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The aim of this diploma thesis is to elucidate the ambiguous relation between the concepts of absolute alterity (tout Autre), there is (il y a) and the element (L'élément) in the work of Emmanuel Levinas. The investigation starts with a presupposition, that the above-mentioned concepts can all be considered a form of alterity. First part of the thesis thematises il y a against the backdrop of two seminal texts - From Existence to Existents and Time and the Other - and also in relation to Martin Heidegger's philosophy. Second part is structured around the analysis of the element, as it is presented in Totality and infinity. Part three deals with the concept of absolute alterity, which is contrasted to the conception of the totalizing subject. In the last part of the thesis, these three distinct kinds of alterity are brought into relation and qualitatively differentiated from one another. Key words: Levinas, Heidegger, alterity, radical alterity, totality, il y a, there is, element, From Existence to Existents, Totality and Infinity, Time and the Other

Au début du XIXe siècle, l’introduction du peuple sur la scène sociale et artistique marque la fin de "l’époque de l’individu". C’est désormais la question de la totalité qui s’affirme dans tous les domaines et qui impose dans le champ dramatique une relation nouvelle entre personnages individuels et personnages collectifs. Ces derniers sont pour Goethe, Baudelaire et Wagner l’occasion d’une tension dialectique susceptible de générer de nouvelles formes théâtrales. Il reviendra à l’école naturaliste (de Zola à Hauptmann) de favoriser plus ouvertement cette articulation en faisant du milieu un acteur à part entière. L ‘antithèse de premier mouvement est fomentée par le Symbolisme qui revendique une même volonté de dépassement des conventions mais par l’invention de personnages-mythes et de choralités polymorphes exilés de toute réalité historico-sociale. Si Maeterlinck et Claudel montrent les limites de ce modèle, d’autres obédiences (Mallarmé) conçoivent l’essence du théâtre comme celle d’un dialogue entre le héros et la foule sur fond d’une ritualité sociale en voie de transformation. Avec le Futurisme Italien et Apollinaire cette ritualité atteint son point d’incandescence et revendique une fusion de l’individuel et du collectif pleinement assumée. Loin de ces synthèses provocantes, Pirandello comme Ibsen et les expressionnistes, s’attacheront pourtant à éclairer le rôle désormais oppressif du collectif sur le personnage individuel. Prenant acte de ce renversement des rapports hiérarchiques et dialectiques du drame, le théâtre de Brecht n’offre-t-il pas alors l’alternative d’une collusion plus dynamique et moins mortifère entre personnage individuel et personnage collectif ? / Collective Character, Individual Character: Scenes of a Dialectical Journey (1830-1930) At the beginning of the nineteenth century, the introduction of the people into the social and artistic scene marks the end of the "era of the individual". Henceforth, it is the question of totality that is affirmed in all fields and that imposes in the dramatic field a new relation between individual and collective characters. The latter are for Goethe, Baudelaire and Wagner the occasion for a dialectic tension susceptible to generate new theatrical forms. It will be the Naturalist School (from Zola to Hauptmann) which favours more openly this articulation in making the milieu itself an actor. The antithesis of the first movement is instigated by symbolism, which claims the same desire to go past conventions, but through the invention of character-myths and of polymorphous choralités exiled from any socio-historical reality. While Maeterlinck and Claudel show the limits of this model, other persuasions (Mallarmé) conceive the essence of theatre as one of a dialogue between the hero and the crowd against the backdrop of a social ritual in the process of transformation. With Italian futurism and Apollinaire this ritualism reaches its point of incandescence and claims a fully assumed fusion of the individual and the collective. Far from the these provocative syntheses, Pirandello, Ibsen and the expressionists will devote themselves to throwing light on the now opressive role of the collective on the individual character. Taking note of this reversal of hierarchical and dialectical relations in drama, does not Brecht’s theatre offer the alternative of a more dynamique and less deadly collusion between individual and collective characters?

