A presente dissertação é fruto de uma pesquisa que teve por objetivo analisar enunciações de alunos de uma instituição pública de ensino de Estrela-RS sobre a escola e sobre as relações étnico-raciais. As ferramentas teóricas do estudo estão vinculadas às teorizações de Michel Foucault e seus comentadores, como Alfredo Veiga-Neto, Júlia Varela, Dagmar Meyer e Mozart Linhares da Silva. A parte empírica da investigação foi desenvolvida com alunos do 8o ano de uma escola municipal de Estrela/RS, cidade marcada pelos processos de colonização alemã. Para produzir o material de pesquisa foram utilizadas técnicas de inspiração etnográfica, como: escrita em um diário de campo, entrevistas com alunos, observações de aulas e de outros espaços da escola, aplicação de questionários e a realização de atividades pedagógicas na referida turma de alunos. A estratégia analítica utilizada para examinar esse material orientou-se pela análise do discurso na perspectiva foucaultiana. A análise mostrou que, em relação à escola, os alunos a consideram importante para o seu futuro, principalmente no que diz respeito à inserção no mercado de trabalho e possibilidade de prosseguirem os estudos. Além disso, evidenciou-se que os estudantes,ao narrarem o que seria um “bom” ou um “mau” aluno, estão capturados pelas marcas da escola moderna, pois realizam tal diferenciação utilizando critérios como comportamento e cumprimento das tarefas escolares. Em relação às questões étnico-raciais, foi identificado que os alunos percebem tensões na cidade e não se reconhecem como negros, preferindo denominar-se como “morenos”. Segundo suas enunciações, negros são apenas os haitianos que habitam o município a partir de 2012, em função do tom “mais escuro” de sua pele. Os alunos, contudo, não percebem tensionamentos étnico-raciais na escola e afirmam que não há racismo no ambiente escolar, embora eles próprios evitem denominar-se negros. / The present dissertation is the result of a research that had as main aim to analyze the students' enunciations of a public institution of education of Estrela-RS on the school and on ethnic-racial relations. The theoretical tools of the study are linked to the theories of Michel Foucault and his commentators, such as Alfredo Veiga-Neto, Júlia Varela, Dagmar Meyer and Mozart Linhares da Silva. The empirical part of the research was developed with students from the 8th grade of a municipal school of Estrela-RS, a city marked by the processes of German colonization. In order to produce the research material, techniques of ethnographic inspiration, such as writing in a field diary, interviews with students, observations of classes and other spaces of the school, application of questionnaires and the accomplishment of pedagogical activities in the referred class of students, were used. The analytical strategy used to examine this material was guided by discourse analysis in the Foucaultian perspective. The analysis showed that the students consider the school as being important for their future, especially with regard to the insertion in the labor market and the possibility of continuing the studies. In addition, it was evidenced that students, when narrating what would be a "good" or "bad" student, are captured by the marks of the modern school, because they make such differentiation using criteria such as behavior and fulfillment of school tasks. Regarding ethnic-racial issues, it was identified that students perceive tensions in the city and do not recognize themselves as blacks, preferring to be called "morenos" (brown). According to their enunciations, blacks are only the Haitians who have inhabited the city since 2012, due to the "darker" tone of their skin. Students, however, do not perceive ethnic-racial tensions at school and claim that there is no racism in the school environment, even though they themselves avoid being called black.

