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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
181

Allegories of Modernity, Geographies of Memory

Jeon, Seenhwa 2012 August 1900 (has links)
This dissertation examines how postmodernist narratives of memory in Graham Swift's Waterland, Salman Rushdie's Midnight's Children, and Amitav Ghosh's The Shadow Lines retrieve the stories of those who have been lost or forgotten in official history and refigure the temporal and spatial imaginary in intertwining personal stories of crisis with public history through acts of remembering. Questioning the modernist ideology of progress based on the idea of linear sequence of time, the novels not only retrace the heterogeneous and discontinuous layers of stories overlooked or repressed in official accounts of modern history, but also re-examine the contradictory and contested process by which subjects are situated or positioned, and its effects on the production of knowledge. These postmodern historical novels examine history as a discourse and explore its limits. The narrators of the novels are engaged with an autobiographical act of rewriting their lives, but their efforts to reconstitute themselves in unity and continuity are undermined by the disjunctive narrative form of the novels. The layered narrative of memory through which the novels reconstruct modern history is allegorical in the double sense that it exposes the act of signification by decentering the symbol of the transcendental signifier while telling an allegorical story of personal and familial history that mirrors national history in a fragmented way. In Waterland, Tom Crick retells his personal and familial stories intertwined with local and national history as alternative history lessons and challenges the Idea of Progress by revisiting sites of traumatic memory. Midnight's Children constructs counter-stories of Post-Independence India as multiple alternatives to one official version of history and addresses the limits of history in terms of "a border zone of temporality." In The Shadow Lines, the narrator retells his family history as a story of borders through his struggle with gaps in official history and creates a national imaginary with mirror images and events. The postmodernist narrative of memory in these novels turns the time of the now into a time for the "past as to come," a time to detect the unrealized and unfulfilled possibilities of the past, through retellings of the past.
182

On rigor

January 1989 (has links)
9H ; edited by Richard Burdett and Wilfried Wang. / Includes English translation of Heinrich Tessenow's Hausbau und dergleich. / Includes bibliographical references.
183

Imprégnation des écrivains francophones d'origine chinoise par trois sagesses extrême-orientales : Taoïsme, Bouddhisme et Confucianisme / Impregnation of francophone writers from China by three far eastern wisdoms : Taoism, Buddhism and Confucianism

