O grande tempo revela o potencial inesgotável da voz conceitual, ensaística, ficcional, a vitalidade inerente, que reitera e transcende o próprio contexto de produção, que reitera e transcende o próprio berço investigavo, sobre o qual concentra o teórico suas divagações filosófico-conceituais. Assim, neste estudo, regressa ao campo estético-literário, o visionário alcance dos pressupostos teóricos de Mikhail Bakhtin, uma vez inovadores no romance, agora, também, excêntricos no campo da poesia. Imbuídos dessa perspectiva, de tendência evolutiva e renovadora, através de uma releitura dos princípios bakhtinianos, da dialogia, da polifonia e dos gêneros discursivos, postos em diálogo com a renovação formal, deflagrada pelo Modernismo Brasileiro, observaremos, sobretudo, a percepção de características comuns que promovam, enfim, o feliz encontro entre a prosa e a poesia, na promoção das vozes do verso. Em seguida, ao centro da escuta, por intermédio de poetas e da própria poesia, o chamado da voz que se desprende da criação, para melhor poder avaliar os meandros da composição, ou, ainda, que, de dentro, reflete o próprio método, ou, ainda, que, totalmente de fora do ambiente criativo, na condição de crítico experimentado do texto literário, reflita acerca do trabalho da arte, do fazer poético, inspiração de todo-o-dia, impasse subjetivo, entre recusa e aceitação, o ‘eu-outro’ da escritura. Só, então, partiremos, aquecidos, para a escuta polifônica, em poesias representativas: vozes da rua, entre cantigas e risos, as nebulosas recordações d’ Evocação do Recife e Cunhantã, de Manuel Bandeira; vozes beirando ao asfalto, na relutância insistente, núcleo tenso e dramático d’O operário no mar, distensão vociferante de Caso do vestido, de Carlos Drummond de Andrade; vozes da roça, na fluidez da pedra, d´Morte e vida severina, de João Cabral de Melo Neto. Por fim, via abertura estética do Modernismo Brasileiro, sinalizaremos, com Mikhail Bakhtin, a legitimidade de um novo gênero literário, então nomeado ‘poesia polifônica’, núcleo tenso e dramático, a ressonância lírica da multidão que fala, clama e protesta, a voz poética, na vida, submersa! - Toc-toc, ao chamado do ‘outro’, o ‘eu’ do discurso, mais especificamente, Bakhtin, via Bandeira-Drummond-Cabral. / The great time reveals the inexhaustible potential of the conceptual, essayistic, and fictional voice, the inherent vitality, which reiterates and transcends the very context of production, which reifies and transcends the researcher's own cradle, on which the philosopher-centered theorist concentrates. Thus, in this study, he returns to the aestheticliterary field, the visionary reach of the theoretical presuppositions of Mikhail Bakhtin, once innovative in the novel, now, also, eccentric in poetry. Imbued with this perspective, with an evolutionary and renewing tendency, through a re-reading of Bakhtin's principles, dialogue, polyphony and discursive genres, put in dialogue with the formal renewal, triggered by Brazilian Modernism, we will observe above all the perception of common characteristics to promote, finally, the happy encounter between prose and poetry, in promoting the voices of verse. Then, to the center of listening, through poets and poetry itself, the call of the voice that comes from creation, in order to be able to better evaluate the intricacies of composition, or even, from within, reflects the method itself, who, totally outside the creative environment, as experienced critic of the literary text, reflects on the work of art, of poetic making, of all-day inspiration, of subjective impasse, between refusal and acceptance, the 'other-self 'of writing. Only then will we leave, heated, for polyphonic listening, in representative poetry: street voices, between songs and laughter, the nebulous memories of Manuel Bandeira, of Evocação do Recife and Cunhantã; voices bordering on the asphalt, in the insistent reluctance, tense and dramatic nucleus of the worker at sea, vociferous distension of the Caso do Vestido, by Carlos Drummond de Andrade; voices of the countryside, in the fluidity of the stone, of Morte e Vida Severina, by João Cabral de Melo Neto. Finally, through the aesthetic opening of Brazilian Modernism, we will signal, with Mikhail Bakhtin, the legitimacy of a new literary genre, then called 'polyphonic poetry', a tense and dramatic nucleus, the lyrical resonance of the multitude that speaks, cries out and protests, poetic, in life, submerged! - Toc-toc, to the call of the 'other', the 'I' of the speech, more specifically, Bakhtin, via Bandeira-Drummond- Cabral.

