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Ce texte-thèse prend la vie et l’oeuvre du poète et penseur français Paul Valéry pour concevoir un faire poétique dans la recherche-enseignement. Il explore la multiplicité des procédures valéryennes d’écriture et les transforme en processus expérimentaux d’écrilectures. Utilise l’idée de la connaissance comme invention pour créer un composite d’écriture et de lecture en élargissant l’usage des facultés intellectives d’un esprit qui lit et écrit. Opère des mouvements exploratoires en traversements imaginatifs avec la philosophie, avec la littérature et avec l’éducation. Compose la Méthode Esprit Graphique pour laquelle un être pensée risque un nouveau regard face à le spectacle de l’existence et s’y autoéduque moyennant des actions bio graphématiques, qui mouvementent corps-esprit-monde. Cette pensée et ce faire poétique activent l’être-empirique de l’étudiant, de l’écrivain et de l’enseignant (EEE), qui agit par self-variance (variation de soir). En exploitant les puissances du langage valéryen, elle met en exécution des processus de traduisibilités didactiques en mutation constante qui transcrivent la réalité curriculaire. En tant qu’un procès ouvert, multiple et défiant, qui prend comme matière empirique la vie elle-même, expérimentée dans les champs du savoir, la thèse fonctionne comme autoformation du chercheur-professeur, en disséminant l’impulsion et les aventures du désir d’éduquer. / Este texto-tese toma a vida e a obra do poeta e pensador francês Paul Valéry para conceber um fazer poético na pesquisa-docência. Explora a multiplicidade dos procedimentos valéryanos de escrita e transforma-os em processos experimentais de escrileituras. Utiliza a ideia do conhecimento como invenção, para criar um compósito de escrita e de leitura, ampliando o uso das faculdades intelectivas de um espírito que lê e escreve. Opera movimentos exploratórios, em atravessamentos imaginativos com a filosofia, com a literatura e com a educação. Compõe o Método Espiritográfico, para o qual um serpensamento arrisca um novo olhar diante do espetáculo da existência e aí se autoeduca por meio de ações biografemáticas, que movimentam corpo-espírito-mundo. Neste pensar e fazer poético, ativa o eu-empírico do estudante, do escritor e do educador (EEE), que age pela self-variance (variação de si). Explorando as potências da linguagem valéryana, exercita processos tradutórios didáticos, em constante mutação, que transcriam a realidade curricular. Como processo aberto, múltiplo e desafiador, que toma como matéria empírica a própria vida, experimentada nos campos do saber, a tese funciona como autoformação do pesquisador-professor, disseminando o impulso e as aventuras do desejo de educar. / This thesis-text has taken the work of the French poet and thinker Paul Valéry to conceive a poetic way of doing in teaching-research. It explores the multiplicity of Valeryan procedures and converts them into experimental processes of reading-writing. It uses the idea of knowledge as invention in order to create a compound of writing and reading, thus widening the use of the intellective faculties of a spirit that reads and writes. It makes exploratory moves in an imaginative intertwining with philosophy, literature and education. It designs the Spiritographic Method, for which a thought-being risks a new way of looking at the spectacle of existence, where it educates itself by means of bio-graphmatic actions that move body-spirit-world. In this poetic way of thinking and doing, it activates the empirical self of the student, the writer and the educator, which acts through self-variance. By exploring the potencies of Valeryan language, it exercises ever-changing didactic translating processes that transcreate the curriculum reality. As an open, multiple, challenging process that takes life itself as empirical matter, experimented in the fields of knowledge, the thesis functions as teacher-researcher self-education by disseminating the impulse and the adventures of the desire to educate.