Hu, Jing 04 May 2016 (has links)
La fin du 20e siècle a vu l’émergence de la Chine comme puissance économique, mais le monde francophone connaît l’influence culturelle de la Chine depuis bien plus longtemps. Depuis les années 80, plusieurs écrivains d'origine chinoise ont publié en France des romans écrits directement en français qui ont rencontré un vif succès. Certains d’entre eux comme Dai Sijie, Ya Ding, Wei-Wei, Ying Chen et Shan Sa sont nés en Chine où ils ont vécu toute leur enfance, leur adolescence et parfois une première partie de leur vie adulte. Ils ont réussi à percer dans la littérature francophone grâce au parfum délicatement exotique qui s’est exhalé de leurs romans. Chargées de bagages historiques et traditionnels chinois, leurs œuvres convergent sur des thématiques telles que la mémoire collective de la Chine mouvementée au XXe siècle, le contact voire le choc des cultures chinoise et occidentale, la mise en avant des pensées taoïste, bouddhiste et confucianiste, etc. Avec ces voix originales, la langue française s’ouvrait à de nouvelles poétiques et témoignait de sa capacité à dire la réalité complexe du monde actuel. Partant de cette situation nous allons développer dans cette thèse trois grands axes de recherche qui chacun soulèveront leurs différentes problématiques : Quelle est la position adoptée par ces écrivains migrants chinois dans un contexte littéraire occidental ? Quel est l’impact de la mouvance postmoderne sur leur écriture ? Quelles sont les techniques esthétiques choisies par ces écrivains pour s’adapter à la situation de mixage culturel ? Quelle est l’influence des religions asiatiques (Bouddhisme, Taôisme, Confucianisme) sur les écrivains migrants d'origine chinoise ? Par quelles voies l’esprit des écrivains chinois est imprégné de pensées orientales ? Comment ces écrivains se situent-ils par rapport à l’héritage ancestral ? Quel rôle les pensées chinoises jouent-elles dans leur création littéraire ? La quête de l’identité des écrivains migrants. Existe-t-il un itinéraire commun pour les écrivains migrants d’origine chinoise? Où en sont-ils dans le processus de la reconstruction identitaire ? Quelles sont leurs démarches littéraires pour une quête identitaire ? En conclusion nous verrons en quoi certains des auteurs du corpus que nous avons étudiés sont restés ancrés à leurs origines dans le cadre de leur œuvre littéraire, et a contrario comment certains autres ont su et ont même mis un point d'honneur à mettre une distance la plus importante possible entre leurs origines et leur travail littéraire. D'autre aussi, sont à la lisière de ces deux conceptions et ont un positionnement moins claires voir même parfois cycliques. / The late 20th century saw the emergence of China as an economic power, but the french-speaking world knows the cultural influence of China for much longer. Since the 80s, many Chinese writers have published in France novels written directly in French that have met a great success. Some of them as Dai Sijie, Ya Ding, Wei-Wei, Chen Ying Shan Sa were born in China, where they have lived all their childhood, their adolescence and sometimes the first part of their adult lives. They managed to break into the french literature through the delicately exotic perfume that was exhaled from their novels. Responsible for Chinese traditional and historical baggage, their works converge on topics such as the collective memory of China's turbulent twentieth century, the contact or the collision of Chinese and Western cultures, the emphasis of Taoist thought, Buddhist and Confucianist, etc. With these original voices, the French language was open to new poetic and showed his ability to tell the complex reality of today's world. Based on this we will develop in this thesis three major research areas, each of which will raise their various problems : What is the position of these chinese migrants writers in a western literary context? What is the impact of the postmodern movement on their writing? What are the aesthetic techniques chosen by these writers to adapt to the mixed cultural situation? What is the influence of asian religions (Buddhism, Taoism, Confucianism) on chinese migrant writers? Through what channels the spirit of chinese writers is steeped in oriental thoughts? How these writers stand in relation to the ancestral heritage? What role the chinese thoughts play in their literary creation? The quest for the identity of migrant writers. Is there a common route for migrants writers of chinese origin? Where are they in the process of identity reconstruction? What are their literary approaches to a quest for identity? In conclusion we will see how some of the authors of the corpus we studied remained anchored to their origins as part of their literary, and on the contrary how some others knew and even made a point to put the largest possible distance between their origins and literary work. Also some others are on the edge of these two concepts and have a less clear positioning, sometimes even a cyclical one.
184

"Humanitarian Aid is Never a Crime." A Study of One Local Public's Attempt to Negotiate Rhetorical Agency with the State

January 2011 (has links)
abstract: At its core, this dissertation is a study of how one group of ordinary people attempted to make change in their local and national community by reframing a public debate. Since 1993, over five thousand undocumented migrants have died, mostly of dehydration, while attempting to cross the US/Mexico border. Volunteers for No More Deaths (NMD), a humanitarian group in Tucson, hike the remote desert trails of the southern Arizona desert and provide food, water, and first aid to undocumented migrants in medical distress. They believe that their actions reduce suffering and deaths in the desert. On December 4, 2008, Walt Staton, a NMD volunteer placed multiple one-gallon jugs of water on a known migrant trail, and a Fish and Wildlife officer on the Buenos Aires National Wildlife Refuge near Arivaca, Arizona cited him for littering. Staton refused to pay the fine, believing that he was providing life-saving humanitarian aid, and was taken to court as a result. His trial from June 1-3, 2009 is the main focus of this dissertation. The dissertation begins by tracing the history of the rhetorical marker "illegal" and its role in the deaths of thousands of "illegal" immigrants. Then, it outlines the history of NMD, from its roots in the Sanctuary Movement to its current operation as a counterpublic discursively subverting the state. Next, it examines Staton's trial as a postmodern rhetorical situation, where subjects negotiate their rhetorical agency with the state. Finally, it measures the rhetorical effect of NMD's actions by tracing humanitarian and human rights ideographs in online discussion boards before and after Staton's sentencing. The study finds that despite situational restrictions, as the postmodern critique suggests, subjects are still able to identify and engage with rhetorical opportunities, and in doing so can still subvert the state. / Dissertation/Thesis / Ph.D. English 2011
185

Joyful noise: the ecclesiological and evangelistic significance of racial diversity and religious pluralism in the experiences of historically black collegiate gospel choirs on three majority-white university campuses in Greater Boston

