Ma recherche sur les esthétiques et les poïétiques du corps dans le Bioart se situe à l'interface de trois univers-limites : les images du corps, l'art et la science. Le Bioart, en explorant les limites du corps humain et du vivant animal et végétal, réactualise toute une série de questions philosophiques, esthétiques et scientifiques en ouvrant un horizon de possibilités insoupçonnées - du fantasme à la monstruosité en passant par le cyborg, le devenir-animal de l'homme ou le plantimal. Parce que la temporalité éphémère de ses œuvres s'inscrit dans la dialectique de la vie et de la mort, le Bioart questionne également nos rapports aux diverses altérités et altérations - humaines, non humaines, supra humaines. Nous sommes ici dans l'univers de l'art, ce qui implique d'abord une approche esthétique - qui pose la question du goût et du dégoût et interpelle la sensibilité. Il s'agit dès lors de dégager les idéologies et les figures du corps qui, dans toutes leurs nuances, provoquent la répulsion, l'angoisse, la fascination, la jouissance, la pulsion de savoir ou le désir d'expérimentation. Le Bioart, en utilisant de manière insolite les avancées biotechnologiques et les biomatériaux, permet d'interroger les images du corps véhiculées par les esthétiques et les poïétiques du corps contemporain - et donc de comprendre de manière critique le contexte socio-anthropologique, idéologique, philosophique et artistique qui les suscite. La méthode transdisciplinaire et complémentariste de ma recherche tient compte de la singularité même de la corporéité, qui fait constamment rhizome en échappant à toute assignation disciplinaire et à toute clôture conceptuelle. / My research into the aesthetics and poïetics of corporeality within Bioart is situated at the interface of three bordered universes: images of the body, art and science. Bioart recapitulates a series of philosophical, esthetical and scientific questions about the limits of the human body and of animal and plant life, opening horizons to unsuspected possibilities, from phantasms to monstrosities, from Cyborgs to men becoming-animal or plantimal. As the ephemeral temporality of these artworks is inscribed in the dialectic of life and death, Bioart also questions our relationship to alterity and alterations - of the human, non-human or supra-human. We are here in a universe of art, which firstly implies an aesthetic approach, posing questions of delight and disgust and calling for sensitivity. We then have to extricate the ideologies and the figures of the body, which in all of their nuances provoke repulsion, fear, fascination or pleasure and stimulate an urge to experiment and to seek knowledge. By its unusual use of advances made in biotechnologies and biomaterials, Bioart facilitates the questioning of body images, as conveyed by the aesthetics and poïetics of the contemporary body, thus helping us understand critically the socio­anthropological, ideological, philosophical and artistic contexts from which they emerge. The transdisciplinary and complementary method of my research takes into account the peculiarity of body awareness in itself, which is constantly expanding - as a rhizome -and so escaping ail disciplinary allocation and conceptual closure.