A presente dissertação é fruto de uma pesquisa que teve por objetivo analisar enunciações de alunos de uma instituição pública de ensino de Estrela-RS sobre a escola e sobre as relações étnico-raciais. As ferramentas teóricas do estudo estão vinculadas às teorizações de Michel Foucault e seus comentadores, como Alfredo Veiga-Neto, Júlia Varela, Dagmar Meyer e Mozart Linhares da Silva. A parte empírica da investigação foi desenvolvida com alunos do 8o ano de uma escola municipal de Estrela/RS, cidade marcada pelos processos de colonização alemã. Para produzir o material de pesquisa foram utilizadas técnicas de inspiração etnográfica, como: escrita em um diário de campo, entrevistas com alunos, observações de aulas e de outros espaços da escola, aplicação de questionários e a realização de atividades pedagógicas na referida turma de alunos. A estratégia analítica utilizada para examinar esse material orientou-se pela análise do discurso na perspectiva foucaultiana. A análise mostrou que, em relação à escola, os alunos a consideram importante para o seu futuro, principalmente no que diz respeito à inserção no mercado de trabalho e possibilidade de prosseguirem os estudos. Além disso, evidenciou-se que os estudantes,ao narrarem o que seria um “bom” ou um “mau” aluno, estão capturados pelas marcas da escola moderna, pois realizam tal diferenciação utilizando critérios como comportamento e cumprimento das tarefas escolares. Em relação às questões étnico-raciais, foi identificado que os alunos percebem tensões na cidade e não se reconhecem como negros, preferindo denominar-se como “morenos”. Segundo suas enunciações, negros são apenas os haitianos que habitam o município a partir de 2012, em função do tom “mais escuro” de sua pele. Os alunos, contudo, não percebem tensionamentos étnico-raciais na escola e afirmam que não há racismo no ambiente escolar, embora eles próprios evitem denominar-se negros. / The present dissertation is the result of a research that had as main aim to analyze the students' enunciations of a public institution of education of Estrela-RS on the school and on ethnic-racial relations. The theoretical tools of the study are linked to the theories of Michel Foucault and his commentators, such as Alfredo Veiga-Neto, Júlia Varela, Dagmar Meyer and Mozart Linhares da Silva. The empirical part of the research was developed with students from the 8th grade of a municipal school of Estrela-RS, a city marked by the processes of German colonization. In order to produce the research material, techniques of ethnographic inspiration, such as writing in a field diary, interviews with students, observations of classes and other spaces of the school, application of questionnaires and the accomplishment of pedagogical activities in the referred class of students, were used. The analytical strategy used to examine this material was guided by discourse analysis in the Foucaultian perspective. The analysis showed that the students consider the school as being important for their future, especially with regard to the insertion in the labor market and the possibility of continuing the studies. In addition, it was evidenced that students, when narrating what would be a "good" or "bad" student, are captured by the marks of the modern school, because they make such differentiation using criteria such as behavior and fulfillment of school tasks. Regarding ethnic-racial issues, it was identified that students perceive tensions in the city and do not recognize themselves as blacks, preferring to be called "morenos" (brown). According to their enunciations, blacks are only the Haitians who have inhabited the city since 2012, due to the "darker" tone of their skin. Students, however, do not perceive ethnic-racial tensions at school and claim that there is no racism in the school environment, even though they themselves avoid being called black.

A presente dissertação é fruto de uma pesquisa que teve por objetivo analisar enunciações de alunos de uma instituição pública de ensino de Estrela-RS sobre a escola e sobre as relações étnico-raciais. As ferramentas teóricas do estudo estão vinculadas às teorizações de Michel Foucault e seus comentadores, como Alfredo Veiga-Neto, Júlia Varela, Dagmar Meyer e Mozart Linhares da Silva. A parte empírica da investigação foi desenvolvida com alunos do 8o ano de uma escola municipal de Estrela/RS, cidade marcada pelos processos de colonização alemã. Para produzir o material de pesquisa foram utilizadas técnicas de inspiração etnográfica, como: escrita em um diário de campo, entrevistas com alunos, observações de aulas e de outros espaços da escola, aplicação de questionários e a realização de atividades pedagógicas na referida turma de alunos. A estratégia analítica utilizada para examinar esse material orientou-se pela análise do discurso na perspectiva foucaultiana. A análise mostrou que, em relação à escola, os alunos a consideram importante para o seu futuro, principalmente no que diz respeito à inserção no mercado de trabalho e possibilidade de prosseguirem os estudos. Além disso, evidenciou-se que os estudantes,ao narrarem o que seria um “bom” ou um “mau” aluno, estão capturados pelas marcas da escola moderna, pois realizam tal diferenciação utilizando critérios como comportamento e cumprimento das tarefas escolares. Em relação às questões étnico-raciais, foi identificado que os alunos percebem tensões na cidade e não se reconhecem como negros, preferindo denominar-se como “morenos”. Segundo suas enunciações, negros são apenas os haitianos que habitam o município a partir de 2012, em função do tom “mais escuro” de sua pele. Os alunos, contudo, não percebem tensionamentos étnico-raciais na escola e afirmam que não há racismo no ambiente escolar, embora eles próprios evitem denominar-se negros. / The present dissertation is the result of a research that had as main aim to analyze the students' enunciations of a public institution of education of Estrela-RS on the school and on ethnic-racial relations. The theoretical tools of the study are linked to the theories of Michel Foucault and his commentators, such as Alfredo Veiga-Neto, Júlia Varela, Dagmar Meyer and Mozart Linhares da Silva. The empirical part of the research was developed with students from the 8th grade of a municipal school of Estrela-RS, a city marked by the processes of German colonization. In order to produce the research material, techniques of ethnographic inspiration, such as writing in a field diary, interviews with students, observations of classes and other spaces of the school, application of questionnaires and the accomplishment of pedagogical activities in the referred class of students, were used. The analytical strategy used to examine this material was guided by discourse analysis in the Foucaultian perspective. The analysis showed that the students consider the school as being important for their future, especially with regard to the insertion in the labor market and the possibility of continuing the studies. In addition, it was evidenced that students, when narrating what would be a "good" or "bad" student, are captured by the marks of the modern school, because they make such differentiation using criteria such as behavior and fulfillment of school tasks. Regarding ethnic-racial issues, it was identified that students perceive tensions in the city and do not recognize themselves as blacks, preferring to be called "morenos" (brown). According to their enunciations, blacks are only the Haitians who have inhabited the city since 2012, due to the "darker" tone of their skin. Students, however, do not perceive ethnic-racial tensions at school and claim that there is no racism in the school environment, even though they themselves avoid being called black.