A formação inicial de professores tem se constituído em tela de fundo para numerosos e vigorosos estudos no âmbito da pesquisa em educação. Percebe-se, no entanto, que ainda permanecem pouco exploradas as abordagens que tratam da cognição do professor, colocando em relevo seus percursos de aprendizagem e desenvolvimento profissionais. Diante disso, esta tese aborda uma pesquisa-intervenção realizada junto a 26 acadêmicos finalistas do curso de História – Licenciatura Plena em situação de estágio curricular no segundo semestre do ano de 2004, de uma universidade comunitária do interior do estado do Rio Grande do Sul. Tomando como referência teórica a epistemologia genética de Jean Piaget e a filosofia da linguagem de Mikhail Bakhtin, os objetivos da pesquisa-intervenção consistem em analisar os sentidos produzidos pelos estagiários sobre a aula de história e perscrutar os processos de conceituação da ação docente desenvolvidos no período de estágio. Para tanto, foram mobilizadas duas principais estratégias metodológicas no decurso da disciplina, as quais ofereceram suporte tanto para a intervenção no processo de formação dos professorandos quanto para a coleta de dados da pesquisa, a saber: a) a inserção do grupo-sujeito num ambiente virtual de aprendizagem especialmente proposto para a disciplina, com vistas a potencializar as trocas interindividuais e fomentar processos de conceituação da ação docente numa perspectiva coletiva e cooperativa e b) a instauração de um processo de escrita de memórias de aula, como condição possibilitante para ampliar a capacidade de ver e de pensar a própria ação docente. As inferências e constatações produzidas no processo da pesquisa demonstram que o percurso investigativo-reflexivo dos professorandos sobre as próprias práticas pedagógicas possibilitou-lhes avançar progressivamente na produção de sentidos e na conceituação da ação docente, desde um primeiro patamar de consciência, tido como elementar ou periférico, passando por um segundo patamar, no qual a ação e a conceituação configuram-se paralelamente, até um terceiro patamar, em que a conceituação predomina sobre a ação docente, no plano da abstração refletida. A tematização/problematização dos seus processos cognitivos e de suas práticas pedagógicas, acompanhada da reflexão (com)partilhada com o outro – colegas, professores, autores, teorias –, contribuiu significativamente para a qualificação e para a ressignificação do próprio campo de atuação profissional. Os resultados da pesquisa apontam, ainda, para a necessidade de repensar a estruturação e a dinâmica dos cursos de formação de professores de história, de modo a superar antigas dicotomias entre “formação específica” e “formação pedagógica”, (re)conciliando o fazer e o compreender, a ação e a reflexão, a prática e a teoria. / The initial formation of teachers has constituted in background for numerous and vigorous studies in the ambit of investigation on education. It is noted, however, that the approaches which deal with the teacher’s cognition are not explored, pointing out his learning journey and professional development. Before this, this thesis consists of an investigation-intervention performed with 26 finalist graduation students at the History College – Licentiateship in curricular training period in the second semester of 2004, at a communitarian university in the countryside of Rio Grande do Sul state. Having as theoretical reference Jean Piaget’s genetic epistemology and Mikhail Bakhtin’s language philosophy, the aims of the investigationintervention consist of analyzing the senses produced by the trainees on history classes and scanning the processes of conceptualization of teaching action developed during the training. For this, two main methodological strategies have been mobilized during the discipline, which supported the intervention in the process of teachers’ formation as well as for data collection, namely: a) the insertion of the subject-group in a virtual learning environment, especially proposed for the discipline aiming to enforce interindividual exchanges and promote conceptualization of processes of teaching action under a collective and cooperative perspective and b) the installment of a written process of class memo, as possibility condition to enlarge the capacity of seeing and thinking the teaching action. Inferences and results obtained in the investigation show the investigative-reflexive way of teachers on their own pedagogic practices made possible their progressive advance toward the production of senses and in the conceptualization of teaching action, from a primary conscious stage, known as elemental or peripheral, passing by a second one, in which the action and conceptualization configure parallelly, up to a third stage in which the conceptualization is predominant over the teaching action, in the plane of reflected abstraction. Theme/problem of cognitive processes and pedagogic practices, along with the reflection shared with each other – classmates, professors, authors, theories – contributed significantly for the qualification and re-meaning of the own professional field of acting. The results of the investigation also arise the need to rethink the structure and dynamics of formation courses of teachers of history, in such a way to overwhelm old dichotomies between “specific formation” and “ pedagogic formation”, (re) conciliating do and comprehend, action and reflection, practice and theory.

