Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2015-09-15T00:08:32Z No. of bitstreams: 1 Disserta??o completa.pdf: 952706 bytes, checksum: dbfb5dc1aeed460dc95bc5485e87bf85 (MD5) / Made available in DSpace on 2015-09-15T00:08:32Z (GMT). No. of bitstreams: 1 Disserta??o completa.pdf: 952706 bytes, checksum: dbfb5dc1aeed460dc95bc5485e87bf85 (MD5) Previous issue date: 2013-08-01 / Funda??o de Amparo ? Pesquisa do Estado da Bahia - FAPEB / This document aims at comprehending the formation process of the national awareness as well as the Brazilian identity in Ana Miranda?s works, focusing on the novel Desmundo (1996). To do so, it is taken into account the relevance of the important post-modern concept of ?presenting of the past? in the literary and contemporary texts and the way this concept introduces issues related to the process of construction of the national identity in the novels of historiographic metafiction. Therefore, based upon a descriptive and analytical bibliographical methodology, it is presented theoretical and methodological discussions raised by scholars of post-modernity, formation of awareness and national identity such as: Hutcheon (1991), Baudrillard (1991; 2001), Jameson (2002; 2006), White (2001), Renan (1997), Anderson (2008), Santos (1997), Guibernau (1997), Bhabha (1997; 1998), Hall (2003), Bauman (2005), and so forth. In the analysis of Miranda?s works it is discussed the formation of the Brazilian nation and the national awareness since its genesis ? the colonial period - , which is, broadly speaking, based on transgression, prejudice and discrimination, in a taken-as ?rigorous? classes structure and power abuse. Furthermore, it is examined the parody presence of the foundational myth, as well as the origin of the nation and the Brazilian identity, emphasizing the importance of the individual acknowledgement. To sum up, it can be noticed that the protagonist of the novel can be taken as a standard of representation of this process of identity acknowledgement. Such process is, at the same time, a plural, multifaceted and decentralized one. / O principal objetivo nesta disserta??o ? a compreens?o do processo de forma??o da consci?ncia nacional e da identidade brasileira na prosa da escritora Ana Miranda, com ?nfase no romance Desmundo (1996). Para tanto, considera-se a relev?ncia do importante conceito p?s-moderno de ?presentifica??o do passado? nos textos liter?rios contempor?neos, e nos modos como esse conceito introduz quest?es relativas ao processo de constru??o da na??o e da identidade nacional nos romances de metafic??o historiogr?fica. Portanto, apoiando-se numa metodologia bibliogr?fica, de cunho descritivo-anal?tica, s?o apresentadas discuss?es te?rico-metodol?gicas de estudiosos dos temas da p?s-modernidade, da forma??o da consci?ncia e da identidade nacional, a saber: Hutcheon (1991), Baudrillard (1991; 2001), Jameson (2002; 2006), White (2001), Renan (1997), Anderson (2008), Santos (1997), Guibernau (1997), Bhabha (1997; 1998), Hall (2003), Bauman (2005), dentre outros. Na an?lise da prosa mirandina, discute-se a forma??o da na??o brasileira e da consci?ncia nacional a partir de sua g?nese ? o Brasil Col?nia ?, que ?, em s?ntese, baseada na transgress?o, no preconceito e na discrimina??o, numa pseudo ?rigorosa? estrutura de classes e no abuso de poder. Examina-se, ainda, a presen?a par?dica do mito fundacional e de origem da na??o e da identidade do povo brasileiro, em que se enfatiza a import?ncia do autoconhecimento do indiv?duo. Observa-se, em suma, que a protagonista do romance pode ser considerada um modelo de representa??o desse processo de autoconhecimento identit?rio. Tal processo ?, ao mesmo tempo, plural, multifacetado e descentralizado.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-11-01T22:24:22Z No. of bitstreams: 1 IsraelMariaDosSantosSegundo_DISSERT.pdf: 2596135 bytes, checksum: 13a2492c23b92e4ca2277b6dd84f5baf (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-11-13T23:08:11Z (GMT) No. of bitstreams: 1 IsraelMariaDosSantosSegundo_DISSERT.pdf: 2596135 bytes, checksum: 13a2492c23b92e4ca2277b6dd84f5baf (MD5) / Made available in DSpace on 2017-11-13T23:08:11Z (GMT). No. of bitstreams: 1 IsraelMariaDosSantosSegundo_DISSERT.pdf: 2596135 bytes, checksum: 13a2492c23b92e4ca2277b6dd84f5baf (MD5) Previous issue date: 2017-07-31 / No Brasil, a Rep?blica federativa e representativa, pol?tica e juridicamente estabelecida na Constitui??o da Rep?blica dos Estados Unidos do