Ce texte-thèse prend la vie et l’oeuvre du poète et penseur français Paul Valéry pour concevoir un faire poétique dans la recherche-enseignement. Il explore la multiplicité des procédures valéryennes d’écriture et les transforme en processus expérimentaux d’écrilectures. Utilise l’idée de la connaissance comme invention pour créer un composite d’écriture et de lecture en élargissant l’usage des facultés intellectives d’un esprit qui lit et écrit. Opère des mouvements exploratoires en traversements imaginatifs avec la philosophie, avec la littérature et avec l’éducation. Compose la Méthode Esprit Graphique pour laquelle un être pensée risque un nouveau regard face à le spectacle de l’existence et s’y autoéduque moyennant des actions bio graphématiques, qui mouvementent corps-esprit-monde. Cette pensée et ce faire poétique activent l’être-empirique de l’étudiant, de l’écrivain et de l’enseignant (EEE), qui agit par self-variance (variation de soir). En exploitant les puissances du langage valéryen, elle met en exécution des processus de traduisibilités didactiques en mutation constante qui transcrivent la réalité curriculaire. En tant qu’un procès ouvert, multiple et défiant, qui prend comme matière empirique la vie elle-même, expérimentée dans les champs du savoir, la thèse fonctionne comme autoformation du chercheur-professeur, en disséminant l’impulsion et les aventures du désir d’éduquer. / Este texto-tese toma a vida e a obra do poeta e pensador francês Paul Valéry para conceber um fazer poético na pesquisa-docência. Explora a multiplicidade dos procedimentos valéryanos de escrita e transforma-os em processos experimentais de escrileituras. Utiliza a ideia do conhecimento como invenção, para criar um compósito de escrita e de leitura, ampliando o uso das faculdades intelectivas de um espírito que lê e escreve. Opera movimentos exploratórios, em atravessamentos imaginativos com a filosofia, com a literatura e com a educação. Compõe o Método Espiritográfico, para o qual um serpensamento arrisca um novo olhar diante do espetáculo da existência e aí se autoeduca por meio de ações biografemáticas, que movimentam corpo-espírito-mundo. Neste pensar e fazer poético, ativa o eu-empírico do estudante, do escritor e do educador (EEE), que age pela self-variance (variação de si). Explorando as potências da linguagem valéryana, exercita processos tradutórios didáticos, em constante mutação, que transcriam a realidade curricular. Como processo aberto, múltiplo e desafiador, que toma como matéria empírica a própria vida, experimentada nos campos do saber, a tese funciona como autoformação do pesquisador-professor, disseminando o impulso e as aventuras do desejo de educar. / This thesis-text has taken the work of the French poet and thinker Paul Valéry to conceive a poetic way of doing in teaching-research. It explores the multiplicity of Valeryan procedures and converts them into experimental processes of reading-writing. It uses the idea of knowledge as invention in order to create a compound of writing and reading, thus widening the use of the intellective faculties of a spirit that reads and writes. It makes exploratory moves in an imaginative intertwining with philosophy, literature and education. It designs the Spiritographic Method, for which a thought-being risks a new way of looking at the spectacle of existence, where it educates itself by means of bio-graphmatic actions that move body-spirit-world. In this poetic way of thinking and doing, it activates the empirical self of the student, the writer and the educator, which acts through self-variance. By exploring the potencies of Valeryan language, it exercises ever-changing didactic translating processes that transcreate the curriculum reality. As an open, multiple, challenging process that takes life itself as empirical matter, experimented in the fields of knowledge, the thesis functions as teacher-researcher self-education by disseminating the impulse and the adventures of the desire to educate.

Ce texte-thèse prend la vie et l’oeuvre du poète et penseur français Paul Valéry pour concevoir un faire poétique dans la recherche-enseignement. Il explore la multiplicité des procédures valéryennes d’écriture et les transforme en processus expérimentaux d’écrilectures. Utilise l’idée de la connaissance comme invention pour créer un composite d’écriture et de lecture en élargissant l’usage des facultés intellectives d’un esprit qui lit et écrit. Opère des mouvements exploratoires en traversements imaginatifs avec la philosophie, avec la littérature et avec l’éducation. Compose la Méthode Esprit Graphique pour laquelle un être pensée risque un nouveau regard face à le spectacle de l’existence et s’y autoéduque moyennant des actions bio graphématiques, qui mouvementent corps-esprit-monde. Cette pensée et ce faire poétique activent l’être-empirique de l’étudiant, de l’écrivain et de l’enseignant (EEE), qui agit par self-variance (variation de soir). En exploitant les puissances du langage valéryen, elle met en exécution des processus de traduisibilités didactiques en mutation constante qui transcrivent la réalité curriculaire. En tant qu’un procès ouvert, multiple et défiant, qui prend comme matière empirique la vie elle-même, expérimentée dans les champs du savoir, la thèse fonctionne comme autoformation du chercheur-professeur, en disséminant l’impulsion et les aventures du désir d’éduquer. / Este texto-tese toma a vida e a obra do poeta e pensador francês Paul Valéry para conceber um fazer poético na pesquisa-docência. Explora a multiplicidade dos procedimentos valéryanos de escrita e transforma-os em processos experimentais de escrileituras. Utiliza a ideia do conhecimento como invenção, para criar um compósito de escrita e de leitura, ampliando o uso das faculdades intelectivas de um espírito que lê e escreve. Opera movimentos exploratórios, em atravessamentos imaginativos com a filosofia, com a literatura e com a educação. Compõe o Método Espiritográfico, para o qual um serpensamento arrisca um novo olhar diante do espetáculo da existência e aí se autoeduca por meio de ações biografemáticas, que movimentam corpo-espírito-mundo. Neste pensar e fazer poético, ativa o eu-empírico do estudante, do escritor e do educador (EEE), que age pela self-variance (variação de si). Explorando as potências da linguagem valéryana, exercita processos tradutórios didáticos, em constante mutação, que transcriam a realidade curricular. Como processo aberto, múltiplo e desafiador, que toma como matéria empírica a própria vida, experimentada nos campos do saber, a tese funciona como autoformação do pesquisador-professor, disseminando o impulso e as aventuras do desejo de educar. / This thesis-text has taken the work of the French poet and thinker Paul Valéry to conceive a poetic way of doing in teaching-research. It explores the multiplicity of Valeryan procedures and converts them into experimental processes of reading-writing. It uses the idea of knowledge as invention in order to create a compound of writing and reading, thus widening the use of the intellective faculties of a spirit that reads and writes. It makes exploratory moves in an imaginative intertwining with philosophy, literature and education. It designs the Spiritographic Method, for which a thought-being risks a new way of looking at the spectacle of existence, where it educates itself by means of bio-graphmatic actions that move body-spirit-world. In this poetic way of thinking and doing, it activates the empirical self of the student, the writer and the educator, which acts through self-variance. By exploring the potencies of Valeryan language, it exercises ever-changing didactic translating processes that transcreate the curriculum reality. As an open, multiple, challenging process that takes life itself as empirical matter, experimented in the fields of knowledge, the thesis functions as teacher-researcher self-education by disseminating the impulse and the adventures of the desire to educate.