Hickman-Maynard, Theodore N. 08 April 2016 (has links)
This study offers a practical theology of evangelism for black churches in an increasingly postmodern American cultural context. As a postmodern politics of difference challenges the traditional construction of black racial identity and religious pluralism challenges the basis of Christian confessional commitment, the black church must reassess what it means to bear witness to a distinctive black Christian faith tradition. As a work in practical theology, this reflection emanates from a consideration of how these issues manifest in a concrete situation. Specifically, the dissertation investigates the practices and self-understanding of three historically black collegiate gospel choirs (HBCGCs) affiliated with predominantly white major research universities in the greater Boston area. The descriptive analysis of these HBCGCs and the ecclesiological discussion that follows assume a reflexive quality whereby the research on HBCGCs contributes fresh insights regarding the nature of black Christian community within a racially diverse and religiously pluralist social context even as the praxis of HBCGCs is subjected to critique through the normative gaze of black theology. This dialogue includes voices from black postmodern cultural criticism in order to develop a black postmodern ecclesiology that preserves the distinctiveness of the black Christian tradition through the exercise of narrative discipline while embracing a reconstructed notion of communal solidarity that is strengthened by difference. From this black postmodern ecclesiology, evangelism emerges as the ecclesial practice of extending the church’s communal witness across the boundary lines between church and world through mutually critical transformative exchanges. The study brings black postmodern ecclesiology into conversation with cross-cultural missional theology and postliberal communalism to arrive at a narrativist confessional approach to evangelism that affirms the particularity of the Christian gospel while recognizing the work of the Spirit outside the church. The descriptive analysis of HBCGCs aids in imagining the practical implications of this approach as they creatively embody aspects of the communal life of black churches, thereby providing unique extra-ecclesial spaces within which mutually critical transformative exchanges occur between those for whom the black Christian tradition is normative and those for whom it is not—risky exchanges the outcomes of which are unpredictable, yet beautiful and joyful.
186