In the following study I explore the role of musical practices in the making of different sensibilities. Beginning with the founding of colonial musical institutions in the late nineteenth century in Canada and ending with a consideration of the ideals and subjectivities embodied in a 2008 concert at the Arts and Letters Club of Toronto, I take up the education of feeling as it is rehearsed into being through various musical practices and juxtapose notions of identity with actual material and social relations. Anchored as it is in particular physical locations, my project draws on spatial analysis, discourse analysis and historical contextualization. The study is a genealogy of music education in Canada with music education referring to the institutional settings in which professional musicians and music educators are taught; public school music programs; and public celebrations of national identity in which music is employed with the goal of enjoining participants in particular historical/political narratives and emotional responses. My concern is to track the production of Imperial subjects and the normalization of hierarchies of the human, for example, rationalities of race, gender and class, as they become embodied and normalized in colonial institutional structures and discourses of national identity. I am particularly concerned with the ways that the displacement of Indigenous peoples, along with narratives of white entitlement, are rationalized and rehearsed into being in musical contexts. I also take up the question of how the discipline of musical training might lead to increased identification of classically- and university-trained musicians with the ruling order, and passivity in “political terms of obedience”—a subjectivity Foucault refers to as “docile bodies.” I identify this mode of being as “terminal naivety” in order to draw attention to personal and societal effects, and costs, that result from positioning ourselves and our artistic endeavours as politically disinterested.

In the following study I explore the role of musical practices in the making of different sensibilities. Beginning with the founding of colonial musical institutions in the late nineteenth century in Canada and ending with a consideration of the ideals and subjectivities embodied in a 2008 concert at the Arts and Letters Club of Toronto, I take up the education of feeling as it is rehearsed into being through various musical practices and juxtapose notions of identity with actual material and social relations. Anchored as it is in particular physical locations, my project draws on spatial analysis, discourse analysis and historical contextualization. The study is a genealogy of music education in Canada with music education referring to the institutional settings in which professional musicians and music educators are taught; public school music programs; and public celebrations of national identity in which music is employed with the goal of enjoining participants in particular historical/political narratives and emotional responses. My concern is to track the production of Imperial subjects and the normalization of hierarchies of the human, for example, rationalities of race, gender and class, as they become embodied and normalized in colonial institutional structures and discourses of national identity. I am particularly concerned with the ways that the displacement of Indigenous peoples, along with narratives of white entitlement, are rationalized and rehearsed into being in musical contexts. I also take up the question of how the discipline of musical training might lead to increased identification of classically- and university-trained musicians with the ruling order, and passivity in “political terms of obedience”—a subjectivity Foucault refers to as “docile bodies.” I identify this mode of being as “terminal naivety” in order to draw attention to personal and societal effects, and costs, that result from positioning ourselves and our artistic endeavours as politically disinterested.

