Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-10-24T12:08:21Z No. of bitstreams: 1 DIS_LUCIANA_GUIRLAND_VIEIRA_COMPLETO.pdf: 1796995 bytes, checksum: 17bac664cb55a99be92c6279f2a73a20 (MD5) / Made available in DSpace on 2017-10-24T12:08:21Z (GMT). No. of bitstreams: 1 DIS_LUCIANA_GUIRLAND_VIEIRA_COMPLETO.pdf: 1796995 bytes, checksum: 17bac664cb55a99be92c6279f2a73a20 (MD5) Previous issue date: 2017-08-25 / This research starts with the analisys of the portuguese novel Caderno de mem?rias coloniais (2009), by Isabela Figeuiredo, to consider, at first, about the dificulty of the elaboration of an identity in the context of the african colonies in the end of the portuguese empire, just before the independence of those colonies in the 1970s. From that discussion, I also intend to question the possibility of the formation of an individual identity in the post-modern and globalized world. As theorical support, I use the concepts of Margarida Calafate Ribeiro (2004) and Paulina Chiziane (2015) about the way europeans think of Africa and its people. I also use Montserrat Guibernau (1997), Anthony Smith (1997) and Ernest Renan ([2016] ideas about national identity. Also, in the search of an answer to my questions, there is Stuat Hall (2015), with his concepts about the identity in the post-modern era, and also Homi Bhabha (2014) and Edward Said (2011) with their concepts about colonialismo and post-colonialism. I start this discussion, in the first chapter, analysing the intense and complex relationship of the narrator with her father, in her childhood. He is a typical portuguese colonizer, extremely racist and sexist, in opposition to his daughter, who has a post-colonial thought. In this analysis, wich is the base of the research, I use the ideas of Guibernau, Smith and Renan abou trace and racism, and also the thought of Angela Davis (2017) and Chiziane about gender questions in association with colonialism and slavery. In the third chapter I extend the discussion to the retornados, discussing about the difficulty of the formation of their identity and social integration with the portuguese society. As source of my research I use interviews and articles published in newspapers. / Esta pesquisa parte do romance portugu?s Caderno de mem?rias coloniais (2009), de Isabela Figueiredo, para refletir, primeiramente, sobre a dificuldade de elabora??o de uma identidade no contexto colonial africano no final do imp?rio portugu?s, ?s v?speras da independ?ncia das col?nias, na d?cada de 1970. A partir dessa discuss?o, busco tamb?m questionar a possibilidade de forma??o de uma identidade individual una e coerente no mundo p?s-moderno e globalizado. Como suporte te?rico, utilizo os conceitos de Margarida Calafate Ribeiro (2004) e Paulina Chiziane (2015) sobre o olhar europeu em dire??o ? ?frica e seu povo. Fa?o uso tamb?m de Montserrat Guibernau (1997), Anthony Smith (1997) e Ernest Renan ([2016]), com seu pensamento sobre identidade nacional. Ainda, na busca por uma resposta aos meus questionamentos, est?o presentes Stuart Hall (2015), com seus conceitos sobre a identidade na era p?smoderna, al?m de Homi Bhabha (2014) e Edward Said (2011) sobre colonialismo e p?scolonialismo. Inicio esta discuss?o, no primeiro cap?tulo, analisando a intensa e complexa rela??o da narradora, na inf?ncia, com seu pai, um t?pico colono portugu?s, figura dotada de extremo racismo e machismo, opondo-se ideologicamente ? filha, que possui uma orienta??o ideol?gica p?s-colonial. Nesta an?lise, que serve de base para a pesquisa, utilizo conceitos de Guibernau, Smith e Renan sobre ra?a e racismo, al?m de Angela Davis (2017) e Paulina Chiziane sobre quest?es de g?nero associadas ao colonialismo e ? escravid?o. No terceiro cap?tulo amplio a discuss?o para os retornados, debatendo sobre a dificuldade da forma??o de uma identidade e integra??o social ? sociedade portuguesa. Utilizo como fonte de pesquisa entrevistas e artigos publicados em peri?dicos.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-02-01T21:49:12Z No. of bitstreams: 1 JoseGllaucoSmithAvelinoDeLima_TESE.pdf: 1870038 bytes, checksum: abf8906c43eaf582135bd27d577c9049 (MD5) / Approved for entry into archive by Elisangela Moura (lilaalves@gmail.com) on 2016-03-01T20:13:55Z (GMT) No. of bitstreams: 1 JoseGllaucoSmithAvelinoDeLima_TESE.pdf: 1870038 bytes, checksum: abf8906c43eaf582135bd27d577c9049 (MD5) / Made available in DSpace on 2016-03-01T20:13:55Z (GMT). No. of bitstreams: 1 JoseGllaucoSmithAvelinoDeLima_TESE.pdf: 1870038 bytes, checksum: abf8906c43eaf582135bd27d577c9049 (MD5) Previous issue date: 2014-09-30 / Esta tese possui como objetivo principal refletir acerca dos elementos conceituais definidores do conceito curr?culo encarnado, concep??o curricular identificada a partir da an?lise em torno da racionalidade empregada no trabalho de doutoramento do Professor Antonio Fernando Gouv?a da Silva, intitulado A constru??o do curr?culo na perspectiva popular cr?tica: das falas significativas ?s pr?ticas contextualizadas, escrito e defendido no ?mbito do Programa de P?s-Gradua??o em Educa??o: Curr?culo, da Pontif?cia Universidade Cat?lica de S?o Paulo, no ano de 2004. Debru?amo-nos, tamb?m, sobre a problematiza??o das afinidades entre as teorias p?s-coloniais - perspectivas anal?ticas voltadas para a discuss?o em torno da colonialidade e seus efeitos na tessitura social contempor?nea - e o conceito curr?culo encarnado. Argumentamos que as reflex?es