A formação inicial de professores tem se constituído em tela de fundo para numerosos e vigorosos estudos no âmbito da pesquisa em educação. Percebe-se, no entanto, que ainda permanecem pouco exploradas as abordagens que tratam da cognição do professor, colocando em relevo seus percursos de aprendizagem e desenvolvimento profissionais. Diante disso, esta tese aborda uma pesquisa-intervenção realizada junto a 26 acadêmicos finalistas do curso de História – Licenciatura Plena em situação de estágio curricular no segundo semestre do ano de 2004, de uma universidade comunitária do interior do estado do Rio Grande do Sul. Tomando como referência teórica a epistemologia genética de Jean Piaget e a filosofia da linguagem de Mikhail Bakhtin, os objetivos da pesquisa-intervenção consistem em analisar os sentidos produzidos pelos estagiários sobre a aula de história e perscrutar os processos de conceituação da ação docente desenvolvidos no período de estágio. Para tanto, foram mobilizadas duas principais estratégias metodológicas no decurso da disciplina, as quais ofereceram suporte tanto para a intervenção no processo de formação dos professorandos quanto para a coleta de dados da pesquisa, a saber: a) a inserção do grupo-sujeito num ambiente virtual de aprendizagem especialmente proposto para a disciplina, com vistas a potencializar as trocas interindividuais e fomentar processos de conceituação da ação docente numa perspectiva coletiva e cooperativa e b) a instauração de um processo de escrita de memórias de aula, como condição possibilitante para ampliar a capacidade de ver e de pensar a própria ação docente. As inferências e constatações produzidas no processo da pesquisa demonstram que o percurso investigativo-reflexivo dos professorandos sobre as próprias práticas pedagógicas possibilitou-lhes avançar progressivamente na produção de sentidos e na conceituação da ação docente, desde um primeiro patamar de consciência, tido como elementar ou periférico, passando por um segundo patamar, no qual a ação e a conceituação configuram-se paralelamente, até um terceiro patamar, em que a conceituação predomina sobre a ação docente, no plano da abstração refletida. A tematização/problematização dos seus processos cognitivos e de suas práticas pedagógicas, acompanhada da reflexão (com)partilhada com o outro – colegas, professores, autores, teorias –, contribuiu significativamente para a qualificação e para a ressignificação do próprio campo de atuação profissional. Os resultados da pesquisa apontam, ainda, para a necessidade de repensar a estruturação e a dinâmica dos cursos de formação de professores de história, de modo a superar antigas dicotomias entre “formação específica” e “formação pedagógica”, (re)conciliando o fazer e o compreender, a ação e a reflexão, a prática e a teoria. / The initial formation of teachers has constituted in background for numerous and vigorous studies in the ambit of investigation on education. It is noted, however, that the approaches which deal with the teacher’s cognition are not explored, pointing out his learning journey and professional development. Before this, this thesis consists of an investigation-intervention performed with 26 finalist graduation students at the History College – Licentiateship in curricular training period in the second semester of 2004, at a communitarian university in the countryside of Rio Grande do Sul state. Having as theoretical reference Jean Piaget’s genetic epistemology and Mikhail Bakhtin’s language philosophy, the aims of the investigationintervention consist of analyzing the senses produced by the trainees on history classes and scanning the processes of conceptualization of teaching action developed during the training. For this, two main methodological strategies have been mobilized during the discipline, which supported the intervention in the process of teachers’ formation as well as for data collection, namely: a) the insertion of the subject-group in a virtual learning environment, especially proposed for the discipline aiming to enforce interindividual exchanges and promote conceptualization of processes of teaching action under a collective and cooperative perspective and b) the installment of a written process of class memo, as possibility condition to enlarge the capacity of seeing and thinking the teaching action. Inferences and results obtained in the investigation show the investigative-reflexive way of teachers on their own pedagogic practices made possible their progressive advance toward the production of senses and in the conceptualization of teaching action, from a primary conscious stage, known as elemental or peripheral, passing by a second one, in which the action and conceptualization configure parallelly, up to a third stage in which the conceptualization is predominant over the teaching action, in the plane of reflected abstraction. Theme/problem of cognitive processes and pedagogic practices, along with the reflection shared with each other – classmates, professors, authors, theories – contributed significantly for the qualification and re-meaning of the own professional field of acting. The results of the investigation also arise the need to rethink the structure and dynamics of formation courses of teachers of history, in such a way to overwhelm old dichotomies between “specific formation” and “ pedagogic formation”, (re) conciliating do and comprehend, action and reflection, practice and theory.

