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Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-10-05T20:46:34Z No. of bitstreams: 1 paulaferrari.pdf: 1149376 bytes, checksum: c13347df748b719cafec13b86c98152d (MD5) / Approved for entry into archive by Diamantino Mayra (mayra.diamantino@ufjf.edu.br) on 2016-10-06T12:31:27Z (GMT) No. of bitstreams: 1 paulaferrari.pdf: 1149376 bytes, checksum: c13347df748b719cafec13b86c98152d (MD5) / Made available in DSpace on 2016-10-06T12:31:27Z (GMT). No. of bitstreams: 1 paulaferrari.pdf: 1149376 bytes, checksum: c13347df748b719cafec13b86c98152d (MD5) Previous issue date: 2009-09-23 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Os textos de Manoel de Araújo Porto-Alegre (1806-1879) são as primeiras reflexões sobre história da arte, e sobre história da arte brasileira. Imerso nas preocupações da construção de narrativas nacionais da escrita da história oitocentista e sócio do Instituto Histórico e Geográfico Brasileiro (IHGB), transformou a arte em potência histórica utilizando-se da sua formação na Academia Imperial de Belas Artes e da experiência vivida no Instituto Histórico de Paris. Porto-alegre compreendeu a arte como expressão de seu tempo, conferindo-lhe historicidade, mas também como a materialização de um Espírito nacional- materialização física, técnica e moral - sujeita as limitações do estágio que a sociedade produtora se encontrava. Desta forma, a necessidade de estabelecer um passado para a arte nacional e da compreensão da arte historicizada, pode ir além do horror que a estética neoclássica de sua formação tinha pelo Barroco. Relativizou as teorias raciais da época e resgatou do esquecimento nos arquivos paroquiais os artistas coloniais brasileiros. / The texts of Manoel de Araújo Porto-Alegre (1806-1879) are the first reflections on art history, and brazilian art history. Immersed in the concerns of the construction of national narratives of nineteenth history writing and partner Instituto Histórico e Geográfico Brasileiro (IHGB), made art historical potency using their training at the Academia Imperial de Belas Artes and experience in the Historical Institute Paris. Porto-alegre understood art as an expression of its time, giving it historicity, but also as the embodiment of a Spirit national materialization physical, technical and moral - subject to the limitations of the stage that the production company was. In this way, the need to establish a past national art and historicized understanding of art, can go beyond the neoclassical aesthetic horror that his formation had the Baroque. Relativized racial theories of the time and rescued of forgetfulness in the parish archives colonial Brazilian artists.

Lors de la victorieuse campagne d’Italie (1796-1797), qui a lieu dans le cadre des guerres révolutionnaires françaises (1792-1802), un nombre important d’objets précieux est saisi pour être transporté à Paris, nouvel épicentre autoproclamé de la culture et du savoir européens. La liste des objets à déplacer est longue, variée et prestigieuse. Des outils d’agriculture, des minéraux, des livres rares, des traités de science, des semences, des partitions de musique, des spécimens végétaux et, surtout, des monuments de l’Antiquité et des tableaux de la Renaissance, sont appelés à garnir les institutions de la capitale française. Ce grand coup de filet est souligné par la tenue d’une fête à Paris les 9 et 10 thermidor an VI (27 et 28 juillet 1798), nommée l’Entrée triomphale des objets de sciences et d’arts recueillis en Italie. Pour atteindre leur nouvelle destination, les objets saisis sont soumis à la contingence du voyage. Ils traversent des montagnes, des routes, des ports, des mers, des fleuves, des canaux, des rues et des boulevards. Le trajet se fait sur des chariots, dans la paille ; les objets d’art sont enfouis à l’intérieur de caisses goudronnées, scellées et marquées du sceau officiel de la République. Même s’ils sont cachés et hors de lieux traditionnellement étudiés par l’histoire de l’art, les objets d’Italie jouissent, durant cet intervalle, d’une grande visibilité par le biais des journaux qui suivent avidement les aventures des convois qui traversent des lieux instables et des territoires accidentés. Qui plus est, le déplacement s’effectue sur un fond d’instabilité sociale et de crises politiques, alors que le régime du Directoire (1795-1799) peine à asseoir sa légitimité et que la Contre-Révolution se manifeste dans le résultat des élections législatives. En puisant dans un cadre théorique croisant les mobility studies, les material studies, les études sur le nationalisme et l’histoire des émotions, cette thèse démontre que le transit entre Rome et Paris devient une épopée mettant en récit les contours d’une identité française en quête d’unité. En effet, le transfert des objets d’Italie est un levier d’édification nationale qui mobilise des thèmes au fondement du sentiment patriotique, comme la supériorité civilisationnelle, le savoir-faire technique et l’ascendance morale. Trois grands moments sont à l’étude : le moment des saisies, le moment du transport et le moment de la célébration. / During the victorious Italian Campaign (1796-1797) that took place during the French Revolutionary Wars (1792-1802), a significant number of precious objects were seized and transported to Paris, the new self-proclaimed epicentre