Made available in DSpace on 2016-04-25T20:22:19Z (GMT). No. of bitstreams: 1 Thiago Moreira de Souza Rodrigues.pdf: 1326144 bytes, checksum: 943e0d0ec77d5870e305e1261bb55d82 (MD5) Previous issue date: 2008-06-06 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The issue of war is the central question in the academic field of International Relations, which articulates the most significant theoretical perspectives in the area: liberalism and realism. These theories have been presented as antagonists. Liberals would believe in the possibility of lasting peace and cooperation in international relations, while realists would emphasize periods of peace disturbed by inevitable war between states. However, the genealogical study of the provenance of the liberal theories ― based on the work of Immanuel Kant ― and realist theories ― based on the thought of Thomas Hobbes ― would shed light on the convergence of both in the defense of state, civil order and the notion of politics as peace. Instead of enemies, the theories of International Relations would become opponents, struggling for space of influence, but sharing principles and political intentions. This research seeks, though, to experiment other analytical perspectives of international relations, apart from the legal-political field of liberal and realist theories. Toward this, it aims to activate a study on war, of politics and international relations, based on the contributions of Pierre-Joseph Proudhon and Michel Foucault. This shift would enable us to observe politics not as civil peace, but as the continuation of war through institutions and relations of power. Hence, a different approach which would take the focus on the development of the international system and its contemporary transformations away from the legal-juridical references ― both state-centered or cosmopolitan ― opens new possibilities for the analysis of international relations, without creating a new contending theory to the traditional ones. On the contrary, an analytics of International Relations turns the tables on the monopoly of the existing theories, and challenges the imperative of adhering to one of the traditional conceptual frameworks. It attempts to develop a libertarian approach to the study of international relations, interested in the resistances to theoretical authorities and to the idea of sovereignty attached to centralized political powers / O tema da guerra é a questão central da área acadêmica das Relações Internacionais, tendo articulado as mais significativas escolas teóricas desse campo: liberalismo e realismo. Essas teorias são apresentadas regularmente como antagonistas, pois os liberais acreditariam na possibilidade de paz e cooperação duradouras nas relações internacionais, ao passo que os realistas apostariam somente em períodos de paz abalados por inevitáveis guerras entre Estados. No entanto, o estudo genealógico das procedências das teorias liberal ― a partir da obra de Immanuel Kant ― e realista ― a partir das reflexões de Thomas Hobbes ― evidenciaria a convergência de ambas na defesa do Estado, da ordem civil e da noção de política como paz. De inimigas, as teorias de Relações Internacionais passariam a ser notadas como adversárias, disputando espaços de influência, mas partilhando princípios e intenções políticas. Essa pesquisa pretende, no entanto, experimentar outra perspectiva de análise das relações internacionais exterior ao campo jurídico-político das teorias liberal e realista. Para tanto, procura ativar um estudo da guerra, da política e das relações internacionais, a partir de leituras de Pierre-Joseph Proudhon e Michel Foucault. Esse deslocamento permitiria observar a política não como paz civil, mas como a continuação da guerra por meio das instituições e das relações de poder. Por esse prisma, é possível pensar outra análise das relações internacionais que repara na formação do sistema internacional e nas suas transformações contemporâneas fora do referencial jurídico-político ― estatal ou cosmopolita ― e sem a pretensão de constituir nova teoria adversária das tradicionais. Ao contrário, esboça-se uma analítica das relações internacionais em aberta batalha ao monopólio das teorias de Relações Internacionais e que problematiza o imperativo de aderir a uma das duas escolas, ensaiando um método libertário de estudo da política internacional interessado nas resistências às autoridades teóricas e à lógica da soberania vinculada aos poderes políticos centralizados

Made available in DSpace on 2016-04-26T14:57:08Z (GMT). No. of bitstreams: 1 Thiago Moreira de Souza Rodrigues.pdf: 1326144 bytes, checksum: 943e0d0ec77d5870e305e1261bb55d82 (MD5) Previous issue date: 2008-06-06 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The issue of war is the central question in the academic field of International Relations, which articulates the most significant theoretical perspectives in the area: liberalism and realism. These theories have been presented as antagonists. Liberals would believe in the possibility of lasting peace and cooperation in international relations, while realists would emphasize periods of peace disturbed by inevitable war between states. However, the genealogical study of the provenance of the liberal theories ― based on the work of Immanuel Kant ― and realist theories ― based on the thought of Thomas Hobbes ― would shed light on the convergence of both in the defense of state, civil order and the notion of politics as peace. Instead of enemies, the theories of International Relations would become opponents, struggling for space of influence, but sharing principles and political intentions. This research seeks, though, to experiment other analytical perspectives of international relations, apart