Orientador: Sergio Eduardo Montes Castanho / Tese (doutorado) - Universidade Etadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-05T19:54:08Z (GMT). No. of bitstreams: 1 Souza_SauloeberTarsiode_D.pdf: 797526 bytes, checksum: e3e0f4329878ef75701368ea404bf460 (MD5) Previous issue date: 2005 / Resumo: A proposta deste trabalho surgiu de nosso interesse de pesquisa pela problemática dos docentes entendidos como intelectuais produtores da cultura e, portanto, construtores da hegemonia (no sentido gramsciano de busca do consenso). O período abordado, anos 60, representa, ao nosso ver, momento de intersecção de mudanças significativas iniciadas nos anos 30, e que aceleraram os fenômenos da urbanização e da industrialização, no Brasil, traduzidos como ¿modernização conservadora¿, quando se aprofundou a adoção de técnicas avançadas para a economia, mas com poucos ganhos nas áreas sociais. Para a execução desta pesquisa trabalhamos os dados sócio-econômicos das biografias dos 96 docentes eleitos para as legislaturas de 63 e 67, além de analisarmos sua formação acadêmica e aspectos culturais. O estudo de seus discursos no plenário possibilitou-nos desvelar certas ideologias às quais se filiavam, apontando também especificidades destes docentes inseridos nas esferas instituídas de poder. A análise biográfica, a partir dos dados sobre escolaridade, instituição formadora, profissão, partido, idade, etc., e a leitura de seus discursos voltados para as questões educacionais no plenário, contribuíram para o entendimento das conexões entre esses docentes e os grupos sociais dos quais se faziam representantes. Propiciou-nos, também, a análise de alguns aspectos do pensamento dos docentes em relação às ideologias hegemônicas no contexto de intensa polarização ideológica e de implantação do autoritarismo no cenário nacional, buscando o particular do docente legislador a partir de sua formação sócio-cultural e não somente considerando-se suas opções político-partidárias. Ficou evidente o caráter elitista e diletante predominante entre os indivíduos deste grupo o que acreditamos ser resultado da precária profissionalização e da pouca sindicalização do magistério, sobretudo de nível superior, que seriam reestruturadas com o advento da ditadura, nos anos 60 / Abstract: The proposal of this work appeared of our interest of research about the professors understood as intellectual producers of the culture and, therefore, constructors of the hegemony (as Gramsci thought, in the way of search for the consensus). The boarded period, the Sixties, represent to us a moment of intersection of significant changes initiated in years 30, and that they had sped up the phenomena of the urbanization and industrialization, in Brazil, translated as "modernização conservadora", when if deepened the adoption of advanced techniques for the economy, but with few profits in the social areas. For the execution of this research we work the partner-economic data of the biographies of the 96 elect professors in years of 1963 and 1967, besides analyzing their academic formation and cultural aspects. The study of theirs speeches in the plenary assembly made possible reveal certain particular ideologies of this group inserted in the instituted structures of power. The biographical analysis, using the data on schooling, academic institutions, profession, political party, age, etc., and the reading of their speeches directed toward the educational questions in the plenary assembly, had contributed for the agreement of the connections between these professors and the social groups of which they represents. It also propitiated us the analysis of some aspects of the thought of the professors in relation to the hegemonic ideologies in the context of intense ideological polarization and implantation of the authoritarianism in the national scene, searching the particularly of these professors from its partner-cultural formation and not only considering its options politician-partisans. The elitist character of this group was evident what we believe to be resulted of the precarious professionalization and the bad syndicalization of the professors, that would be reorganized with the advent of the dictatorship, in Sixties / Doutorado / Historia, Filosofia e Educação / Doutor em Educação

Este trabalho propõe desenvolver um estudo biográfico de Duarte da Ponte Ribeiro (1795-1878), diplomata que negociou e refletiu os limites do Brasil com as repúblicas vizinhas. Além de ter sido nomeado representante do Império em inúmeras missões diplomáticas, Ponte Ribeiro também foi funcionário regular da Secretaria dos Negócios Estrangeiros e Conselheiro do Império para assuntos externos. Ao longo de sua atuação diplomática, notabilizou-se por defender que o Império do Brasil incorporasse uma territorialidade estatal pautada na definição e fixação das fronteiras nacionais, afastando-se de uma concepção clássica de Império. As reflexões de Ponte Ribeiro, expostas em sua extensa produção discursiva, são de grande relevância ao destacarem que o território, sua integridade e a definição de seus limites foram temas constantemente debatidos entre os dirigentes imperiais, evidenciando que a construção e consolidação do Estado imperial brasileiro está associada a um processo de territorialização estatal. A trajetória de Duarte da Ponte Ribeiro permite compreender de que maneira um determinado grupo os dirigentes imperiais -, em