Orientador: Elide Rugai Bastos / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-08-08T09:31:11Z (GMT). No. of bitstreams: 1 Rosa_DanielaRobertaAntonio_M.pdf: 16057853 bytes, checksum: fc5ae7d0d17d93002f583d8275690555 (MD5) Previous issue date: 2007 / Resumo: Em outubro de 1944 no Rio de Janeiro um grupo de homens e mulheres negras, tendo como líder Abdias do Nascimento, formou o Teatro Experimental do Negro. O objetivo primordial era dar ao ator negro condições de levar aos palcos personagens livres dos estereótipos que foram sendo absorvidos e reproduzidos pelo teatro brasileiro especialmente a partir do século XIX. O moleque de recado levando cascudo, a mãe preta chorosa e o negro representado de maneira quase bestial seriam ignorados para dar lugar a um negro humanizado com seus próprios dramas e questionamentos. O ator branco brochado de preto, tão comum no teatro brasileiro, daria lugar ao negro real. Amplamente a iniciativa do TEN implicou na recusa de um lugar pré-determinado para o negro no palco e na sociedade brasileira, e o questionamento desta determinação que o teatro mostrava como reflexo de toda sociedade. Assim, ao ser pensado como sujeito do próprio destino o negro a que o TEN queria atingir deveria assumir boa parte da responsabilidade para integrar-se, sem perder de vista a luta por condições efetivas para isso. Este objetivo determinou a abrangência de sua intervenção que assumiu uma série de reivindicações que o grupo reconhecia como parte da demanda da população negra brasileira, e que tentava abarcar através dos diversos projetos e eventos realizados. A investigação da trajetória do grupo e sua estratégia de ação mostram a maneira como esta iniciativa tão importante do movimento negro brasileiro relacionou-se com seu contexto / Abstract: In October 1944 in Rio de Janeiro a group formed by black women and men, having as its leader the black activist Abdias do Nascimento was created: the Experimental Black Theater. Its prime aim was to give black actors and actresses conditions to take to stage characters free from the stereotyped vision that was being reproduced and absorbed specially after the 19th century. Black people represented in an inhumane way were about to be ignored, to make room for the Negro with his own questions and dilemmas. The white actor painted black, so common in the Brazilian theater, would also be substituted. Widely the group initiative also represented the refuse of a role, not only in theater, but also in society, that the stage represented very clearly. Considered the subject of his own destiny the blacks were asked to assume a great part of the responsibility to himself integrated, but always claiming for real integration conditions. This objective was determinant for the development of a wide proposal of the group. And the investigation of its trajectory and its strategy of action shows the way this important initiative of the Brazilian black movement was it connected to its context / Mestrado / Pensamento Social / Mestre em Sociologia