The objective of this dissertation is to analyze the popular party of dirty-Lambe and caboclinhos city Laranjeiras through a bias-discursive language, using it for the articulation between different areas of knowledge, such as the very language, history the collective memory and discourse analysis. Aiming to establish new counterpoints to monologic discourse than would be the party to that community, as well as trying to identify under festive two concepts used by Russian thinker Mikhail Bakhtin, who would dialogism and polyphony. The study was based on the observation that during the party, which is the war between two distinct ethnic groups, which would be known as blacks lick dirty and the Indians called caboclinhos. During the encounter, not only physical, but also discursive both groups waging a struggle dialogical, which brings up the concepts coined by Bakhtin, dialogism and polyphony, which rest in a universe where the inversion takes account of the life of brincantes, resuming another concept that can not be discarded in this study, which would be carnivalization bakhtininiana. The investment in relation to the openness of brincantes during the celebration and reception of the public promoting dialogism and polyphony desired, with the inclusion of otherness discourse, and the expressions of the views of the spectators, reinforcing the notion of a collective identity for that community, conveyed through the feast of dirty-Lambe and Caboclinhos. The text explains and reflects on the discursive universe that opens during the presentation of groups, finally proving the hypothesis of work. In short, when it comes to results on the proposed topic, it appears that the party promotes an annual turnover and continuous construction and reconstruction of identity made possible by the roles played by the party brincantes, who converted to participants and / or interactors, cumulatively renew , expand and problematize the notion of identity through a popular festival like the one in question. / O objetivo dessa dissertação é analisar a festa popular dos Lambe-Sujos e caboclinhos da cidade de Laranjeiras através de um viés linguístico-discursivo, utilizando-se para isso a articulação entre áreas distintas do conhecimento, como por exemplo, a própria linguística, a história, a memória coletiva e a análise do discurso. Com o objetivo de, estabelecer novos contrapontos ao discurso monológico do que seria a festa para aquela comunidade, bem como tentar identificar no âmbito festivo dois conceitos utilizados pelo pensador russo Mikhail Bakhtin, que seriam o dialogismo e a polifonia. O estudo partiu da observação de que durante a festa, que representa a guerra entre duas etnias distintas, que seriam os negros conhecidos como lambe-sujos e os índios chamados de caboclinhos. Durante o embate não só físico, como também discursivo os dois grupos travam um embate dialógico, que traz à tona os conceitos cunhados por Bakhtin, o dialogismo e a polifonia, que se apóiam em um universo onde a inversão toma conta da vida dos brincantes, retomando outro conceito que não pode ser descartado nesse estudo, que seria a carnavalização bakhtininiana. O investimento com relação aos graus de abertura dos brincantes durante o festejo e a recepção do público promovem o dialogismo e a polifonia almejados, com a inclusão da alteridade discursiva, das expressões e dos pontos de vista dos espectadores, reforçam a noção de uma identidade coletiva para aquela comunidade, veiculada através da festa dos Lambe-Sujos e Caboclinhos. O texto explicita e reflete sobre o universo discursivo que se abre durante a apresentação dos grupos, comprovando por fim a hipótese do trabalho. Em suma, no que tange aos resultados sobre o tema proposto, conclui-se que a festa promove um movimento anual e contínuo de construção e reconstrução identitária possibilitado pelos papéis exercidos na festa pelos brincantes, que convertidos em participantes e/ou interatores, cumulativamente renovam, expandem e problematizam a noção de identidade através de uma festa popular como a citada em questão.