Brasil (1891), deixou para os Estados e munic?pios brasileiros a compet?ncia de regular e de promover a educa??o escolar prim?ria p?blica e gratuita para meninos e meninas, sujeitos destinat?rios do direito civil e social de estudar e de aprender. O trabalho de disserta??o, no rigor da pesquisa hist?rica e documental (Constitui??o da Rep?blica dos Estados Unidos do Brasil [1891], Constitui??es do Estado do Rio Grande do Norte [1891, 1892, 1898], legisla??o educacional nacional e estadual, relat?rios dos Diretores da Instru??o P?blica e mensagens governamentais), de conformidade com a tem?tica educa??o escolar prim?ria p?blica e gratuita e pol?ticas p?blicas de Estado federativo e, ao objeto de estudo ? educa??o escolar prim?ria p?blica e gratuita e regime federativo no Brasil e no Rio Grande do Norte, em seus acontecimentos hist?ricos e seus sujeitos destinat?rios do direito civil e social de estudar e de aprender no per?odo de 1889 a 1904 ? levou-nos a definir, como objetivo, a reflex?o hist?rica acerca da institucionaliza??o da educa??o escolar prim?ria mediante as compet?ncias acumulativas pelo Estado e pelos munic?pios do Rio Grande do Norte, em correspond?ncia com os preceitos constitucionais, republicanos, federativos, representativos e pol?tico-pedag?gicos. Este trabalho ? orientado, metodologicamente, pelas teoriza??es de Rousseau, Kant, Amaro Cavalcanti e Cury ? especialmente quanto aos fundamentos pol?tico-jur?dicos, al?m das pol?ticas p?blicas, de um Estado (com seus respectivos munic?pios) republicano nacional, federativo, laico, de uma na??o independente. Nesse per?odo (1889-1904), a educa??o escolar que se instituiu para a inf?ncia mediante Constitui??es, regulamentos e leis educacionais, baseava-se em ideias pol?ticas, jur?dicas e conceituais dos representantes do poder executivo referentes ao regime republicano, federativo, representativo e liberal. De alguma forma, essas ideias fundamentavam-se nas teoriza??es de Jean-Jacques Rousseau, Immanuel Kant e Amaro Cavalcanti quanto ao Estado republicano, federativo, representativo, coparticipativo, regido por leis p?blicas e formado por cidad?os com direitos e deveres, part?cipes de uma coletividade nacional. / In Brazil, the federative and representative republic, politically and legally established in the Constitution of the United States of Brazil (1891), left to Brazilian states and municipalities the power to regulate and promote free public elementary school education for boys and girls, subject recipients of civil and social right to study and to learn. The master's dissertation work, in the rigor of historical and documentary research (Constitution of the United States of Brazil [1891], Constitutions of the State of Rio Grande do Norte [1891, 1892, 1898], national and State educational legislation, reports of the Board of Public Instruction and Government messages), in accordance with the theme of public and free elementary school education and public policies of federative State and, to the object of study ? free public elementary school education and federative regime in Brazil and Rio Grande do Norte, in its historical events and its target subjects of the civil and social right to study and to learn in the period from 1889 to 1904 ? led us to define, as an objective, the historical reflection about the institutionalization of elementary school education through cumulative competences by the State and municipalities of Rio Grande do Norte, in accordance with the constitutional precepts, republican, federative, representative and political-pedagogical. This work is methodologically oriented by theorizing of Rousseau, Kant, Amaro Cavalcanti and Cury ? especially as regards the legal and political foundations, in addition to the public policy of a National Republican State (with their respective municipalities), federal, secular, of an independent nation. In this period (1889-1904), the school education that was instituted for the infancy through constitutions, regulations and educational laws, was based on political, juridical and conceptual ideas of the representatives of the Executive power for the Republican regime, federative, representative and liberal regime. Somehow, these ideas were based on theorizing of Jean-Jacques Rousseau, Immanuel Kant and Amaro Cavalcanti on the Republican State, federative, representative, in a copartnership State ruled by public laws and formed by citizens with rights and duties that are part of a national collectivity.