um contexto específico, concebia o território e que ideologias geográficas permeavam suas ações políticas. / The purpose of this work is to develop a biographical study on the life of Duarte da Ponte Ribeiro (1795-1878), the diplomat who negotiated the borders that came to separate the Empire from its republican neighbors. Not only he was appointed representative of Brazil in countless diplomatic missions, but also he was regular employee of the Department of Foreign Affairs and member of the Counsel of the Empire for foreign affairs. Throughout his diplomatic life, he came to be known as a supporter of the idea that the Empire of Brazil should incorporate a state territoriality that coincided with the definition of its national frontiers, a conception that significantly differed from the traditional one concerning the concept of empire. Ponte Ribeiros reflections present in his extensive discursive production are of great relevance, since they highlight that territory, its integrity and the definition of its limits were constantly debated subjects among imperial officials, which, in its turn, indicates that the establishment of the Brazilian imperial state can be associated to a territorial process. The trajectory of Duarte da Ponte Ribeiro allows for the comprehension of the way a specific group the imperial officials in a specific context, perceived the territory and of the geographical ideology that guided their political actions.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-05-06T12:43:48Z No. of bitstreams: 1 giovaniduarteverazzani.pdf: 2754732 bytes, checksum: e68a39bb43cb2a7b5ab616640a5374a7 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-06-07T15:51:51Z (GMT) No. of bitstreams: 1 giovaniduarteverazzani.pdf: 2754732 bytes, checksum: e68a39bb43cb2a7b5ab616640a5374a7 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-06-07T15:57:41Z (GMT) No. of bitstreams: 1 giovaniduarteverazzani.pdf: 2754732 bytes, checksum: e68a39bb43cb2a7b5ab616640a5374a7 (MD5) / Made available in DSpace on 2016-06-07T15:57:41Z (GMT). No. of bitstreams: 1 giovaniduarteverazzani.pdf: 2754732 bytes, checksum: e68a39bb43cb2a7b5ab616640a5374a7 (MD5) Previous issue date: 2013-12-03 / Quando as manifestações artísticas e literárias, produzidas a partir de espaços marginais do conhecimento e do saber, não só conquistam um público leitor já existente e tradicional na sociedade brasileira, como também possibilitam a formação de novos públicos, originários de outras classes sociais, torna-se pertinente uma análise que ultrapasse a velha dicotomia da relação entre artista/obra e mercado e que possibilite a reflexão da posição intelectual do artista/obra na sociedade moderna contemporânea. Dessa forma, a presente dissertação tem como objetivo investigar o romance Capão Pecado (FERRÉZ, 2002), obra que projeta Ferréz na cena literária contemporânea, identificando a construção de um projeto literário de luta e resistência que procura interferir na realidade cultural e social desses espaços marginais e dos sujeitos históricos que os constituem. A partir da sua primeira obra, Fortaleza da Desilusão (FERRÉZ, 1997), um livro de poemas com tendências modernistas, percebe-se uma mudança nas estratégias literárias que permitem ao autor a ampliação e conquista do seu público alvo, bem como a elaboração de uma literatura que estabeleça uma luta cultural de caráter popular. Através da sabotagem dos recursos estéticos de produções voltadas para um público massivo, como a característica folhetinesca e a reprodução do mito da ideologia familiar em Capão Pecado (FERRÉZ, 2002), Ferréz expõe as contradições inerentes às ideologias dominantes, contrastando-as com a multiplicidade de vozes e consciências que se fazem presentes na obra e possibilitando, assim, a formação do “autor como produtor” (BENJAMIN, 1994). / When artistic and cultural forms, produced from the marginal spaces of the official knowledge, not only achieves a traditional readership of the Brazilian society, but they enable the formation of new ones, originating from others social classes, it becomes relevant a analysis that goes beyond the traditional dichotomy of the relationship between the artist/work and the market, and that allows them to reflect the intellectual position of the artist / work in contemporary modern society. Therefore, the present dissertation intends investigate the novel Capão Pecado (FERRÉZ, 2002), work that reveals Ferréz in the contemporary literary scene, identifying the construction of a literary project of fight and resistance, that may interfere in the social and cultural realities of these marginal spaces and its historical subjects. From his first work, Fortaleza da Desilusão (FERRÉZ, 1997), a poetry book with modernist tendencies, it is possible to realize a change in the author’s literary strategy that allows him to extend and achieve his target audience, as well as the elaboration of a literature that establishes a cultural fight, with popular characteristics. Through the sabotage of the aesthetic resources focused on massive public, as the feuilletonistic characteristics and the reproduction of the myth of family ideology in Capão Pecado (FERRÉZ, 2002), Ferréz exposes the contradictions inherent in the dominant ideologies which contrasts it with the multiplicity of voices and consciences that are present in the work, enabling the formation of “the author as producer” (BENJAMIN, 1994).