This dissertation is basically a reading the book of Lamentation as a literary whole in a sense of a text-centred approach, which aims to interpret the Scripture as divine communicative action. The major philosophical resources that I employ in this study are the Speech-Act theory developed by J. Austin and J. Searle, and the concepts particularly exemplified in the work of K. Vanhoozer. I look at repetition and literary techniques in Lamentations as a clue to its structural unity. In the body of the dissertation, Instead of historical-critical approaches, I claim that the meaning exists not ‘behind the text,’ but ‘in the text itself as a whole.’ One of the most important literary approaches to understanding the book of Lamentations is to note the poetic voices, which interweave in the text. The poetic voices are my main focus of understanding the book of Lamentations. I explain the literary meaning reading the text and demonstrate that we must find the canonical level of the meaning which supervenes on the literary level. The meaning of a text at a literary level must be carefully studied and modified by the ‘fuller sense (or meaning)’ derived from the canonical context. The ‘fuller sense’ of Scripture associated with divine authorship emerges only at the level of the whole canon. Here for the canonical meaning of the text, I focus on Vanhoozer’s assertion, having proposed the suitability of speech act theory for the various tasks of biblical interpretation and theological hermeneutics. When we read the text, there is no utterance from God in Lamentations. It is the missing voice. The main theme of Lamentations is "Where is the true comfort?". The text presents no comfort. In the literary context, God keeps silent (non-speaking). Canonically, however, Christian readers as God’s people read the Bible, connecting it to Jesus Christ. Within the canonical context, we can indeed find an answer and God’s answering speech (that is, His act), because Jesus is their true comforter acting as God’s response. We can find this response in his teaching (e.g. Jesus’ Sermon on the Mount) and in his mission (e.g. presenting his body as the temple, being Immanuel, God-with-us). / Dissertation (MA(Theology))--University of Pretoria, 2009. / Old Testament Studies / unrestricted

Orientador: Elide Rugai Bastos / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-08-04T00:52:31Z (GMT). No. of bitstreams: 1 Faustino_JeanCarlo_M.pdf: 15529548 bytes, checksum: c865363afd158560499b8b280f7d2727 (MD5) Previous issue date: 2004 / Resumo: Este trabalho tem o propósito de realizar uma análise sociológica do romance "O Idiota" de Dostoiévski, escrito em 1868. Após uma revisão bibliográfica, a análise é apresentada em três diferentes momentos. No primeiro momento, é realizada uma verificação de como as estruturas sociais da época encontram-se presentes no romance. No segundo momento, é analisada a idéia central do romance e a separação entre essencial e acessório através da integração das partes ao todo. No terceiro e último momento, o resultado dessas duas partes da análise são resgatadas para se construir uma síntese que é contraposta ao pensamento de outros autores da época em que o romance foi elaborado / Abstract: This work intends to carry out a sociological analysis of Dostoevsky novel "The ldiot", written in 1868. After a bibliographical revision, the analysis is presented at three different stages. At the first moment, it is conducted a verification of how the current social structures are present at the nove!. Later, the novel's central idea and a separation between the essential and secondary are analysed through the integration of the parts of the whole. Finally, the result of these two parts is recovered in order to build a synthesis that confronted with to the thought of other authors of the time when the novel was written / Mestrado / Mestre em Ciências Sociais

This thesis considers past autobiographical theory and questions whether it addresses the autobiography of the female writer. Autobiographies of Harriet Jacobs, Margaret Sanger, and Maxine Hong Kingston are examined to reveal their polyvocality, use of the autobiographical "I", and rhetorical strategies maintained in order to create a close relationship with the reader. Particular attention is paid to Mikhail Bakhtin's theory of dialogism and Sidonie Smith's autobiographical "I."

