Made available in DSpace on 2014-08-20T13:47:51Z (GMT). No. of bitstreams: 1 Priscila Monteiro Chaves_Dissertacao.pdf: 582409 bytes, checksum: 8db218421f6596f82d92ef133cb27f90 (MD5) Previous issue date: 2013-03-15 / Le présent mémoire de master consiste à une recherche bibliographique dont le principal objectif est de discuter les contributions apportées par les réflexions de Paulo Freire et Theodor Adorno dans ce que concerne le processus de formation du sujet-lecteur. Sachant que la lecture culturelle fait toujours défaut et en constatant une inquiétante acceptation immédiate tant d une technique de la lectoescrita, qui justifie ses finalités en soi même, que des produits de l'industrie culturelle, l'héritage de ces deux auteurs ont été interrogés afin de confronter telles problématiques. Dans le premier chapitre, le lecteur trouvera les raisons qui justifient cette recherche ainsi que ses objectifs, et les moyens par lesquels le sujet a été abordé. Le deuxième chapitre est un concis panorama de la lecture dans le contexte brésilien. Il sera précisé ce qu'on comprend par sujet-lecteur, et mentionnés les principales recherches dans le domaine de la Philosophie de l Éducation utilisées pour traiter du sujet lecture. Suite à l'explicitation de tels données et conceptions, une fraction de la pensée de Paulo Freire constitue le troisième chapitre, divisé en trois catégories: a)l alphabétisation, b) l'Éducation Populaire et c) Canon Littéraire. Pour conclure, le quatrième chapitre apporte à la discussion les catégories les plus importantes à la compréhension de la thématique sur l'héritage d Adorno, également structurés en trois sections: a) le fétiche pour la technique, b) l'Industrie Culturelle et c) Demiéducation (Hallbildung), qui cherchent le dialogue avec les sections antérieures et qui servent à interpréter et discuter des données importantes fournies par la recherche Retratos da Leitura no Brasil (2008) et (2012), ainsi qu à combattre la conception de lecture proposée par la science actuelle. Cette recherche a comme conclusion l inférence d une demi-éducation du lecteur contemporain, qui se constitue dans un modèle d'éducation utilitaire, qui forme des lecteurs nonautonomes et prêts à acquérir des connaissances rudimentaires sur les différentes professions dont le système a besoin, déconsidérant le caractère libertaire et transformateur de la lecture. / A presente dissertação de mestrado consiste em uma pesquisa bibliográfica, que tem como objetivo primeiro discutir as contribuições advindas das reflexões de Paulo Freire e de Theodor Adorno ao processo de formação do sujeito-leitor. Sabendo que a leitura cultural ainda é bastante carente e constatando uma preocupante prontidão ao aceite tanto de uma técnica da lectoescrita com fim em si mesma, quanto dos produtos da Indústria Cultural, o legado de ambos autores foram pesquisados a fim de contrapor tais problemáticas. No primeiro capítulo o leitor encontrará as razões que justificam esta pesquisa, os objetivos e os caminhos pelos quais o tema foi abordado. No segundo capítulo é traçado um sintético panorama da leitura no contexto brasileiro, é explicitado o que se entende por sujeito-leitor e mencionadas as principais pesquisas que lançaram mão da Filosofia da Educação para falar de leitura. A partir da explicitação de tais dados e concepções, uma fração do legado de Freire compõe o terceiro capítulo, que apresenta-se dividido em três categorias: a) Letramento; b) Educação Popular e c) Cânone Literário. Por fim, no quarto capítulo são trazidas à discussão as categorias mais necessárias, do legado de Adorno, à compreensão da temática, também estruturado em três seções que buscavam dialogar com as primeiras, são elas: a) Fetiche pela técnica; b) Indústria Cultural e c) Semifomação. Para interpretar e problematizar importantes dados trazidos pela pesquisa Retratos da Leitura no Brasil (2008) e (2012), bem como para contrapor a concepção de leitura proposta pela ciência atual. A pesquisa traz como conclusão a inferência de uma semiformação do leitor contemporâneo, que se constitui nos moldes de uma educação utilitária, formando o leitor não-autônomo, preparado para adquirir os rudimentares conhecimentos das diferentes profissões que o sistema precisa, deixando de lado o caráter libertário e transformador da leitura.

"Ich werde ganz einfach telegraphieren" — Subjekte, Telegraphie, Autonomie und Fortschritt in Theodor Fontanes Gesellschaftsromanen Electronic media influence our thoughts and behaviours. Our present situation resembles that of the industrial world in the late nineteenth century, when electrical telegraphy, the precursor of today's media technologies, gained a dominant position in telecommunications. In our day, conditioning prevents us from reaching a deeper understanding of our relationship to technical media. Because electrical media were still new in the late nineteenth century, observers then were more readily able to analyse their effects and to recognize potentials of subjects in their accounts. In Germany the writer Theodor Fontane demonstrated through depictions in his late novels of society that, by reflecting on the nature of the self and its relation to telegraphy and concomitant ideologies, subjects have the capacity to become aware not only of factors that control them, but also of their autonomous potentials. This consciousness provides the basis for their self-empowerment in the use of telegraphy. However, because Fontane critically depicts Wilhelminian society, his protagonists only attain this level of Consciousness in isolated instances. Its realisation is continuously achieved through Fontane's narrative depiction and its reconstruction by the readers. The image of the subject and its potentials that emerges in this reconstruction provides valuable insights applicable also to evaluations of our present media involvement. Contrary to a wide-spread belief as to subjects'powerlessness and insignificance, our findings imply that the position of subjects in relation to media can be described more positively. Fontane's depiction is concentrated in three identifiable areas, in which the conjunction of telegraphy and ideology exerts a controlling influence on subjects. In accordance with this focus our study examines the views of nature and technology as fateful forces, the alteration of time- and space experiences, and the construction of German, foreign and technical cultures. / Arts, Faculty of / Central Eastern Northern European Studies, Department of / Graduate