Par-delà la dispersion thématique et aphoristique de l’œuvre du philosophe colombien Nicolás Gómez Dávila (1913-1994), un spectre hante sa pensée : le spectre du gnosticisme. Quel lien ce courant religieux ou para religieux né au sein de l’Empire romain entre le Ier et le IIIe siècle de notre ère, peut-il avoir avec notre monde moderne ? Quel rapport entretien ce courant avec la philosophie ? En effet, la connaissance philosophique est totalement différente de la « connaissance » gnostique (gnosis). Alors que la philosophie, d’une part, se fonde sur une recherche de la vérité à partir d’un questionnement sur la réalité, la gnose est étroitement liée à une expérience de révélation, de sorte que la réception de la vérité, par illumination intérieure, remplace la théorie et l’argument rationnel. D’autre part, elle a pour objet la voie du salut, sans enseignement théorique, par transformation ou destruction de la réalité. On ne peut donc que s’interroger sur les coïncidences entre la gnose ancienne et ce que le philosophe austro-américain Éric Voegelin (1901-1985) a nommé « la modernité sans frein ». Ne pourrait-on pas voir dans les idéologies modernes (communisme, socialisme, nationalisme, libéralisme, etc.) à l’instar d’Éric Voegelin, des « religions politiques » ou, comme il le développera ensuite dans son œuvre une résurgence et excroissance du gnosticisme cherchant ici-bas le salut par la divinisation de l’homme ? C’est la thèse de Gómez Dávila qui radicalise celle de Voegelin en faisant de la gnose l’origine de la religion démocratique et de ses dérivations dans l’ordre théologico-politique (athéisme, progressisme, relativisme, étatisme et totalitarisme) et anthropologico-juridique (égalitarisme, jusnaturalisme et individualisme). / Beyond dispersion set of themes and aphoristic of the work of the Colombian philosopher Nicolás Gómez Dávila (1913-1994), a spectrum haunts his thought: the spectrum of the Gnosticism. Which link this current religious or para religious born within the Roman Empire between 1st and the 3rd century of our era, can it have with our modern world? Which maintenance report this current with philosophy? Indeed, philosophical knowledge is completely different from gnostic “knowledge” (gnosis). Whereas philosophy, on the one hand, is based on a research of the truth starting from a questioning on reality, the gnosis is closely related to an experiment of revelation, so that the reception of the truth, by interior illumination, replaces the theory and the rational argument. In addition, it has as an aim the way of the salvation, without theoretical teaching, by transformation or destruction of reality. One can thus only wonder about coincidences between the old gnosis and what the Austria-american philosopher Éric Voegelin (1901-1985) named “modernity without restraint”. Couldn’t one see in the modern ideologies (communism, socialism, nationalism, liberalism, etc.) following the example of Éric Voegelin, “political religions” or, as it will then develop it in his work a resurgence and growth of Gnosticism seeking here below salvation by the deification of the man? It is the thesis of Gómez Dávila which radicalizes that of Voegelin by making gnosis the origin of the democratic religion and its derivations in the theologico-polical (atheism, progressism, relativism, statism and totalitarianism) and anthropologico-legal order (egalitarianism, jusnaturalism and individualism).