Ce mémoire porte sur le terrorisme dans l’œuvre de Dostoïevski. Au travers d’une analyse s’appuyant sur la théorie mimétique de René Girard ainsi que sur ses contributions sur Dostoïevski, l’auteur dégage de l’œuvre du romancier russe certains des motifs et éléments de représentation pouvant constituer l’ébauche d’une analytique dostoïevskienne du terrorisme. Cette analytique dostoïevskienne réfute le paradigme de la violence religieuse et conteste la notion de violence découlant de la radicalisation (idéologique ou religieuse) pour rendre compte du terrorisme. Elle montre comment la religion ou l’idéologie sont superficielles et comment doivent plutôt nous intéresser un ensemble de déterminants et médiations psychologiques – les désirs, pulsions, émotions et fantasmes au fondement de la violence – pour rendre compte de la violence. L’analyse des trois figures dostoïevskiennes de Chatov (Les Démons), Raskolnikov (Crime et Châtiment) et Stavroguine (Les Démons) mettent chacune en lumière trois explications causales simplifiées des ressorts et motivations de la violence terroriste. L’étude de Chatov met de l’avant le désir mimétique frustré que sous-tend la violence ainsi que la blessure narcissique, la posture réactionnelle d’opposition et le désir de revanche qu’il produit. Celle de Raskolnikov expose les rêves prométhéens et les désirs d’élévation aux fondements de la violence, mais aussi le récit héroïque auto-mystificateur qu’elle sous-tend. Enfin, l’étude de Stavroguine démontre la centralité de la dimension sexuelle pour rendre compte de la violence terroriste. / This memoir focuses on terrorism in Dostoyevsky's work. Through an analysis based on René Girard's mimetic theory as well as his contributions to Dostoevsky, the author draws from the work of the Russian novelist some of the motifs and elements of representation that constitute the outline of a Dostoevskian analytics of terrorism. This Dostoevskian analytics refutes the paradigm of religious violence and challenges the notion of violence stemming from radicalization (ideological or religious) to account for terrorism. It shows how religion or ideology is superficial and how we should instead be interested in a set of psychological determinants and mediations – desires, impulses, emotions and fantasies at the root of violence - to account for violence. The analysis of the three Dostoevskian figures of Chatov (The Demons), Raskolnikov (Crime and Punishment) and Stavrogin (The Demons) each bring to light three simplified causal explanations of the motives and dynamics of terrorist violence. Chatov's study puts forward the frustrated mimetic desire behind violence as well as the narcissistic wound, the reactionary posture of opposition and the desire for revenge it produces. Raskolnikov's analysis exposes Promethean dreams and desires of elevation to the foundations of violence, but also the heroic self-mystifying narrative that it underlies. Finally, Stavrogin's study demonstrates the centrality of the sexual dimension in accounting for terrorist violence.

This study aims to examine the norm-breaking body in Sara Stridsbergs literary fantasy Drömfakulteten (2006) or The Faculty of Dreams (English translation, 2019) which explores Valerie Solanas’ life. Solanas is known for the feminist text SCUM Manifesto (1968, Swedish translation, 2003) and for shooting the artist Andy Warhol.  Solanas has a very distinct separation between body and mind that is apparent in the novel. She ignores her body and whishes not to be aware of it. She only ever thinks about her manifesto, which becomes her mind. To explore the norm-breaking body, my essay is based on Mikhail Bakhtin’s theories of the grotesque body. In this work, I also present different theories that have been inspired by the grotesque, for instance; the female grotesque and the gurlesque. While the grotesque focuses more on the body as a biological organism, the female grotesque and gurlesque focus more on how the female body and femininity is perceived in society and how they break the societal norms. The women are making a “spectacle of themselves”, in Mary Russo’s words. I want to apply these theories on the protagonist, Valerie Solanas, and analyze how the grotesque and norm-breaking body is portrayed in the novel. To further the exploration between body and mind I have the decided to analyze the meaning of the manifesto for Solanas, and also the narrator’s role in how her body is described to the reader.

No description available.