from the legal-political field of liberal and realist theories. Toward this, it aims to activate a study on war, of politics and international relations, based on the contributions of Pierre-Joseph Proudhon and Michel Foucault. This shift would enable us to observe politics not as civil peace, but as the continuation of war through institutions and relations of power. Hence, a different approach which would take the focus on the development of the international system and its contemporary transformations away from the legal-juridical references ― both state-centered or cosmopolitan ― opens new possibilities for the analysis of international relations, without creating a new contending theory to the traditional ones. On the contrary, an analytics of International Relations turns the tables on the monopoly of the existing theories, and challenges the imperative of adhering to one of the traditional conceptual frameworks. It attempts to develop a libertarian approach to the study of international relations, interested in the resistances to theoretical authorities and to the idea of sovereignty attached to centralized political powers / O tema da guerra é a questão central da área acadêmica das Relações Internacionais, tendo articulado as mais significativas escolas teóricas desse campo: liberalismo e realismo. Essas teorias são apresentadas regularmente como antagonistas, pois os liberais acreditariam na possibilidade de paz e cooperação duradouras nas relações internacionais, ao passo que os realistas apostariam somente em períodos de paz abalados por inevitáveis guerras entre Estados. No entanto, o estudo genealógico das procedências das teorias liberal ― a partir da obra de Immanuel Kant ― e realista ― a partir das reflexões de Thomas Hobbes ― evidenciaria a convergência de ambas na defesa do Estado, da ordem civil e da noção de política como paz. De inimigas, as teorias de Relações Internacionais passariam a ser notadas como adversárias, disputando espaços de influência, mas partilhando princípios e intenções políticas. Essa pesquisa pretende, no entanto, experimentar outra perspectiva de análise das relações internacionais exterior ao campo jurídico-político das teorias liberal e realista. Para tanto, procura ativar um estudo da guerra, da política e das relações internacionais, a partir de leituras de Pierre-Joseph Proudhon e Michel Foucault. Esse deslocamento permitiria observar a política não como paz civil, mas como a continuação da guerra por meio das instituições e das relações de poder. Por esse prisma, é possível pensar outra análise das relações internacionais que repara na formação do sistema internacional e nas suas transformações contemporâneas fora do referencial jurídico-político ― estatal ou cosmopolita ― e sem a pretensão de constituir nova teoria adversária das tradicionais. Ao contrário, esboça-se uma analítica das relações internacionais em aberta batalha ao monopólio das teorias de Relações Internacionais e que problematiza o imperativo de aderir a uma das duas escolas, ensaiando um método libertário de estudo da política internacional interessado nas resistências às autoridades teóricas e à lógica da soberania vinculada aos poderes políticos centralizados

Toni Morrison reinterprets and reconstitutes American history by placing the lives, stories and experiences of African Americans in a position of centrality, while relegating white American history and cultural traditions to the margins of her narratives. She rewrites American history from an alternative - African American woman's - perspective, and subverts the accepted racist and patriarchally inspired `truths' about life, love and women's experiences through her sympathetic depiction of murderous mother love and complex female relationships in Beloved. She writes about oppression, pain and suffering, and of the need for the acknowledgement and alleviation of the various forms of oppression that scar human existence. Morrison's engagement with healing in Beloved forms the central focus of this short dissertation. The novel is analysed in relation to Mary Douglas's `Two Bodies' theory, John Caputo's ideas on progressive Foucaultian hermeneutics and healing gestures, and Julia Martin's thoughts on alternative healing practices based on non-dualism and interconnectedness. Within this interdisciplinary context, Beloved is read as a `small start' to `creative engagement' with alternative healing practices (Martin, 1996:104). / English / M.A. (English)

Toni Morrison reinterprets and reconstitutes American history by placing the lives, stories and experiences of African Americans in a position of centrality, while relegating white American history and cultural traditions to the margins of her narratives. She rewrites American history from an alternative - African American woman's - perspective, and subverts the accepted racist and patriarchally inspired `truths' about life, love and women's experiences through her sympathetic depiction of murderous mother love and complex female relationships in Beloved. She writes about oppression, pain and suffering, and of the need for the acknowledgement and alleviation of the various forms of oppression that scar human existence. Morrison's engagement with healing in Beloved forms the central focus of this short dissertation. The novel is analysed in relation to Mary Douglas's `Two Bodies' theory, John Caputo's ideas on progressive Foucaultian hermeneutics and healing gestures, and Julia Martin's thoughts on alternative healing practices based on non-dualism and interconnectedness. Within this interdisciplinary context, Beloved is read as a `small start' to `creative engagement' with alternative healing practices (Martin, 1996:104). / English / M.A. (English)