Made available in DSpace on 2017-07-21T20:31:26Z (GMT). No. of bitstreams: 1 ROSENEIDE CIRINO.pdf: 2488116 bytes, checksum: eecf64cd624e996814075f5220ac0253 (MD5) Previous issue date: 2015-11-27 / This research analyzes the conceptions that support the teaching praxis of university professors in academic education process to work in inclusive settings. To this end, we assumed as central thesis the fact that, by providing an academic education focused on elements and categories that differentiate men, such as: deficient, efficient, capable, incapable, able, unable, normal, abnormal; the Academy has contributed to perpetuate exclusionary processes. We made the theoretical and practical analysis from the following arguments: 1) the legal documents that organize inclusive policies are guided by the inclusion of specific groups and not in human diversity; 2) linear assimilation of legal documents within the teaching praxis imposes, in the education process, the perpetration of exclusionary practices, as well as the denial of uno/diverse condition; and 3) if the society proclaimed in legal documents is an inclusive society, this idea can not be restricted in the initial education to the discussion of experts on specific groups. These arguments articulate with each other and promote reciprocal mediation between objective and subjective conditions in relation to working with human diversity, so we took as analysis-base the categories:work, totality and contradiction. With the dialectical methodological foundation, we presented to the subject professors of this research five (5) problem situations of the Basic Education school routine which did not report for students with disabilities, but they were read and interpreted under this condition. Sixty-four teachers working in five (5) degree courses offered in UNESPAR Campus Paranaguá were invited to participate in interviews, which were Pedagogy, Literature, Mathematics, Biological Sciences and History. From the invited professors, forty-four (44) decided to contribute. The research showed the following results; 1) the arguments that support the teaching praxis are articulated to the condition of disability and, by extension, to the clamor for a specialized professor, perpetuating a dual education system articulated to national documents; 2) the teaching praxis converge largely with the guidelines for the undergraduate courses in focus as well as the basis conceptions of Pedagogical Master Plan of the courses; 3) the concepts that support the teaching praxis are marked by speeches and welfare-based ideology, eugenicist, deterministic, biologicist, constructivist, neoconstrutivist, productivist and social adaptation, whose epistemological assumptions are guided in inatism, empirical and constructive fundamentals. Still, we obtained as a result the indication, from the teachers, of the need to demystify ideas that reinforce categorization and articulate the theoretical education to the practical experience in the reality of basic school -which cannot be ignored by the academy. / Esta pesquisa analisou as concepções que sustentam a práxis docente dos professores universitários no processo de formação de acadêmicos para atuar em contextos inclusivos. Para tanto, tomamos como tese central o fato de que, ao propiciar a formação acadêmica centrada em elementos e categorias que diferenciam os homens, como: deficiente, eficiente, capaz, incapaz, apto, não apto,normal, anormal; a academia tem contribuído para perpetuar os processos excludentes. Tecemos as análises teóricas e práticas a partir dos seguintes argumentos: 1) os documentos legais que organizam as políticas inclusivas pautamse na inclusão de grupos específicos e não na diversidade humana; 2) a assimilação linear dos documentos legais no âmbito da práxis docente impõe, no processo formativo, a perpetração de práticas excludentes, bem como a negação da condição uno/diverso; e 3) se a sociedade proclamada nos documentos legais é uma sociedade inclusiva, essa ideia não pode ficar restrita, na formação inicial, à discussão de especialistas acerca de grupos específicos. Esses argumentos articulam entre si e promovem mediações recíprocas nas condições objetivas e subjetivas frente ao trabalho com a diversidade humana, por isso, tomamos como base de análise as categorias: trabalho, totalidade