Orientador: Neusa Maria Mendes de Gusmão / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-24T15:00:09Z (GMT). No. of bitstreams: 1 Pires_MaraFernandaChiari_D.pdf: 4507207 bytes, checksum: 9f264070e0c16916b007073f8661497f (MD5) Previous issue date: 2014 / Resumo: O acesso à educação sempre foi uma reivindicação dos movimentos negros no Brasil, na luta por uma sociedade mais igualitária e justa. Esta luta incessante e a mobilização contínua, ainda que pouco divulgadas pela mídia, resultaram nas medidas governamentais que definiram os programas de ações afirmativas, garantindo maior condição de ingresso na vida universitária aos alunos negros. Se estas conquistas devem ser garantidas e protegidas, como nos sugere Norberto Bobbio, este trabalho é uma reflexão sobre a necessidade de novos avanços, para sua efetivação, no interior da universidade. Em especial, aponta para a necessária revisão epistemológica do conhecimento construído e perpetuado no interior da academia, que vem mantendo valores discriminatórios em nome de uma suposta "universalidade" do saber e da ciência. Estes valores vêm interpondo obstáculos à vida escolar de alunos negros nos diferentes graus de ensino, em uma sociedade que há séculos defende sua hegemonia branca. Para esta pesquisa foram tomados os depoimentos de três professores universitários de instituições públicas que, como tantos alunos negros, também se depararam com esses múltiplos obstáculos para o ingresso e progressão na vida escolar, e, posteriormente, como docentes universitários. Os depoimentos foram confrontados com os obtidos por outros pesquisadores junto a estudantes e docentes negros, e ofereceram elementos de análise para uma reflexão sobre se é suficiente a garantia de ingresso nos cursos superiores na luta contra o racismo e a discriminação, ou se a ideologia que os mantém não exige uma revisão de currículos e conteúdos, e a proposta de constituição de um novo saber intercultural, tecido horizontalmente na trama das relações interraciais. Neste sentido, é feita uma revisão da luta por educação dos movimentos negros, e analisada a contribuição da Associação Brasileira de Professores Negros, a ABPN. Abrindo espaços para a divulgação de trabalhos de jovens pesquisadores negros e não negros sobre temáticas de interesse dos grupos negros em sua revista eletrônica, seus cadernos temáticos e nos COPENE ¿ Congresso de Pesquisadores Negras e Negros ¿ a ABPN participa da construção de um novo olhar sobre a realidade do negro e sua inserção na sociedade brasileira / Abstract: Access to education has always been a strong claim among black population movement groups in Brazil, on the fight for a fairer and more egalitarian society. This constant struggle and ceaseless mobilization, though still little reported by the media, have resulted in governmental measures that have defined programs of positive actions, providing better conditions for black students to be admitted in universities. If such conquers must be ensured and protected, as Norberto Bobbio suggests, this paper is a reflexion over the need of new advances, for its effectiveness, within superior education. It points specifically to the need of epistemological revision of constructed and perpetuated knowledge within the academic environment, which has been keeping prejudicial values, for the sake of a "universality" of knowledge and science. Such values have posed obstacles to school life of black students on the different educational levels, in a society that has, for centuries, defended its white hegemony. For this research, three college professors from public universities were interviewed. Like many other black students, these teachers have also faced several barriers in order to enter university and develop their academic life and, afterwards, as college professors. Their accounts have been aligned with those collected by other researchers who interviewed both black students and teachers and offered analytical elements for later reflexion over how effective the guarantee of admission of black students in higher education courses is, on the fight against racism and discrimination, or whether the ideology keeping them does not require a review on the academic curricula and content, and the proposal of building new cultural knowledge, horizontally woven on the interracial relations tapestry. On that note, the topic of fighting for formal education of black groups is addressed, and the contributions from the ABPN ¿ Brazilian Associationof Black Teachers ¿ are analyzed. By offering room for publication of papers written by black and non-black researchers about topics of interest for black groups in its electronic magazine, as well as in the COPENE ¿ Congress of Black Researchers ¿ ABPN participates in the construction of a fresh look on the current reality of black individuals and their insertion in the Brazilian society / Doutorado / Ciencias Sociais na Educação / Doutora em Educação

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"Metropolitan Theatrics" charts the unsettling and reshaping of everyday life in Weimar Berlin between 1919 and 1933. It does so, by convening a conversation between the multidisciplinary insights of performance studies and recent geographical approaches to the study of the modern city. Berlin's restless relationship with the 'modern' offers, it is argued, an ideal historical milieu in which to test performance theory while at the same time question some of its presentist assumptions. Drawing on a variety of historical sources, the study focuses on the role of performance - not only theatrical representation, but also the popular press, novels, the visual and performing arts, modern dance, scientific experiments, and everyday practices - in order to demonstrate the specific conjunction of visuality and embodiment that allied 'Berlin' with 'modernity.' The thesis is divided into two main parts. Part One is a close reading of texts and images and how they have come to figure Weimar Berlin as an imagined environment. In this respect, recent scholarship in the humanities has been caught on the horns of a theoretical dilemma, namely how to accommodate the seemingly undocumentable event of performance. Different responses to this dilemma are discussed. In particular, it is argued that in seeking to go beyond representation to embodied experience, a sense of the cultural presence of the former in the latter merits greater critical attention. Part Two continues the thesis's discussion of performance's unorthodox archives by drawing attention to a repertoire of aesthetic and scientific practices which were developed to sense and adapt to the traumatic shock of metropolitan modernity. Ultimately, this thesis provides an historically specific account of aspects of Weimar modernity and thus means to contribute not only to an historical geography of Berlin, but also to the forging of methodologies that serve to widen the cross-disciplinary study of modern culture and modernity. Given the importance of the Weimar era to our understanding of the nature of European modernity, the development of a geography of performance makes a strong case for re-examining the ways in which the relationship between 'modernity' and the 'city' is usually formulated / Arts, Faculty of / Geography, Department of / Graduate

