The aim of this essay is to show how people’s ability to make judgements is based on an attitude towards vulnerability and an aesthetic subject. In order to do this, the essay begins with an examination of a prevailing capitalistic subject form. Using Hannah Arendt’s theories about the human condition – labor, work, and action – and the loss of a common or interpersonal world, the essay stipulates that this capitalistic subject is narcissistic, world-less and hence unable to make sound judgements. Moreover, the capitalistic subject is unable to have faith in the world.The alternative that this essay seeks to present and examine – the aesthetic subject – can on the other hand indeed have faith in the world. In order to explain this, a philosophic and exegetic analysis of the concept of the Christian faith is carried out, leading to the transcendent root visio. Since the essay is searching for an aesthetic alternative, visio is then analogously compared with the Hindu counterpart darśan, which differs from visio in that it is an immanent rather than a transcendent ability. In this essay, it is concluded that to be aesthetic is to make oneself vulnerable by having immanent faith in the world. Since this vulnerable and aesthetic subject acknowledges the world with an immanent faith it is also able to make judgements. Differently put, the essay argues that this vulnerable and faithful state is necessary for humans trying to make sound judgements.

Made available in DSpace on 2016-06-02T20:25:09Z (GMT). No. of bitstreams: 1 3531.pdf: 1073503 bytes, checksum: 9279d320d1082fcce708572f16427c76 (MD5) Previous issue date: 2011-02-23 / This research proposes to examine the texts ―Obrar‖, ―Ver‖, ―O apanhador de desperdício‖, ―Achadouros‖, ―Sobre importâncias‖ and ―Soberania‖ tha are present, respectively, on the books Memórias Inventadas: A Infância, Memórias Inventadas: A Segunda Infância, Memórias Inventadas: A Terceira Infância, published in 2003, 2006 and 2008 and written by Manoel de Barros, because we start from the premise that the aesthetic discourse of the subjects of these texts represents Barros s architectonics when he works with a construction of a discourses that are opposite of the contemporary social-political system discourses, that´s because while this hegemonic discourse, with its exclusionary and accumulative logic, disseminates a respect to the cartesian and logical world represented by the world of labor, that are the construction of opposite discourses expressed by the subjects of the above texts, which proclaim the world by an optic that values concrete subjectivism and, at the same time, contemplative and erotic, represented by the view and the voice of an adult-child subject, in its childhood. This way, we intend to show the aesthetic construction of these discourses, by a bakhtinian analysis about the subjects, time and space. The theoretical-analytical notions studied by the Bakhtin s Circle (that means the writings by Bakhtin, Voloshinov and Medvedev) are the basic proposals of this research (specifically the dialogism - as a philosophic notion focused on the Russian circle - ethics and aesthetics, subject, chronotope and carnavalization), since they collaborate for a better comprehension around the constitution of the aesthetic discourse proposed by Barros. This way of seeing, understanding and reprsentating the world achieves a new aesthetic meaning which undervalues the sense of speed and accuracy of the "adult world", present in this hegemonic discourse, to turn it into lightness, eroticism and contemplation, that are trangressors and constituentes values of early childhood memories of the ―adult-child‖ subject, ―porque eu não sou da informática: eu sou da invencionática (Barros, 2003, IX). / Esta pesquisa propõe analisar os textos ―Obrar‖, ―Ver‖, ―O apanhador de desperdício‖, ―Achadouros‖, ―Sobre importâncias‖ e ―Soberania‖ presentes, respectivamente nos livros Memórias Inventadas: A Infância, Memórias Inventadas: A Segunda Infância, Memórias Inventadas: A Terceira Infância, publicados em 2003, 2006 e 2008 e de autoria de Manoel de Barros, pois parte-se da premissa que os discursos estéticos dos sujeitos destes textos representem a arquitetônica de Barros ao apontar para a construção de discursos contrários aos proferidos pelo sistema político-social contemporâneo, uma vez que, enquanto o discurso hegemônico, com sua lógica excludente e acumulativa, prega um respeito ao mundo cartesiano e lógico representado pelo mundo do trabalho, surge a construção de contradiscursos expressos pelos sujeitos dos textos supracitados, que preconizam o mundo por meio de uma ótica que valoriza o subjetivismo concreto e, ao mesmo tempo, contemplativo e erótico, representado pela visão e voz de um sujeito adulto-criança, em sua infância. Dessa forma procura-se evidenciar a construção estética desses contradiscursos, por meio de uma análise bakhtiniana sobre sujeito, tempo e espaço. As noções teórico-analíticas estudadas pelo Círculo de Bakhtin (o que compreende os escritos de Bakhtin, Voloshinov e Medvedev) fundamentam a proposta desta pesquisa (especificamente dialogismo enquanto noção filosófica norteadora do Círculo russo , ética-estética, sujeito, cronotopia e carnavalização), uma vez que (co)laboram para uma melhor compreensão acerca da constituição do contradiscurso estético de Barros. Essa maneira de ver, entender e retratar o mundo conquista uma nova significação estética que despreza o sentido de velocidade e de exatidão do ―mundo adulto‖ presente no discurso hegemônico para transcendê-lo em leveza, erotismo e contemplação, valores transgredientes e constituintes das memórias da infância do sujeito adulto-criança, ―porque eu não sou da informática: eu sou da invencionática‖ (Barros, 2003, IX).

This thesis is about the twofold role teachers in the after-school centers have if they also teach a practical aesthetic subject in addition to the after-school center. The thesis is based on six different scenarios that I, as a professional, have been involved in in my daily work. The essay aims to investigate the twofold role of teachers in after-school centers, in terms of the competence to teach a practical aesthetic subject. I explore concepts such as ethics of duty and professional ethics and link it to leadership and the importance of the subject of music. The questions I have asked are: What ambiguities are there for the school management in how they should set up the work for us who teach both in after-school centers and a practical aesthetic subject? In what ways can this possible ambiguity contribute to difficulties in the two-part professional role for me as an employee? Which solutions lie within myself and which lie within the employer? The most important result is that both management and teachers in the after-school center have a part in the responsibility to make the role sustainable. And that there will take some time for the new role to be a natural part of the Swedish school system. / Denna vetenskapliga essä handlar om det dubbla uppdraget som lärare i fritidshem har då de även undervisar i ett praktiskt estetiskt ämne utöver undervisningen i fritidshemmet. Uppsatsen tar avstamp i sex olika scenarier som jag som yrkesverksam har varit med om i mitt dagliga arbete. Essän syftar till att undersöka vilken tudelad roll som lärarna mot fritidshem har, i och med behörigheten att undervisa i ett praktiskt estetiskt ämne. Jag utforskar begrepp som pliktetik och yrkesetik och kopplar det till ledarskap och musikämnets betydelse. De frågor som jag har ställt är: Vilka otydligheter finns det för skolledningen i hur de ska lägga upp arbetet för oss som undervisar både i fritidshem och ett Praktiskt estetiskt ämne? På vilka sätt kan denna eventuella otydlighet bidra till svårigheter i den tudelade yrkesrollen för mig som anställd? Vilka lösningar ligger hos mig själv och vilka ligger hos arbetsgivaren? Den metod som jag har använt i denna uppsats är essäskrivande. Det viktigaste resultatet är att både ledning och lärare i fritidshemmet har en del i ansvaret att göra rollen hållbar. Men också att det kommer ta tid innan lärare mot fritidshem har en naturlig plats i den svenska skolan.