e contradição. Com o fundamento metodológico dialético, apresentamos aos professores sujeitos desta pesquisa cinco (5) situações problemas do cotidiano escolar da Educação Básica as quais não se referiam a alunos com deficiência, mas foram lidas e interpretadas sob essa condição. Foram convidados a participar das entrevistas sessenta e quatro professores atuantes nos cinco (5) cursos de licenciatura oferecidos na Universidade Estadual do Paraná (UNESPAR) Campus Paranaguá, sendo elas: Pedagogia,Letras, Matemática, Ciências Biológicas e História. Dos professores convidados, quarenta e quatro (44) propuseram-se a contribuir. A pesquisa evidenciou os seguintes resultados: 1) os argumentos que sustentam a práxis docente estão articulados à condição de deficiência e, por extensão, ao clamor por um professor especializado, perpetuando um sistema de formação dual articulado aos documentos de âmbito nacional; 2) a práxis docente converge, em grande medida,com as diretrizes das licenciaturas em foco, bem como as concepções base dos Projetos Pedagógicos dos Cursos (PPCs); 3) as concepções que sustentam a práxis docente são marcadas por discursos e ideologias de base assistencialistas,eugenistas, deterministas, biologicistas, construtivistas, neoconstrutivistas,produtivistas e de adaptação social, cujas premissas epistemológicas são pautadas nos fundamentos inatistas, empirista e construtivista. Ainda, obtivemos como resultado o indicativo, por parte dos professores, da necessidade de desmitificar ideias que reforçam a categorização do ser humano e de articular a formação teórica à vivência prática na realidade da escola básica - o que não pode ser ignorado pela academia.

Made available in DSpace on 2016-04-27T14:32:12Z (GMT). No. of bitstreams: 1 Ana Maria dos Reis Taino.pdf: 663414 bytes, checksum: e7abe1a066b3fe884fb65bec02b1df09 (MD5) Previous issue date: 2008-04-23 / The investigative process in this thesis indicates the recognition path, which, by intertwining with interdisciplinarity, proposes reflections on the formation of educators. It employs qualitative research and, through narrativity, reveals the theoretical and practical nature of the phenomenon and the movements and ways of formation, of being able to talk about oneself and others. The author elects the circular movement as a metaphor to recognition and moves through different realities: from singularity to totality, by identifying in her life history the historical conscience of narrated time, which allows the play between objectivity and subjectivity, the time of the soul and the time of the movement. She organizes the space of her experience in management and educational formation as imprints of an ontological movement through which she tries to understand the meaning of recognition. The author also configures her doings to make the movement of her actions as an educator and investigator visible, both in the Interdisciplinarity Study and Research Group (GEPI) at PUC/SP and at the GEPI in Jacareí, by understanding the value of interdisciplinarity and recognition in an axiological movement. The author executes, by interpreting the promise, the decision of showing the challenges of writing and authoring in an epistemological circular movement. She concludes that, by appropriating Fazenda s and Ricoeur s theoretical contributions, she builds, by the hermeneutics of totality, another epistemologic movement on formation / O processo investigativo aponta o percurso do reconhecimento que ao se entrelaçar com a interdisciplinaridade propõe reflexões sobre a formação de educadores. Utiliza a pesquisa qualitativa e, pela narratividade, destaca a natureza teórica e prática do fenômeno e o sentido da formação ao poder dizer de si e do outro. Elege o movimento da circularidade como metáfora do reconhecimento e desloca-se em diferentes realidades: da singularidade à totalidade ao apontar na sua história de vida a consciência histórica do tempo narrado que permite o jogo da objetividade e da subjetividade, o tempo da alma e o tempo de movimento. Organiza o espaço da experiência na gestão e na formação educacional como marcas de um movimento ontológico por meio do qual procura entender o sentido do reconhecimento. Configura o seu fazer para tornar visível o sentido da ação de educadora e de investigadora, no Grupo de Estudos e Pesquisa em Interdisciplinaridade (GEPI) na PUC/SP e no GEPI de Jacareí ao compreender os valores da interdisciplinaridade e do reconhecimento num movimento axiológico. Executa pela interpretação da promessa a decisão de apontar os desafios da escrita e da autoria num movimento circular epistemológico. Conclui que ao apropriar-se das contribuições teóricas de Fazenda e de Ricoeur constrói pela hermenêutica da totalidade, um outro movimento epistemológico sobre a formação