This thesis examines figural representations of foreign peoples and places on Roman coinage. An accompanying appendix thoroughly catalogues this imagery between its earliest extant appearance in approximately 138 B.C. and the death of Domitian in 96 A.D. A systematic survey makes it possible to nuance existing narratives of the development of this imagery that privileged the late first and early second centuries A.D. as the key moments of change by revealing considerable diversity and innovation in the earlier period. A second contribution is methodological, highlighting the need for contextual analysis of individual issues to supplement the typological approach that has dominated earlier scholarship. Chapter One focuses on image types produced between 138-31 B.C. This was a particularly vibrant period for the production of these images and the chapter reveals a diverse spectrum of imagery. This contrasts sharply with previous assessments that characterised the period as dominated by images of submission. Chapter Two concentrates on Augustan imperial coinage (31 B.C.-14 A.D.) and identifies a shift towards more consistent usage of submissive imagery. Chapter Three highlights a significant decline in the use of images of foreign peoples and places on imperial coinage minted by the Julio-Claudian successors (14-68 A.D.). Chapter Four identifies a dramatic, albeit inconsistent, resurgence in the use of personifications of foreign peoples and places on coinage minted by competing imperial claimants during the civil wars of 68-69 A.D. Chapter Five focuses on Flavian imperial coinage (69-96 A.D.) and uncovers a significant resurgence in captive imagery. It identifies a new blurring of the lines between the iconographic traditions of captives and personifications of peoples and places. This blending of the two traditions lays important foundations for subsequent imagery on Trajanic imperial coinage.

By discussing the ethical issues with banned and censored literature, students can learn how to approach a text written in different contexts. The essay brings to light the triggered instances, which lead to banning The Catcher in the Rye in American schools in the 1950s. Using a cultural studies approach allows an in-depth investigation of the patterns in the triggering instances and leads to findings of possible reasons for ban- and censorship. These instances, sums up to; unrealistic protagonist, vulgar language, blasphemy and a pessimistic and depressing point of view. To introduce these instances into a Swedish classroom can hopefully bring an insight into another historical time and another context, to better understand the Swedish context, e.g. democratic values as well as freedom of speech.

Using an applied anthropological approach focused on language, this study investigates the relationship between linguistic, racial, and ethnic identities and school resource access in the context of migration. This project examines how these identities are established, experienced, reified, and resisted by various school actors. Exposing power at its roots through a multi-level analysis, this research informs on how people negotiate socialization into particular identities, propelling them toward positions in school and society of varying opportunity. Focused on two elementary schools in a central Florida county that has been and is undergoing demographic changes, this work offers applications for educational institutions dealing with migration. One school’s orientation to meeting needs of non-English speaking students significantly impacts its ability to reach and form relationships with parents and improve the educational outcomes for children. The second school’s culturally responsivity makes it possible to meet higher expectations. At both schools, there is a disconnect between how the school and state think about people and how those people think about themselves, which erases groups and raises questions about how well students from those groups are served. While the ideologies promoted in dominant society are constraining, struggles and resistance do impact and reorganize the system. This study provides recommendations for the research site and similar schools to address linguistic, racial, and ethnic educational inequity. For instance, this project emphasizes the need to provide linguistically appropriate school-home communication. It also offers a means for the schools and state to better serve students by understanding the nuances of identity through more appropriate measures of race and ethnicity.