In his “Letter on Humanism,” Martin Heidegger conveys the importance he attributes to poetry when he states: “Language is the house of being” (“Letter” 239). In response to his early Jesuit education, he developed a secular alternative to theology with his existential phenomenology. Theology, poetry, and phenomenology share the basic concern of explaining the foundations of being. For Heidegger, ownership characterizes being in a fundamental way; in Contributions to Philosophy (From Enowning), he establishes the “Ereignis” (“event of appropriation”) as the foundation of being. Ownership lies at the core of being in his thinking following Being and Time. Yet his philosophy ignores the material circumstances of ownership. By way of a materialist critique of Heidegger’s Idealist phenomenology, I expose how property-relations are encoded in the modern poetry and philosophy of dwelling with the question: who owns the house of being? The answer lies in “self-possession,” which represents historical subjectivity as the struggle for the means of production. Paul Celan, T. S. Eliot, Rainer Maria Rilke, and Paul Valéry are all poets who address the relationship between being and ownership in expressing what Marx and Engels call the “language of real life” in The German Ideology (26). In 1927, Eliot converted to Anglicanism and found solace in the realm of faith; by opting for the theology of dispossession, he surrendered his historical subjectivity. Rilke thought that he could find refuge from the marketplace in aesthetic beauty and pure philosophy but eventually disabused himself of his illusion. Similarly, Valéry sought refuge in the space of thought; basing reality in the mind, he forsook the social realm as the site of contestation for gaining ownership over being. As a poet who distinguished himself from the Idealism of his predecessors, Celan developed a structure of dialogue based upon shared exchange on common ground. A materialist approach to the poetry and philosophy of dwelling exposes property-relations as the foundation of the house of being.

In his “Letter on Humanism,” Martin Heidegger conveys the importance he attributes to poetry when he states: “Language is the house of being” (“Letter” 239). In response to his early Jesuit education, he developed a secular alternative to theology with his existential phenomenology. Theology, poetry, and phenomenology share the basic concern of explaining the foundations of being. For Heidegger, ownership characterizes being in a fundamental way; in Contributions to Philosophy (From Enowning), he establishes the “Ereignis” (“event of appropriation”) as the foundation of being. Ownership lies at the core of being in his thinking following Being and Time. Yet his philosophy ignores the material circumstances of ownership. By way of a materialist critique of Heidegger’s Idealist phenomenology, I expose how property-relations are encoded in the modern poetry and philosophy of dwelling with the question: who owns the house of being? The answer lies in “self-possession,” which represents historical subjectivity as the struggle for the means of production. Paul Celan, T. S. Eliot, Rainer Maria Rilke, and Paul Valéry are all poets who address the relationship between being and ownership in expressing what Marx and Engels call the “language of real life” in The German Ideology (26). In 1927, Eliot converted to Anglicanism and found solace in the realm of faith; by opting for the theology of dispossession, he surrendered his historical subjectivity. Rilke thought that he could find refuge from the marketplace in aesthetic beauty and pure philosophy but eventually disabused himself of his illusion. Similarly, Valéry sought refuge in the space of thought; basing reality in the mind, he forsook the social realm as the site of contestation for gaining ownership over being. As a poet who distinguished himself from the Idealism of his predecessors, Celan developed a structure of dialogue based upon shared exchange on common ground. A materialist approach to the poetry and philosophy of dwelling exposes property-relations as the foundation of the house of being.

No description available.

No description available.