I have structured my master's thesis in terms of an opposition between Kojeve's existentialist, Marxist philosophical formulation of Hegel's Phenomenology and Levinas's post-Heideggerian, anti-Hegelian phenomenology in Totality and Infinity. While Levinas's project is explicitly anti-totalitarian, Kojeve's reading of the Phenomenology emphasizes the End of History in Hegel's philosophy without shrinking from its totalizing aspects. While the philosophical project of each thinker is generally antithetical to the other, it is my contention that the universal and homogeneous state, conceived by Kojeve to be the rational realization of the end of history, is a legitimate moral project for Levinasian ethics. This thesis provides both an exegesis of Kojeve's reading of Hegel's master/slave dialectic in the Phenomenology and an interpretation of the tragedy of the slave understood in terms of Holderlin's theory of the tragic. It is through the master/slave dialectic that history consummates in the end of history. Later in the thesis, I outline Levinas's project as an ethics as first philosophy in opposition to the Eleatic traditions in Western philosophy. We can trace Levinas's project in his unconventional reading of the cogito and the idea of infinity. Whereas Descartes represents a philosophical return home for Hegel, Levinas's reading of Descartes represents a philosophical sojourn away from home in the second movement of the Meditations. With these notions, we have a formal basis in accounting for the conflict in Levinas's thought between the moral necessity of universal rights and the dangers of assimilation. Finally, I argue for why the universal and homogeneous state is an ethically worthy goal from a Levinasian perspective. On this question, I engage the thought of a number of thinkers of the left: Kojeve, Derrida, Horkheimer, Adorno and Zizek. I conclude that Levinas's thought on universalism and eschatology can serve as a moral basis for the left-Hegelian project of realizing a universal and homogeneous state. Because such a state is distinguishable from a totalizing End of History, the eschatological concern for one's singularity within history is compatible with the prophetic call to strive for political universality. Ultimately, it is the responsibility to this prophetic call that guarantees one's singularity.

Submitted by Andrea Hayashi (deachan@gmail.com) on 2016-06-22T18:20:16Z No. of bitstreams: 1 dissertacao-ricardo-bergmann.pdf: 1211623 bytes, checksum: 475f3191bc2c99ba36d2bb58428f1ead (MD5) / Approved for entry into archive by Andrea Hayashi (deachan@gmail.com) on 2016-06-22T18:21:18Z (GMT) No. of bitstreams: 1 dissertacao-ricardo-bergmann.pdf: 1211623 bytes, checksum: 475f3191bc2c99ba36d2bb58428f1ead (MD5) / Made available in DSpace on 2016-06-22T18:21:18Z (GMT). No. of bitstreams: 1 dissertacao-ricardo-bergmann.pdf: 1211623 bytes, checksum: 475f3191bc2c99ba36d2bb58428f1ead (MD5) Previous issue date: 2014-05-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A presente dissertação tem por objetivo central analisar as origens da dialética marxiana segundo Lucien Goldmann, pensador marxista, que de forma original defende a ideia que a referida dialética tem suas origens nas filosofias de Pascal e de Kant. Em primeiro lugar será feita uma introdução ao tema da dialética em três pensadores que no decorrer da História da Filosofia dedicaram enorme importância ao tema: Platão, Hegel e Marx. A questão da totalidade, ou processos totalizadores, bem como a metafísica e sua superação, fornecerão o pano de fundo para as análises das mesmas. Isso pavimentará o caminho para que seja abordada a origem da dialética marxiana em Pascal e em Kant. O primeiro é visto por Goldmann como aquele que critica o racionalismo individualista representado por Descartes, filósofo que constrói sua filosofia