The focus of this essay is to examine and reconstruct one of Theodor Adorno's most enigmatic philosophical concepts – the notion of mimesis. Mimesis is a fundamental pole in language, relating to imitation and mimicry. It plays an important role in all of Adorno's writings, although it is rarely if ever defined rigorously as a concept. In this essay I will develop an analysis of the mimetic that traces Adornos use of the concept in two of his major works: The Dialectic of Enlightenment and Aesthetic Theory. Adorno relates the question of mimesis to the dichotomy of nature and culture, it manifests as a mediating link between the two. Mimesis is a central trait in all culture in the sense that it is the means by which humans explain their position in the world they inhabit. By mimicking the world around them, the dangers of this world becomes intelligible and, ultimately, exploitable in human affairs. In this sense the spheres of nature and culture are revealed as an interconnected whole within the mimetic logic of identification. This reading of mimesis marks in a broader sense the ontological status that Adorno ascribes to aesthetics: the mimetic is at the same time an element of linguistic ontology and a thoroughly aesthetical notion. This essay will explore this reading of mimesis and develop the notion within the framework of the nature/culture dichotomy, focusing on Adorno's theory of prehistoric mimesis in ancient society and modern mimesis in radical art. The mimetic pole is central to the workings of the new and the unknown in the aesthetic sphere and it is a crucial element in Adorno's theory of modern aesthetics. A study of Adorno's notion of mimesis has a potential to illustrate the significance he attributes to aesthetics overall. Through the mimetic element inherent in art, aesthetics becomes more than just a field of experience, it marks a central element in all human conduct.

Orientador: Jeanne-Marie Gagnebin / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-08-04T00:51:44Z (GMT). No. of bitstreams: 1 Moraes_AlexandreLarade_M.pdf: 252351 bytes, checksum: 000acb99f662bbd9191bc170ffe55585 (MD5) Previous issue date: 2004 / Resumo: Este trabalho tem por objetivo analisar o conceito de indivíduo utilizado por Adorno e Horkheimer na crítica social que marcou o Instituto de Pesquisa Social durante a década de 40. Para isso, são analisados trechos de três importantes obras dos autores: Eclipse of Reason, Dialética do Esclarecimento e Minima Moralia. A questão principal é a da relação possível entre a anulação da individualidade, apontada na crítica social de Adorno e Horkheimer, e as possibilidades de resistência do indivíduo ressaltadas pelos autores. Nessa linha, são analisados conceitos como individualidade, autenticidade, mônada, isolamento, privilégio, humilhação, dever moral, solidariedade e resistência / Abstract: The objective of this work is to analyze the concept of individual utilized by Adorno and Horkheimer in the social critic that marked the Social Research Institute during the 40¿s. In order to do this, fragments of three important works by these authors are analyzed: Eclipse of Reason, Dialetic of the Enlightenment, and Minima Moralia. The main question is that of the possible relation between the annulment of individuality pointed out in Adorno and Horkheimer¿s social critic and the possibilities of resistance of the individual reported by the authors. In this sense, concepts as individuality, authenticity, monad, isolation, privilege, humiliation, moral duty, solidarity and resistance are analyzed. / Mestrado / Mestre em Filosofia

In this text, the relation of critical theory and religion is analysed, comparing Jürgen Habermas's late philosophy with the philosophy of his predecessor Theodor W. Adorno. The question I ask is: What changes has the relation of critical theory and religion undergone in the transition from Adorno's thinking to that of his successor? As I try to answer this question, I develop a specific understanding of Adorno's philosophy as a "contemplative eschatology", and perform an in-depth study of how, why, and with what consequences it has changed to a frame oriented towards reaching understanding. In so doing, I point out the ambivalence which the turn towards understanding breeds, and suggest the religious motives discovered in Adorno's work deserve further attention.

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Theodore Leschetizky's singular pianistic legacy survives to this day because of his revolutionary pedagogical methods and his compositions for the piano repertory. The amalgamation of these two aspects formed his distinctive contributions to the fields of piano and piano pedagogy and left an indelible mark on the history of the instrument. His students lead an impressive list of the greatest artists of the previous century, each influencing the evolution of pianism with their own remarkable style and personality. While Leschetizky was arguably without peer as a pedagogue, many pianists today are unaware of the vast number of compositions that he wrote. These pieces were intended not only for the concert stage, but also as a very specific pedagogical repertoire that he used within his own teaching studio. This repertoire comprises a vital component of the Leschetizky legacy, albeit one which is often slighted in comparison. It is imperative that the pianists of our current generation understand the dual aspects of his contribution to our art form, in order to fully grasp the way in which he has changed the face of pianism. The purpose of this dissertation and lecture recital is to enumerate the various aspects that constitute the dual components of Leschetizky's pianistic legacy. For pedagogues of the current generation, it is of vital importance that we understand not only our own personal pedagogical lineage, but the various other individuals that, through their contributions, have led us to where we are in our understanding of the instrument. What is needed in the current research on this subject is one individual source that not only documents the characteristics of a pedagogical genius, but explores the legacy he left for future generations through documented accounts of his students and the examination of his own unfamiliar, pedagogical repertoire for the piano.

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