Da pedagogia às pedagogias : formas, ênfases e transformações

Camozzato, Viviane Castro January 2012 (has links)
A partir da noção de que o conceito de pedagogia é histórico e mutável, produzido e reproduzido nas contingências de cada tempo-espaço, nesta tese problematizo as novas formas e ênfases que a pedagogia vem adquirindo. O objetivo central é investigar as transformações no conceito de pedagogia, especificando suas articulações com as transformações culturais, vendo e procurando mostrar, por outro lado, o quanto essas tem sido elementos importantes nas flexões, formas e ênfases da pedagogia, fazendo com que seja pluralizada em sua denominação e em seus espaços de atuação. Devido a isso, a tese trabalha sobre a tensão da pedagogia às pedagogias, procurando mostrar, a partir dos Estudos Culturais pós-estruturalistas e da fecunda discussão sobre as pedagogias culturais, que há múltiplas pedagogias em funcionamento na sociedade contemporânea. Pedagogias tão díspares quanto forem as intencionalidades que as movimentem. Há a preocupação em circundar o conceito de pedagogia principalmente a partir das produtivas transformações no estado da cultura e nas relações com os saberes que tem sido perceptíveis a partir de meados da metade do século XX – abordando um espectro temporal que engloba discussões do que tem sido chamado de pós-moderno. O suporte teórico foi buscado em autores e autoras que problematizam questões referentes à condição pós-moderna, à pedagogia, às pedagogias culturais e à produção de sujeitos, especialmente, como Arendt, Bauman, Foucault, Lyotard, Ramos do Ó, Larrosa, Wortmann, Silva, Costa, dentre outros. O corpus de análise consiste em um conjunto de documentos, tais como excertos de livros da literatura pedagógica, de livros tipo best seller, uma matéria em revista e uma dissertação que analisa uma pedagogia cultural. Os achados da pesquisa mostram que é sobre a vida das pessoas como um todo que a pedagogia procura atuar. Para isso, tem se tornado uma necessidade e uma exigência que a pedagogia se prolifere, tornando possível que haja pedagogias em funcionamento na sociedade, atravessando os espaços e artefatos direcionados à condução das pessoas. De uma vontade de legislar tem havido um progressivo deslocamento para englobar, principalmente, as formas de interpretar, com as pedagogias, uma pluralidade que não cessa de se transmutar. Outro achado se deu em relação ao fato de ter identificado, a partir do conjunto de transformações que circundam a pedagogia, o funcionamento de uma vontade de pedagogia que torna possível as pedagogias – sobretudo frente as dificuldades de educar em um mundo cambiante. Em meio às condições analisadas, as pedagogias parecem atuar sobre as condições do presente para forjar, justamente, os sujeitos do presente. Um outro achado refere-se ao fato de que no cerne da pedagogia e das pedagogias está a pretensão de dar forma aos sujeitos ao atuar sobre eles, proporcionando um deslocamento, no contemporâneo, de uma pedagogia que operava com um mestre dando forma a um “outro” para, muito mais, um processo em que cada um passou a atuar sobre si mesmo, elaborando e reelaborando a si através de técnicas e práticas aprendidas com as pedagogias. / From the notion that the meaning of pedagogy is historical and changeable, produced and reproduced under contingencies of every piece of time-space, in this thesis I problematise new forms and emphases that pedagogy has owned. The main aim is to investigate changes in pedagogy meaning, showing its articulations with cultural changes, on the other hand, seeing and trying to show to what degree these have been important elements for changes, forms and emphases, so that its name and sites of action are pluralised. Therefore, from poststructuralist Cultural Studies and the fertile discussion about cultural pedagogies, this thesis works with the tension between pedagogy and pedagogies, seeking to show there are multiple pedagogies working in contemporary society: pedagogies that are as different as intentions moving them. I seek to come around the pedagogy meaning, particularly from useful changes in the culture state and relationships with pieces of knowledge noted found in the mid-20th century ― addressing a temporal space encompassing discussions about what has been called as the postmodern. The theoretical notion is based on male and female writers problematising issues about the postmodern condition, pedagogy, cultural pedagogies, and subject production, especially Arendt, Bauman, Foucault, Lyotard, Ramos do Ó, Larrosa, Wortmann, Silva, and Costa. The analysis corpus consists of a set of documents, such as pedagogical literature excerpts, best-selling books, an issue in a magazine and a dissertation analysing a cultural pedagogy. Research findings showed that the pedagogy seeks to act upon the people as a whole. For this, it is necessary and urgent pedagogy to spread out so that there are several pedagogies operating in society, cutting across spaces and artefacts meant to guide people. From a will to legislate, there has been a progressive change to encompass chiefly the ways of interpreting the plurality that does not stop transmuting. From the set of changes surrounding the pedagogy, another finding is about the fact of having identified the working of a pedagogical will enabling pedagogies, especially in the face of difficulties to educate in an interchangeable world. Under these conditions, pedagogies seem to act upon present conditions to forge exactly present subjects. Still another finding refers to the fact that in the core of pedagogy and pedagogies is the intention to shape subjects when acting upon them, providing displacement of a piece of pedagogy that was working with one teacher and forming „another one‟, towards a process in which everyone starts to act upon oneself, constructing and reconstructing oneself by techniques and practices pedagogies teach.
187

Budismo e educação: uma proposta de superação aos desafios da sociedade pós-moderna / Buddhism and Education in the context of postmodern society

Pereira, Antonio Francisco Guerra January 2017 (has links)
PEREIRA, Antonio Francisco Guerra. Budismo e educação: uma proposta de superação aos desafios da sociedade pós-moderna. 2017. 100f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2017 / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-05-15T15:34:07Z No. of bitstreams: 1 2017_dis_afgpereira.pdf: 2807076 bytes, checksum: 7801b95cf1b18eced212737128e5d91f (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-05-15T16:40:08Z (GMT) No. of bitstreams: 1 2017_dis_afgpereira.pdf: 2807076 bytes, checksum: 7801b95cf1b18eced212737128e5d91f (MD5) / Made available in DSpace on 2017-05-15T16:40:08Z (GMT). No. of bitstreams: 1 2017_dis_afgpereira.pdf: 2807076 bytes, checksum: 7801b95cf1b18eced212737128e5d91f (MD5) Previous issue date: 2017 / This research focuses on the theme of Buddhism and Education in the context of postmodern society. The main objective was to investigate the contribution of Buddhist education to the transformation of subjects. The approach of the study is qualitative and we used as a methodological investigation procedure a literature review. Our interlocutors for the field of Buddhism were in particular HUMPHREYS (1969), CONZE (1973) and NINA (2004); in the area of education we anchored our work in the ideas of ROHDEN (2005) and with regard to postmodernity we theoretically based our study on BAUMAN (2001) and BERMAN (2007). The results of the research evidence the possibility that Buddhist education becomes an alternative response to the challenges of postmodern society, considering that this eastern doctrine has a compassionate, tolerant and pacifist character. It is concluded through this research that Buddhist education is capable of contributing to the transformation of subjects, making them multiplier agents of a Culture of Peace. / Esta pesquisa debruça-se sobre a temática Budismo e Educação no contexto da sociedade pós-moderna. Delimitou-se como objetivo principal investigar a contribuição da educação budista para a transformação dos sujeitos. A abordagem do estudo é de caráter qualitativo e utilizamos como procedimento metodológico de investigação uma revisão de literatura. Nossos interlocutores para o campo do Budismo foram, em especial, HUMPHREYS (1969), CONZE (1973) e NINA (2004); na área da educação, ancoramos nosso trabalho nas ideias de ROHDEN (2005) e, no que se refere à pós-modernidade, fundamentamos teoricamente nosso estudo em BAUMAN (2001) e BERMAN (2007). Os resultados da pesquisa evidenciam a possibilidade de a educação budista tornar-se uma resposta alternativa aos desafios da sociedade pós-moderna, considerando que esta doutrina oriental tem um caráter compassivo, tolerante e pacifista. Conclui-se, através desta pesquisa, que a educação budista é capaz de contribuir para a transformação dos sujeitos, tornando-os agentes multiplicadores de uma Cultura de Paz.
188