presentes no trabalho supracitado trazem um conceito de curr?culo articulado com base em tr?s elementos conceituais simbi?ticos, a saber: a negatividade, o di?logo e a pr?xis, os quais, ao endossarem a possibilidade de uma pr?tica curricular entranhada no contexto de vida dos sujeitos, apresentam algumas inclina??es p?s-coloniais que propiciam a problematiza??o sobre manifesta??es neocoloniais na esfera curricular, delineando uma cr?tica ao modus operandi do colonialismo, particularmente, em sua dimens?o cultural e epist?mica da qual a educa??o ? indissoci?vel. Para tanto, utilizamos como procedimento metodol?gico a cartografia simb?lica, estrat?gia de constru??o do conhecimento sistematizada por Boaventura de Sousa Santos, a qual nos permitiu a constru??o de mapas interpretativos que possibilitaram a simboliza??o do universo que se almejou compreender, qual seja, as categorias conceituais citadas acima, as quais, em nosso entendimento, fundamentam o conceito curr?culo encarnado. Nessa dire??o, nos ancoramos em um di?logo prof?cuo com a abordagem te?rica de Paulo Freire e de alguns de seus int?rpretes no que tange ? discuss?o sobre curr?culo, especialmente as reflex?es desenvolvidas por Antonio Fernando Gouv?a da Silva, e com autores cujos desdobramentos te?ricos ressoam em perspectivas de humaniza??o, justi?a e emancipa??o social, dentre os quais destacamos: Theodor Adorno, Hugo Zemelman, Wilfred Carr, Adolfo S?nchez V?zquez, entre outros. Buscamos, de igual maneira, nas contribui??es de autores considerados p?s-coloniais, como Hugo Achugar, Gayatri Spivak, Boaventura de Sousa Santos e Enrique Dussel, para citar alguns, as raz?es pelas quais consideramos o curr?culo encarnado como um lugar de enuncia??o pol?tico-pedag?gico, propiciador de uma pr?xis educacional que se engaja em um trabalho curricular de tradu??o da realidade com o intuito de nela enxergar aquilo que oprime para, ent?o, suscitar a constru??o de um curr?culo escolar como projeto de conscientiza??o para liberta??o em rela??o ao que ? injusto e desumano. Consideramos, por fim, que o ?xito dessa tradu??o curricular encarnada implica a amplia??o do n?mero de falantes mobilizados na produ??o de um conhecimento que anseie pela emancipa??o social e contribua para o enriquecimento das capacidades humanas quanto ? manuten??o da vida e da dignidade das pessoas. / This thesis has as main objective to reflect about the defining conceptual elements of the embodied curriculum concept, ident ified curriculum conception from the analysis about the rationality employed in the doctoral work of teacher Antonio Fernando Gouv? a da Silva, entitled The construction of the curriculum in popular critical perspective: the significant words to the context ualized practices , written and defended in the Postgraduate Program in Education: Curriculum, in the Pontif?cia Catholic University of S?o Paulo, in 2004. We looked, also, on the problematization of the affinities between postcolonial theories ? analytical perspectives towards the discussion about coloniality and their effect on contemporary social weaving ? and the embodied curriculum concept. We argue that the reflections present in the aforementioned work bring an articulated curriculum concept based on three conceptual symbiotic elements, namely: negativity, dialogue and praxis, which, by endorsing the possibility of a curricular ingrained practice in the life context of the individuals, have some post - colonial inclinations that lead to the problematizat ion about the neo - colonial manifestations in curricular sphere, outlining a critique of the modus operandi of the colonialism, particularly, in its cultural and epistemic dimension from which the education is inseparable. For that, we used as methodologica l procedure the symbolic cartography, knowledge building strategy systematized by Boaventura de Sousa Santos, which allowed us to construct interpretive maps that enabled the symbolization of the universe which we longed to understand, that is, the concept ual categories mentioned above, which, in our view, underlie the concept of embodied curriculum. In this direction, we anchored ourselves in a meaningful dialogue with the theoretical approach of Paulo Freire and some of his interpreters regarding the disc ussion on curriculum, especially the reflections dev eloped by Antonio Fernando Gouv? a da Silva, and authors whose theoretical developments resonate in prospects for humanization, social justice and empowerment, among which we highlight: Theodor Adorno, Hug o Zemelman, Wilfred Carr, Adolfo S?nchez V?zquez, among others. We seek, in the same manner, on the contributions of authors considered post - colonial, as Hugo Achugar, Gayatri Spivak, Boaventura de Sousa Santos and Enrique Dussel, to name a few, the reason s why we consider the embodied curriculum as a place of political - pedagogical enunciation, conducive to an educational praxis that engages in a curricular work of reality translation in order to see what overwhelms it to, then, elicit the construction of a school curriculum as an awareness project for releasing in relation to what is unjust and inhumane. We consider, finally, that the success of this curriculum embodied translation implies a larger number of speakers mobilized in the production of knowledge that yearns for social emancipation and contribute to the enrichment of human capabilities as the maintenance of the life and the dignity of people.

