação diacrética ), essência da relação com o sagrado, vivida culturalmente. A cultura, entendida como espaço para a vivência do religioso, exprime-se em uma profunda relação entre táticas e estratégias, denotando a ambigüidade anteriormente afirmada, quando reconhece que os atores sociais em interação, mesmo que marcados por lugares próprios estrategicamente estabelecidos, enquanto lugares de poder, não inibem a formação de ações táticas que subervertem inventivamente esses mesmos lugares, dando a devida dinâmica cultural. A tese analisa, também, como estudo de caso, as implicações dessa compreensão de sincretismo para a interpretação da experiência religiosa de grupos de indígenas Guarani e Kaiowá, na Terra Indígena de Dourados /MS, na fronteira entre tradição e tradução operada pelos indígenas, a partir do Projeto da Igreja Indígena Presbiteriana (IIP), ressignificando sua alteridade religiosa na interface com os múltiplos cristianismos presentes nas aldeias, afirmando a possibilidade de um teko retã ( jeito de ser plural, múltiplo ) religioso, a partir das relações sincréticas e diacréticas propostas.

Made available in DSpace on 2016-08-03T16:15:54Z (GMT). No. of bitstreams: 1 Miriam Rezende Mendes.pdf: 1064619 bytes, checksum: b6da2aaa8db44ffb76705c6f0541f442 (MD5) Previous issue date: 2007-03-15 / This research present itself in a qualitatively perspective, with an ethnographic character. It analyzes the evaluative practice movement of the teachers who participated in the course about Avaliação numa perspectiva construtivista (Evaluation in a constructivist perspective). Initially, it discusses the hypothesis of non-changing related to the evaluative practice. In a reflexive way, that analyze pass to be inspired in the studies of Michel de Certeau, for not to surrender to the supremacy of the cultural products imposed by a dominating social order; in not to restrict itself to the perspectives of the theories about learning evaluation. The aim of this present research directed itself to the action of the consumers of this products the teachers when appropriating themselves of such theories, they do on their own way, re-measuring, and re-signifying them, with astuteness, creativity, inventiveness. When we understand that such professionals, in situations less privileged in the social structures of the constitutive power, have an intelligence that generates a multiplicity of interpretations, we open our eyes to the surprises, possibilitating various ways to the appreciation that trace the evaluative practice of the teachers. However, if we elect a single patter of reference to the daily actions analyze, we could close ourselves into only two conclusions: obedience or resistance. We opted, however, for approaching ourselves of Certeau, and to believe, as he does, in intelligence, and creativity also present in the actions of the more weak in the social organizations, who are the consumers of the cultural products. We created, so, new opportunities so that the crowd acquire life, turning clear the diversity of the evaluative practices of a group of teachers, focusing the concrete actions from real teachers analyze. / presente pesquisa apresenta-se em uma perspectiva qualitativa, de cunho etnográfico. Analisa o movimento da prática avaliativa de professores que participaram do curso sobre Avaliação numa perspectiva construtivista. Inicialmente, discute a hipótese de não-mudança em relação à prática avaliativa. Em uma trajetória reflexiva, a análise passa a ser inspirada nos estudos de Michel de Certeau, ao não se render à supremacia de produtos culturais impostos por uma ordem social dominante; ao não se limitar à perspectiva das teorias sobre Avaliação da aprendizagem. O foco da pesquisa direcionou-se à ação dos consumidores desses produtos os professores que, ao se apropriarem de tais teorias, o fazem à sua maneira, redimensionando-as e as resignificando, com astúcia, criatividade, inventividade. Ao entender que tais profissionais, em situações menos privilegiadas nas estruturas sociais de poder constituído, possuem uma inteligência que engendra uma multiplicidade de interpretações, abrimos nosso olhar para surpresas, possibilitando a apreciação de variados caminhos que delineiam as práticas avaliativas dos professores. No entanto, se elegêssemos um único padrão de referência para a análise das ações cotidianas, poderíamos nos fechar em apenas duas conclusões: obediências ou resistências. Optamos, todavia, por aproximarmo-nos de Certeau, e acreditar, como ele, na inteligência e criatividade também presentes nas ações dos mais fracos nas organizações sociais, que são os consumidores dos produtos culturais. Criamos, destarte, nova oportunidade para que a multidão adquira vida, evidenciando a diversidade de práticas avaliativas de um grupo de professores, focalizando a análise em ações concretas, de professores reais.