Evaluating the preaching in the emerging church in light of traditional expositional preaching: are the homiletical model(s) in the emerging church different than that of the traditional expositional preaching in the evangelical church and are they any more successful in addressing the need of post-modern Christians?

Purdy, Charles Michael 09 1900 (has links)
Many Emerging Church preachers claim the Bible is not viewed the same way it once was. Consequently ministers need to rethink some aspects of how they go about preaching and communicating. Emerging Church preachers argue that Christianity must develop a new way of describing, defining, and defending the gospel. The aim of this study is to answer the question: To what extent, if any, is preaching in the Emerging Church different than that of traditional expositional preaching in the Evangelical Church and how does one compare with the other as far as success in addressing the needs of post-modern Christians? Chapter one gives a brief introduction of the Emerging Church movement by briefly defining and describing the diverse movement (EC movement) that arose within Protestant Christianity due to a reaction to modernism in Western Christianity. Chapter two provides a literature study where definitions of both preaching styles are considered – emerging style(s) and expository preaching. Included with the emerging preaching style(s) and expositional preaching will be characteristics comprising these styles. Chapter three (methodology) consists of charts, definitions, and descriptions comparing both the modern and postmodern movement through their characteristics and values, purposes for the movements, and homiletics of the movements.Chapter four, "Findings From of The Comparisons From The Two Models of Preaching" consists of the results found from the research. Chapter five, "Conclusions Of Preaching For The Two Models Of Preaching" will consist of a critical analysis of the homiletics in both the Emerging Church and the Traditional Evangelical Church. Chapter six, "Expository Preaching In the Traditional Evangelical Church For Post-Modern Christians" will offer a model as a proposal on how to effectively preach to the postmodern congregation. Chapter seven contains concluding remarks concerning the effectiveness of the traditional expository preaching compared with the emerging dialogical/storytelling preaching for postmodern Christians. / Philosophy, Practical and Systematic Theology / D. Th. (Practical Theology)
189

Hibridismo, solvência e fratura: gêneros literários, identidades cambiantes e narrador fraturado em Mongólia, de Bernardo Carvalho