In this study the relationship between the South African Grade 11 Life Sciences curriculum documents, HIV and AIDS knowledge and behavioural preferences of students was investigated. The Life Sciences curriculum and textbooks used in Grade 11 Life Sciences were analysed to determine the curriculum ideology of the subject and concepts related to HIV and AIDS that are prescribed for teaching with the aim of educating students about HIV and AIDS and promoting safe behaviour. Life Sciences and non-Life Sciences students were compared to determine whether academic HIV and AIDS knowledge taught in Life Sciences was related to functional HIV and AIDS knowledge and behavioural preferences. Findings indicate that Life Sciences does not promote safe behaviour related to HIV and AIDS. Furthermore Life Sciences is knowledge-oriented and integrates HIV and AIDS knowledge as extra content. In addition Life Sciences does not have a clear curriculum ideology for HIV and AIDS education even though it has characteristics of various curriculum ideologies with greater emphasis on the scholar academic ideology. The Life Sciences curriculum makes provisions for the construction and application of HIV and AIDS knowledge, but it does not provide guidance with regards to application of knowledge. Moreover textbooks are not consistent with regard to presentation of content and do not present sufficient content for meaningful application in everyday life. Results also showed that academic HIV and AIDS knowledge improves some students’ knowledge of functional HIV and AIDS knowledge. It was also found that HIV and AIDS knowledge does not significantly correlate with some students’ behaviour presumably because students have difficulty in relating Life Sciences knowledge to real life. Consequently some students do not fully know some HIV and AIDS concepts, and they rely on alternative means to respond to questions for which they do not have the necessary content knowledge. It was also found that some students do not take ownership of social problems related to HIV and AIDS. The researcher believes that there is a need to review HIV and AIDS education in Life Sciences by basing it on a precise curriculum ideology that will ensure that suitable scientific content, which may lead to behaviour transformation, is integrated. / Thesis (PhD)--University of Pretoria, 2012. / Science, Mathematics and Technology Education / Unrestricted

South African unemployment in the midst of a skills crisis is surprising in view of an increase in obtaining the National Senior Certificate (Matric). Though, matric prepares candidates for higher education, for which less than 20% will enrol for. Technical qualifications even lower than matric seem to be more useful in the labour market. Unemployment can be approached from many sides, of which a curriculum approach is definitely one. With negative experience with large scale curriculum reforms, attention is lead to the community to take lead. While globalisation has traumatic effects on marginalised communities, some not only survive, but even thrive. Those are communities relying upon their own resourcefulness, and where social cohesion is strong. In the community of Hopetown, wealth exists next to poverty, the wealthy elite (increasingly multi-racial) and an economic inactive proletariat. Having two highly functional schools is a ray of hope, but does not contribute significantly enough to an employed community. Curriculum is an expression of deeply held convictions. Therefore it is an often disputed area between ideologies. Liberal individualism and socialist Marxism are ends of a spectrum. Concrete realisations are often unpleasing compromises. Analysing curricular theory, it emerges that learning happens by means of the formal, informal, hidden and zero curriculum. The local community has power to select elements from the formal, and give direction to other aspects of curriculum. Anybody’s approach to curriculum is a function of how opposing, yet complementing purposes with education and similar multitude of foci of curriculum are balanced. In schools it crystallises as a unique, collective but local exemplar of curriculum, in this study named the community based curriculum. International examples give different perspectives on what curricular power local communities have. In a qualitative study, drawing on ethnographic and phenomenologist method, community members and senior learner’s of Hopetown in the Northern Cape are interviewed to establish what learners’ employment desires are, and what labour needs employers have. The purpose is to translate that into possible curriculum components, to verify if the necessary skills are present in the community, and how to implement a community based curriculum. Findings are that learners of all walks of life covet the few “office jobs” available. A career in agriculture is enticing to prospective farmers, but the opposite to those who fear they might be labourers. As a result there is a labour crisis in agriculture, and farmers maintain that mechanisation is a result of labour shortages, not the cause of unemployment. Few other opportunities exist. Employers agree that a more productive labour force can lead to new development, but that new candidates have no realistic view of what the world of work entails. An entrepreneurial spirit and self driven work ethics seem to be absent. Recommendations go in three directions: A more progressive educational approach should lead to more self dependent adults. A culture of letting learners make errors and learn from them might make a positive difference. Encouraging senior learners to find temporal jobs should broaden their experience, and lead to better considered choices. The schools should also collaborate to offer more vocational school subjects. / Thesis (PhD)--University of Pretoria, 2011. / Science, Mathematics and Technology Education / unrestricted