of European culture and knowledge. The list of objects was long, varied, and prestigious. Agricultural tools, minerals, rare books, scientific treatises, seeds, musical scores, plant specimens, and above all, monuments from antiquity and Renaissance paintings, were amassed for the purpose of gracing the institutions of the French capital. On 9 and 10 Thermidor year VI (27th and 28th of July, 1798), the convoy was paraded through the streets of Paris in a celebration titled l’Entrée triomphale des objets de sciences et d’arts recueillis en Italie (the triumphal entry of objects of the sciences and arts collected in Italy). En route to their new destination, the precious objects were subjected to the contingencies of the voyage. Buried in sealed and tarred crates marked with the official seal of the Republic and piled onto straw-filled carts, they journeyed over mountains, on roads, through ports, across seas, and down rivers, canals, streets and boulevards. Although the objects were hidden and kept far from areas traditionally studied by art history, they received wide coverage in newspapers that avidly chronicled the convoy’s adventures through volatile areas and rugged terrain. What is more, the journey took place against a backdrop of great social unrest and political crises, while the regime of the Directory (1795-1799) struggled to establish its legitimacy and the Counter-Revolution rose in the wake of the legislative elections. Drawing on a theoretical framework bridging mobility studies, material studies, nationalism studies, and the history of emotions, this dissertation demonstrates that the transit between Rome and Paris became a narrative epic that outlined a French identity in search of unity. In fact, the objects’ transit from Italy became a lever of national edification that mobilized the themes that are the basis of patriotic sentiment, such as civilizational superiority, technical knowledge, and moral ascendancy. Three major moments will be studied: the seizure of the objects, their transportation, and the moment of celebration.

Museums as colonial institutions and agents in nation building have constructed, circulated and reinforced colonialist, patriarchal, heteronormative and cisnormative national narratives. Yet, these institutions can be subverted, resisted and transformed into sites of critical public pedagogy especially when they invite Indigenous artists and curators to intervene critically. They are thus becoming important spaces for Indigenous counter-narratives, self-representation and resistance—and for settler education. My study inquired into Cree artist Kent Monkman’s commissioned touring exhibition Shame and Prejudice: A Story of Resilience which offers a critical response to Canada’s celebration of its sesquicentennial. Narrated by Monkman’s alter ego, Miss Chief Eagle Testickle, the exhibition tells the story of the past 150 years from an Indigenous perspective. Seeking to work on unsettling my “settler within” (Regan, 2010, p. 13) and contribute to understandings of the education needed for transforming Indigenous-settler relations, I visited and studied the exhibition at the Glenbow Museum in Calgary, Alberta and the Confederation Centre Art Gallery in Charlottetown, Prince Edward Island. My study brings together exhibition analysis, to examine how the exhibition’s elements work together to produce meaning and experience, with autoethnography as a means to distance myself from the stance of expert analyst and allow for settler reflexivity and vulnerability. I developed a three-lens framework (narrative, representational and relational/embodied) for exhibition analysis which itself became unsettled. What I experienced is an exhibition that has at its core a holism that brings together head, heart, body and spirit pulled together by the thread of the exhibition’s powerful storytelling. I therefore contend that Monkman and Miss Chief create a decolonizing, truth-telling space which not only invites a questioning of hegemonic narratives but also operates as a potentially unsettling site of experiential learning. As my self-discovery approach illustrates, exhibitions such as Monkman’s can profoundly disrupt the Euro-Western epistemological space of the museum with more holistic, relational, storied public pedagogies. For me, this led to deeply unsettling experiences and new ways of knowing and learning. As for if, to what extent, or how the exhibition will unsettle other visitors, I can only speak of its pedagogical possibilities. My own learning as a settler and adult educator suggests that when museums invite Indigenous intervention, they create important possibilities for unsettling settler histories, identities, relationships, epistemologies and pedagogies. This can inform public pedagogy and adult education discourses in ways that encourage interrogating, unsettling and reorienting Eurocentric theories, methodologies and practices, even those we characterize as critical and transformative. Using the lens of my own unsettling, and engaging in a close reading of Monkman’s exhibition, I expand my understandings of pedagogy and thus my capacities to contribute to understandings of public pedagogical mechanisms, specifically in relation to unsettling exhibition pedagogies and as part of a growing conversation between critical adult education and museum studies. / Graduate