centrada na ideia do Eu. Pascal contrapõe ao Eu cartesiano o Nós, o todo, ou a relação partes e todo que se esclarecem mutuamente. Já o segundo é visto como o filósofo que leva o racionalismo individualista às últimas consequências, e mesmo não conseguindo superá-lo, traz de volta a ideia de comunidade humana, ideia perdida desde o fim da Idade Média, e que abre caminho para as Filosofias da História posteriores, principalmente a marxiana. Pascal e Kant ainda possuem mais dois pontos em comum: Em primeiro lugar a visão trágica do mundo, visão que se opõe ao racionalismo individualista, e cuja principal característica é tender para objetos suprassensíveis sem nunca atingi-los. E em segundo lugar o fragmento da aposta nos Pensamentos de Pascal, que com sua ideia de possibilidade de risco e fracasso, abre caminho para toda filosofia prática posterior, seja o imperativo categórico em Kant, seja a possibilidade da construção da sociedade comunista em Marx / This dissertation is aimed to analyse the origins of Marxian dialectics based on Lucien Goldmann, a Marxist philosopher who, in an original way, supports the idea that Marxian dialectics has its origins in the philosophies of Pascal and Kant. First, the idea of dialectics is introduced according to the view of three philosophers who, throughout the history of philosophy, devoted an enormous importance to this theme: Plato, Hegel and Marx. The issues of totalisation, or totalising processes, together with metaphysics and its overcoming, provide the background for their analysis, and paves the way for addressing Marxian dialectics in Pascal and Kant. Goldmann sees Pascal as the one who criticizes the individualist rationalism represented by Descartes, a philosopher who builds his philosophy centred on the Self (Moi). Pascal opposed to the Cartesian Self (Moi) to the idea of We (Nous), the whole, or a mutually clarifying relationship amongst the parts and the whole. Then Goldmann portrays Kant as a philosopher who takes the individualist rationalism to its ultimate consequences. Even though Kant could not overcome it, he brings back the idea of human community, something lost since the end of the Middle Ages, and clears the way for later history philosophies, especially the Marxian. Pascal and Kant still have two points in common. First they share a tragic view of the world. A view that opposes the individualistic rationalism, whose the main characteristic is to tend to supersensible objects, never reaching them. Secondly Pascal's Wager, as presented in his Pensées, introduces his idea of risk and failure. Such idea leads the way for all subsequent practical philosophy, either Kant 's categorical imperative or Marx’s work on the possibility of building a communist society.

Submitted by Tatiana Lima (tatianasl@ufba.br) on 2015-04-13T20:31:57Z No. of bitstreams: 1 Miranda, Renato Luis Pinto.pdf: 2324516 bytes, checksum: 9d7f3af7c9f9d69edc7ef18789828bfc (MD5) / Approved for entry into archive by Tatiana Lima (tatianasl@ufba.br) on 2015-05-05T20:01:10Z (GMT) No. of bitstreams: 1 Miranda, Renato Luis Pinto.pdf: 2324516 bytes, checksum: 9d7f3af7c9f9d69edc7ef18789828bfc (MD5) / Made available in DSpace on 2015-05-05T20:01:10Z (GMT). No. of bitstreams: 1 Miranda, Renato Luis Pinto.pdf: 2324516 bytes, checksum: 9d7f3af7c9f9d69edc7ef18789828bfc (MD5) / A presente pesquisa tem por objetivo identificar os macrofundamentos inerentes ao processo de uniformização da legislação do ICMS, o qual emerge, no atual debate sobre a reforma tributária, como uma forma de eliminação da chamada “guerra fiscal”. A percepção dos determinantes imanentes a esse processo demanda uma reflexão sobre as bases teórico-metodológicas destinadas à sua concepção, constatando-se a necessidade de uma abordagem a partir da própria materialidade histórico-concreta do objeto. As principais dificuldades de investigação a esse respeito residem no fato de as teorias hegemônicas da economia do setor público – principalmente a Public Choice Theory e a New Institutional Economics – reduzirem o estudo das barganhas federativas à dimensão “racional-mercantil-maximizadora”. Fundadas no individualismo metodológico, tais teorias – em afirmação da sua inspiração neoclássica – subordinam a investigação desse fenômeno à identificação dos seus microfundamentos, o que impede a sua apreensão