« Le design : une attitude pas une profession », selon le mot de László Moholy-Nagy, est un champ d’éclosion des objets et environnements, qui, aussi bien sur le plan de sa pratique que sur celui de sa théorie, n'est pas sans poser quelques difficultés quant à sa définition. Ce constat liminaire soulève la question des manières de produire les artefacts qui viennent à prendre place — parmi nous — au sein d'un monde déjà ouvré. Tandis que l'absence d'assignation arrêtée et l'attitude a-disciplinée, à laquelle le mot « design » renvoie historiquement, mettent en crise — de façon problématique mais plutôt heureuse — les attendus de la société marchande, la lecture de L'invention du quotidien (de Certeau) ouvre la possibilité d'une enquête sur les différents modes opératoires de la culture ordinaire, désignés plus largement par l'expression « manières de faire ».Concomitamment, que fait au juste le design ? Où et comment opère-t-il de manière vive, foncièrement utile, plus que simplement efficace et créative ? Il s’agit de faire accueil aux pratiques qui traversent et débordent les cadres spécifiques couramment admis de l’agence, du bureau d’étude, des médias ou encore de l’école; déjouent les stratégies, et œuvrent, incidemment, par « coups tactiques ». Ces innombrables faits anonymes ont déjà été appréhendés, thématisés, récupérés. Une considération critique, une mise en perspective conceptuelle et une étude historique de certains cas et textes doit permettre de faire valoir à la méditation du designer, mais aussi d'authentifier pour un plus large public, la part non-négligeable, non-héroïque, mais toujours fabricante de ces ars. / « Designing is not a profession but an attitude », as de László Moholy-Nagy wrote, is an object and environment growth field, which, both in terms of its practice and that of its theory, is not without some difficulties in its definition. This preliminary finding raises the question of the ways in which producing the artifacts that come to take place — among us — at the heart of a world already designed. While the absence of fixed classification and the non-disciplined attitude, from which the word « design » historically refers, put in crisis — problematically yet nevertheless fruitful — the expectations from the consuming society, the reading of The Practice of everyday Life (De Certeau) opens the possibility of investigating the various procedures of ordinary (and every day) culture, known widely as « ways of operating » or « arts of doing ». In keeping with this idea, the question raised is : what does design concretely do? Where and how does it operate vividly, in a more fundamentally useful manner, than just in an effective and creative way? It's about accepting and even embracing the practices that cross and transcend specific frameworks commonly accepted in places such as offices, firms, media or even by academia; thwarting recognized strategies, and working, incidentally, by « tactical tricks ». Those innumerable anonymous facts have already been apprehended, themed, recovered. A critical consideration in setting a conceptual perspective and historical contexts, considering some cases, should allow to assert the meditation of the designer, but also to authenticate to a wider public, the non-negligible and non-heroic, but always productive part of those ars.

[pt] Esta dissertação debruça-se sobre a obra teórica do historiador francês Michel de Certeau (1925 - 1986), interessando-se particularmente pela maneira como o autor articula a psicanálise à pesquisa e ao discurso da história. O argumento consiste em evidenciar aquilo que as afirmações de Certeau acerca da natureza da linguagem devem à teoria psicanalítica, notadamente à obra de Freud revisitada pelo psicanalista francês Jacques Lacan. Assumir tal abordagem do fenômeno da linguagem permite a Certeau questionar a relação do texto historiográfico com a realidade, assim como atrelar à sua reflexão teórica uma concepção de historicidade inspirada pelo tempo freudiano. Ressalta-se também o enraizamento na teoria psicanalítica da renitente crítica do autor quanto à incidência impensada da Instituição no discurso histórico, mas também no próprio discurso psicanalítico. Suas preocupações epistemológicas e éticas unem-se no conceito de ficção teórica, pensado junto a Freud. / [en] This dissertation studies the theoretical approach of history proposed by the French historian Michel de Certeau (1925 - 1986), focusing on the way the author introduces some psychoanalytic concepts in his argument. The most important between the concepts chosen is the approach of language developed within the reading of Freud by the French psychoanalyst Jaques Lacan, which allows the historian to question the supposed ties attaching history s methods and discourse to a certain conception of reality. This leads Michel de Certeau to a reflection on the incidence of a sort of freudian time in the act of writing history. On the basis of this development is Certeau s critics of the role played by institutions in the construction of knowledge and identity, for which elaboration he also convokes psychoanalysis. Certeau s epistemic and ethical concerns are assembled in the concept of theoretical fiction, brought up by a long length study of Freud s work.

Mary Szybist's 2013 collection, Incarnadine, uses the Annunciation as a foundational narrative through which to examine the implications of faith and having a relationship with God. Transforming this pivotal Biblical event through metaphor, intertextuality, and different points of view, Szybist showcases what Charles Taylor terms "fragilization" of faith, or the contestable and dubious position of believing among plurality of belief and nonbelief. By repeatedly shifting the framing of the Annunciation, Szybist creates several different visions of who God is. Rather than reinterpreting the Annunciation with a new dictum on exactly who God is and what it means to believe in Him, she plays with her own definition of God, allowing readers to do the same, and thus work through "fragilization" and find a faith that fits them.