Gomes Júnior, Marcílio [UNESP] 11 March 2009 (has links) (PDF)
Made available in DSpace on 2014-06-11T19:25:24Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-03-11Bitstream added on 2014-06-13T19:32:26Z : No. of bitstreams: 1 gomesjunior_m_me_arafcl.pdf: 436271 bytes, checksum: 804fed3d27d7ce8af2cbd17cf1903b1f (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Neste estudo pretendemos refletir sobre hibridismo de gêneros literários; solvência e descentralização do sujeito; e fratura do narrador. O livro a partir do qual serão desenvolvidas tais reflexões intitula-se Mongólia (2003), do jornalista e escritor Bernardo Carvalho, e apresenta constituição estético-temática que permite e inspira as reflexões referidas, bem como suscita investigações sobre procedimentos freqüentemente associados à cultura pósmoderna como, por exemplo, identidades cambiantes e o afastamento em relação aos impulsos totalizadores que caracterizam a modernidade. Através de fundamentação teórica contemporânea, auferida sobretudo em Bauman, Lévi-Strauss, Abdala Junior, Derrida, Jítrik, Bakhtin, Lasch, Lipovetsky, Debord, Maffesoli, Said, Bhabha, Hutcheon, daremos relevância à mobilidade entre os gêneros literários e, conseqüentemente, às formas de representação do real. Daremos destaque também à solvência do sujeito contemporâneo, ao narcisismo e às questões ligadas às identidades cambiantes daí derivadas. Na convergência de nossos estudos, refletiremos sobre a constituição do narrador a partir da idéia de fratura, aqui compreendida como apropriação de discursos alheios, atitude reveladora de um modo de ser plural e dinâmico. / In the present study the aim is to reflect about the hybridism of the literary genres, the solvency and decentralization of the subject, and the fracture of the narrator. The book that was the base of the present work is Mongólia (2003), by Bernardo Carvalho and presents an aesthetic theme constitution that not only allows but inspires the previously mentioned reflections, as well as it rises investigations about procedures frequently associated with the post modern culture, for instance, changing identities and the detachment towards the totalizator impulses that characterize modernity. Through theoretical fundaments, received above all in Bauman, Lévi-Strauss, Abdala Junior, Derrida, Jítrik, Bakhtin, Lasch, Lipovetsky, Debord, Maffesoli, Said, Bhabha, Hutcheon, in relevance will be given to the mobility among literary genres and, consequently, the forms of representation of the real. Highlights will also be put on the solvency of the contemporary subject, to the narcissism and to the changing identities questioning that derives from this line of thought. On the convergence of this study, there is a reflection about the constitution of the narrator starting from the fracture idea, which is understood here as the appropriation of other people´s speeches and it is a revealing attitude of a plural and dynamic way of being.
190

Terceiras margens: um estudo etnomatemático de espacialidades em Laranjal do Jari (Amapá)

Clareto, Sônia Maria [UNESP] 21 May 2003 (has links) (PDF)
Made available in DSpace on 2014-06-11T19:31:43Z (GMT). No. of bitstreams: 0 Previous issue date: 2003-05-21Bitstream added on 2014-06-13T19:42:17Z : No. of bitstreams: 1 clareto_sm_dr_rcla.pdf: 7941491 bytes, checksum: d2b7f0566510718144092281a7947e2b (MD5) / Este trabalho pretende pensar a etnomatemática diante das crises do contemporâneo, sobretudo as crises do conhecimento, tematizadas por discursos pós-modernos. Para tanto, discute a questão do conhecimento a partir de possibilidades abertas pelo pensamento de Nietzsche, buscando colocar tal pensamento frente a concepções cartesianas de conhecimento, hegemônicas na modernidade. A questão do espaço e da espacialidade é tomada, pois, desde esta discussão, que é a base para a investigação de campo empreendida junto a jovens e adolescentes moradores de regiões de Laranjal do Jari, Amapá, que têm suas práticas sócio-espaciais desenvolvidas sobre palafitas: moram, estudam, trabalham, divertem-se, namoram, encontram-se e desencontram-se em uma cidade construída sobre palafitas. As crises do conhecimento estão na base da investigação - que se quer interpretativa -: de seus procedimentos às análises e busca de compreensão, tanto de questões de espacialidades e etnomatemática do espaço, quanto do cotidiano sócio-espacial dos participantes da pesquisa. / This dissertation aims at thinking ethnomathematics vis-à-vis contemporary crisis in knowledge mainly as it is viewed under the perspective of postmodern discourse. This is achieved by contrasting possibilities opened according Nietzsche's perspectives with Cartesian's point of view about Knowledge which is viewed as hegemonic in the modernity. In this dissertation the question of space and spatiality is taken as a background to present the debate, mentioned before, which is empirically supported by a field work research among youngsters and adolescents living in Laranjal do Jari, in the Amapá state - Brazil, a place almost entirely built over palafits. They were chosen as subjects in the research due to their social and spatial experience resulting from their living in houses constructed over palafits at the Jari River where they live, study, work, have fun and fall in love performing their social interactions. Knowledge and its Crisis constitute the theoretical grounds of the investigation. It is undertaken under an interpretive approach ranging from the data collection to their analysis in order to achieve comprehension of issues both in ethnomathematics as a conceptual body and in the social and spatial cotidianity of the research subjects.

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