enquanto fração de uma totalidade concreta que, no curso do seu movimento, expressa a própria dinâmica de funcionamento do seu todo. Dados os obstáculos encontrados no cerne das teorias que compõem o maistream, a pesquisa segue pela abordagem da constituição histórica do arranjo federativo e do sistema tributário brasileiros, identificando os traços concretos da sua materialidade institucional. Abstrai-se, a partir daí, suas categorias essenciais, percebendo-se a dita uniformização enquanto um arranjo sócio-organizativo destinado a garantir a ampliação do ciclo reprodutivo do capital, no cerne da nova espacialidade capitalista. A institucionalidade, a que se visa implementar – mediante a homogeneização dos padrões normativos concorrenciais – busca assegurar uma pretensa neutralidade das estruturas públicas, adequando os arquétipos federativo e tributário do país segundo a predominante coalizão de forças, marcada pelo atendimento aos imperativos de competitividade, em detrimento dos compromissos redistributivos, tanto no âmbito social como regional. This research aims to identify the macro-foundations inherent to the process of standardizing ICSM legislation, which emerges in the current debated on tax reform, as a way of eliminating the so called “war tax”. The perception of the determinants inherent to this process demands a reflection on the theoretical and methodological based aimed at its design, noting the need for an approach from the concrete history of the object. The main difficulties of researching about this topic lie in the fact that the hegemonic theories of the public sector economy – specially the Public Choice Theory and New Institutional Theories – reduce the study of the size of federal bargain to “rational-mercantile-maximizing”. Based on methodological individualism, such theories – in asserting its neoclassical inspiration – subordinate the research of this phenomenon to the identification of its micro-foundations, which prevents its comprehension while part of a concrete totality that in the course of its movement, expresses the whole operation dynamics. Given the obstacles encountered at the heart of the theories that make up the mainstream, the research follows the approach of historical constitution of the federal arrangement and the Brazilian tax system, identifying the specific features of its institutional materiality. Its essential categories are withdrawn noticing their uniformity while a social-organizational arrangement destined to ensure the expansion of the reproductive cycle of the capital, in the heart of the new capitalist spatiality. The institutions which is aimed to be implemented – by homogenization of competing normative standards – seeks to ensure an alleged neutrality of public structures, adapting the federal and tax archetypes of the country according to the prevailing coalition forces, characterized by the attention to the imperatives in competitiveness rather than the redistributive commitments, both in social and regional levels.

In the present work we strive to describe those political phenomena which influenced, directly or indirectly, Radiojournal Ltd., the only radio broadcaster in Czechoslovakia during 1923 - 1939. However, it is the period of the so-called 'second republic' that can be approximately set between the conclusion of the Munich Pact at the end of September 1938 and the occupation of the rest of Czechoslovakia on 15th March 1939, which is in the centre of our attention. At that time, the system of politics, power and social situation underwent a reconstitution marked above all by centralising efforts hand in hand with the suppression of liberal and democratic principles. Sometimes we talk about the so-called 'authoritative democracy'. Radiojournal could not escape these changes. Formally, it was a private company with 51 % of shares owned by the state. And civil servants or politicians themselves were members of the managing and supervisory bodies of this institution ever since 1925. This situation was maintained also during the 'second republic' when the grip of the state became even stronger. In the new situation, proposals were made to nationalize the institution. However, a number of changes were not implemented after all due to the short duration of the 'second republic's' domain. Many of these...