“Learning on the Run” refers to the educational experiences of the primary school children travelling along the agricultural show ‘circuits’ in coastal and western Queensland. This thesis examines those educational experiences by drawing on the voices of the show children, their parents, their home tutors and their teachers from the Brisbane School of Distance Education, which from 1989 to 1999 implemented a specialised program of Traveller education for these children (in 2000 a separate school was established for them). The thesis focusses on the interplay among marginalisation, resistance and transformation in the spaces of the show people’s itinerancy. It deploys Michel de Certeau’s (1984, 1986) concept of ‘tactics of consumption’ and Mikhail Bakhtin’s (1986a) notions of ‘outsiddness’ and ‘creative understanding’ to interrogate the show people’s engagement with their absence of place, the construction of their otherness and forms of seemingly unproblematic knowledge about their schooling. Data gathering techniques included semi-structured interviews with forty-two people between 1992 and 2000 in seven sites in Queensland - Mackay, Bundaberg (over two years), Emerald, Brisbane, Rockhampton and Yeppoon - and document collection. The thesis’s major finding is that the show people’s resistance and transformation of their marginalising experiences have enabled them to initiate and implement a significant counternarrative to the traditional narrative (and associated stereotypes) attending their itinerancy. This counternarrative has underpinned a fundamental change in their schooling provision, from a structure that worked to marginalise and disempower them to a specialised form of Traveller education. This change contributes crucially to understanding and theorising the spaces of itinerancy, and highlights the broader significance of the Queensland show people’s “learning on the run”.

What happens when one moves about in the city? In this essay I will explore how we through our movements create our own temporal cities. I base my investigation on Michel de Certeau's theories from his book The Practice of Everyday Life vol 1. De Certeau believes that by just walking in the city – a mostly unconscious and for many trivial activity – you write it, creating different types of spaces that can be understood using linguistic terms. In my essay, I develop de Certeau's theories about ordinary activities by applying them to two less ordinary – and between themselves quite different – spatial practices:  fare evasion on public transportation (plankning) and the urban activity of parkour. I also carry out a linguistic analysis of both parkour, fare evasion and walking, using the linguist Roman Jakobson's theory on the act of speaking together with de Certeau's theory on the rhetoric of walking. In my concluding discussion, I outline a theory regarding how these different spatial practices come together in the city and form a multiplicity of ever-changing spatial stories. I also discuss what one can say that this actually means, both practically and theoretically speaking.

Teachers’ everyday practices are embedded in school contexts in which their teaching autonomy is constrained by rules, moral obligations, physical settings,and official directives. When a curricular revision mandated that programming was to be a part of mathematics in upper secondary education, teachers’ conditions changed. How teachers adapted to the new curriculum and how they navigated the tensions and contradictions that they encountered is in this thesis analyzed in terms of teachers’ tactics and policy strategies. The overall goal of the investigation is to contribute to a critical understanding of how mathematics teachers integrate programming in their professional practice and how this integration aligns and diverges from the intentions behind the reform. The empirical material is drawn from nine individual interviews with mathematics teachers that were already proficient in programming. The teachers’ unit plans and other lesson materials featuring programming activities served as a trigger point to delve into further reflections upon their own professional practices. To complete the scene, the policy documents were also examined. These included the mathematics curriculum, as well as related official documents and a collection of institutionally sanctioned programming exercises and demonstrations. Two tactical approaches were made apparent when mathematics teachers began to integrate computer programming in their subject: Dual teaching and Interspersed programming. The teacher’s use of dual teaching practices or interspersed programming are tactics shaped by and in response to the conditions of the new curriculum and their own preferences and views on student learning. These two tactics disclose different ontological commitments in relation to the strategies dictated by the curriculum and reflect a cardinal distinction between planning mathematics activities with elements of programming and planning programming activities with elements of mathematics. Of relevance for teachers and curriculum designers is the understanding of (a) how the notion of programming and mathematics as separate subjects oversimplifies teachers’ actual integration practices, and (b) how the curricular choices made by policy can shape the teaching tactics adopted by educators.

The present master's thesis with the title "Rise and Development of a Historical Event - Historico-Anthropological View of the History of Overseas Discoveries" discusses the rise and development of a historical event through the sociocultural point of view. It discusses how the sociocultural peculiarities of the society at that time influenced the shaping of events that later became an important historical account from the historians' perspective. One of the substantial methodological resources for the present study is the approach developed by Michele de Certeau and his theoretical elaboration of the process called "writing of history". The first chapter deals with the historical anthropology as the methodological approach in the historical investigation. The second chapter focuses on Michele de Certeau and his studies in the field of historiography. In the third chapter there is a historical overview called "The Century of Overseas Discoveries" focusing on the century when the crucial historical events took place - great discovery voyages. The fourth and fifth chapters are based on the previous theoretical texts on historical anthropology and Michele de Certeau. The aim of this master's thesis is to relate these new approaches of historical investigation to the presented topic of the history of...

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