To date, the Latin American essay remains little studied, certainly compared to other literary genres such as the novel, poetry and theater. This thesis examines prevailing theorists' conceptions of the essay and its historical development in Latin America. Employing the notions of cultural identity and difference, which have long been central to Latin American critical thought, this study distances the development of the essay in Latin America from Spanish colonial writings of the sixteenth century. In its place, this study proposes an innovative classification scheme that incorporates cultural codes as its main criteria in order to provide a more equitable treatment of essays from areas that have traditionally been marginalized in standard chronologically based classification schemes. Some of the paradigms used in this study to defend the integrity and specificity of the Latin American essay and culture are Inca Garcilaso de la Vega's affirmation of the values of the continent's indigenous pre-columbian heritage, Domingo Faustino Sarmiento's discursive reinvention of South America, and Jose Marti's notion of hibridez—a cultural and racial complex mixture rooted in the region's history—as an affirmation of a continental Latin American cultural identity. This thesis demonstrates that since Latin American essays diverge thematically from colonialist discourse, studies of the origins of the Latin American essay do not have to perpetuate the colonialist legacy. / Arts, Faculty of / French, Hispanic, and Italian Studies, Department of / Graduate

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Faisant leur apparition au cours du XVIIIème siècle dans les provinces françaises, les sociétés savantes se sont développées et multipliées tout au long du XIXème siècle.Cette thèse a pour but d’identifier quelles sociétés savantes ont été créées en Normandie, dans le département de la Manche, entre 1755 et la Première Guerre Mondiale. Ce travail a consisté dans un premier point à déterminer comment elles ont été fondées, organisées, dirigées et financées. Dans un deuxième point, nous avons cherché à identifier quels types de personnes ont été impliquées, où elles vivaient et quelles étaient leurs activités professionnelles. Dans un troisième et dernier point, nous avons voulu comprendre quelles activités menaient les sociétés savantes de la Manche, notamment le fonctionnement de leurs réunions privées et publiques, et comment elles parvenaient à diffuser des connaissances auprès d’un plus large public grâce, par exemple, à leurs publications ou à leur participation à la vie culturelle locale. / Appearing during the 18th century in French provinces, knowledge societies have developped and multiplied throughout the 19th century.This thesis aimes to identify which knowledge societies have been created in Normandy, in the department of Manche, from 1755 to the First World War. This work consisted, in a first point, of determining how they were established, organized, ruled and financed. In our second point, we tried to identify what kind of people were involved, where they lived and what their professional activities were. In our last point, we wanted to understand what kind of activities were practised by Manche knowledge societies, especially how their private and public sessions worked, and how they managed to spread knowledge to a larger audience thanks to, for example, their publications or their involvment in local cultural life.

The rise of the middle class to power and influence in European culture and politics in the nineteenth century created the conditions of modern life which to many European intellectuals were distasteful and ominous. They viewed urbanization, commercialization, industrialization and the qualities of life that they engendered, such as anxiety, limitation of freedom, and pervasive mediocrity in cultural expression, as being inimical to the traditional and more reliable values of European civilization or, in some instances, as being incapable of providing the bases for a free and humane existence. This study focuses on the attack on bourgeois society in Europe in the late nineteenth and twentieth centuries in an attempt to expand the definition of “cultural despair,” a term to which it is related. Although others have discussed this general topic, cultural despair, the present study takes for its starting point the limited outlines offered in Fritz Stern’s The Politics of Cultural Despair. This is undertaken for the dual purpose of exposing to historical scrutiny a background theme of European intellectual activity of the former and present centuries, and to help construct a historiographical tool with which the historian can seek to understand more readily the impact of the rise of the middle class and its consequences on the mind of Europe. To reinforce the understanding of the topic of cultural despair, the essay offers four illustrations of cultural despair from traditions of the European intellectual milieu. These are the revolutionary, represented by Pierre-Joseph Proudhon and the critique of bourgeois economics; the literary, represented by T. S. Eliot and the critique of modern culture; the Catholic, represented by Emmanuel Mounier and his critique of bourgeois life; and the existentialist, represented by Jean-Paul Sartre and the redefinition of freedom in modern life. Finally, this effort concludes with an attempt to synthesize the attitudes of these four men in their relation to the general subject.

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