Made available in DSpace on 2014-12-17T15:25:16Z (GMT). No. of bitstreams: 1 JossefraniaVM_DISSERT.pdf: 1408650 bytes, checksum: 67250343326edcbc4d76feb8b9531bc7 (MD5) Previous issue date: 2011-08-31 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Based on the relation history, literature and space, this work examines the production and the closing of the representation of the hinterland in the Romance d A Pedra do Reino of the paraiban writer Ariano Suassuna. Inspired by method proposed by deconstructionist by Jacques Derrida, our reflection decomposes the writing scene of Suassuna by means of it s tracks to interpret the operation of the representation of the space-hinterland for the speech of the writer. Being thus, we present the elements chosen for Suassuna to weave an identification it s with this space-hinterland, taking a priori as a sentimental place and of familiar origin . The construction of this relation of belonging in great is measured grounded for a familiar memory entangled in the context politician who culminated in the Revolution of 1930 and that he resulted for the writer in the death of father. Suassuna launches a look on the identity and the Brazilian culture that guided in the tradition concept it searchs to deny the gift grounding its speech in the return to the past, a past order . Specifically in it s romance we notice to exist the fusing of these tracks in the production of a representation of the hinterland that it intends to close a concept of this space and its culture. Soon, the idea of kingdom sends to the space of the enchantments manufactured in infancy and retaken by the intellectual radical who in the anxiety of honor the father figure, does not save efforts in constructing a space representation that, over all, either faithful the representation that it searchs to trace of proper itself. Under one it marks of universality , the hinterland-kingdom of Suassuna if discloses eurocentric in the measure where it perpetuates discurse the filiation of the European cultural traditions. / Partindo da rela??o hist?ria, literatura e espa?o, este trabalho examina a produ??o e o fechamento da representa??o do sert?o no Romance d A Pedra do Reino do escritor paraibano Ariano Suassuna. Inspirada no m?todo desconstrucionista proposto por Jacques Derrida, nossa reflex?o decomp?e a cena de escritura de Suassuna por meio de seus rastros para interpretar a opera??o da representa??o do espa?o-sert?o no discurso do escritor. Sendo assim, apresentamos os elementos elegidos por Suassuna para tecer uma identifica??o com esse espa?o-sert?o, tomando-o a priori como um lugar sentimental e de origem familiar . A constru??o dessa rela??o de pertencimento ? em grande medida alicer?ada por uma mem?ria familiar emaranhada no contexto pol?tico que culminou na Revolu??o de 1930 e que resultou para o escritor na morte do seu pai. Suassuna lan?a um olhar sobre a identidade e a cultura brasileira que pautado no conceito de tradi??o busca negar o presente alicer?ando seu discurso no retorno ao passado, a uma ordem pret?rita . Especificamente no seu romance notamos existir a fus?o desses rastros na produ??o de uma representa??o do sert?o que pretende fechar um conceito desse espa?o e sua cultura. Logo, a ideia de reino remete ao espa?o dos encantos fabricados na inf?ncia e retomados pelo intelectual radical que na ?nsia de homenagear a figura do pai, n?o poupa esfor?os em construir uma representa??o espacial que, sobretudo, seja fiel a representa??o que ele busca tra?ar de si pr?prio. Sob uma marca de universalidade , o sert?o-reino de Suassuna se revela euroc?ntrico na medida em que perpetua um discurso de filia??o ?s tradi??es culturais europeias.