法國思想家傅柯於1984年6月出版了《性史》的第二、三卷。此二卷與第一卷的出版之間長達八年的間隔，取材的範圍也從原先16到19世紀的現代西方社會，往前推移至西元前到西元初的古希臘社會及希臘化羅馬時期。除此之外，傅柯更清楚地表明，他的研究旨趣已經從原先對權力運作的解析，轉移到關於倫理修身實踐的議題上。儘管傅柯本人對於這個轉折十分坦然，但他卻又透過主體化、真理和自由實踐等概念，說明這個轉向其實可以放進他整個研究的藍圖中。本文即以《性史》作為主要的討論素材，首先，將探討傅柯在《性史》第二、三卷中所提出的倫理是什麼？接著，由此回溯《性史》第一卷中對權力的研究，討論傅柯是怎樣分析現代西方文明中的主體化歷程？對權力的分析是否促使傅柯轉向研究自我倫理？最後，我們將綜合上述有關倫理、權力、真理及主體化的討論，說明傅柯所謂自由實踐的意涵為何？ / Michel Foucault published the second and third volumes of History of Sexuality in June 1984. The interval between the first and the rest of the volumes was as long as eight years, and the scope of the first volume was modern European society from the sixteen to the nineteen century, whereas in the second and the third volumes it extended to as early as from ancient Greek to the Hellenistic period. In addition, the central issue was shifted from “power” to “ethics” in those later volumes respectively. He frankly admitted that the central concern of this work did encounter a change described above, however, he also claimed that the change can be regarded as the link between two phases of a continued project, that is, the discussions of “power” and “ethics” are indeed integral parts of his project viewed in light of the concepts of subjectivation, truth, and practice of freedom. This dissertation attempts to explore the implication of “ethics” in the second and third volumes of History of Sexuality and, based on this implication explored, to elucidate the way Foucault analyses the process of subjectivation in modern Western civilization. Then in turn we try to answer whether this analysis of “power” caused Foucault’s shift of interest to “ethics.” Finally, as a conclusion, through integrated examination of the concepts of “ethics,” “power,” “truth” and “subjectivation,” we try to explicate the significance of “practice of freedom” Foucault propounds.

Submitted by Simone Maisonave (simonemaisonave@hotmail.com) on 2016-08-31T13:06:43Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Andréa Wahlbrink Padilha da Silva_Dissertacao.pdf: 1252068 bytes, checksum: b9b4939fe744af9b4a95255aa6003a24 (MD5) / Approved for entry into archive by Simone Maisonave (simonemaisonave@hotmail.com) on 2016-08-31T13:07:09Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Andréa Wahlbrink Padilha da Silva_Dissertacao.pdf: 1252068 bytes, checksum: b9b4939fe744af9b4a95255aa6003a24 (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2016-08-31T18:25:38Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Andréa Wahlbrink Padilha da Silva_Dissertacao.pdf: 1252068 bytes, checksum: b9b4939fe744af9b4a95255aa6003a24 (MD5) / Made available in DSpace on 2016-08-31T18:25:55Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Andréa Wahlbrink Padilha da Silva_Dissertacao.pdf: 1252068 bytes, checksum: b9b4939fe744af9b4a95255aa6003a24 (MD5) Previous issue date: 2015-05-30 / Sem bolsa / Nesta dissertação, foi desenvolvido um estudo sobre o fenômeno do letramento, tendo como foco o letramento dos professores alfabetizadores. O objetivo dessa pesquisa foi contribuir para pensar/refletir os processos de letramento que ocorrem nos anos iniciais do Ensino Fundamental. Buscou-se analisar os limites e possibilidades da utilização do letramento em seu sentido forte/radical, no desenvolvimento das práticas letradas, no cotidiano de uma escola do campo. Esse estudo de caso foi realizado em uma escola pública do campo, no município de Pelotas/RS. A orientação foi a partir das contribuições do Materialismo Histórico Dialético, como base teórica metodológica,para compreender o conceito de letramento, no sentido de ampliar o debate acerca da importância de sua utilização no trabalho pedagógico, de maneira crítica e reflexiva.Para tanto, foram utilizadas as técnicas de observação, análise de documentos e entrevistas semiestruturadas. Algumas das categorias, como ideologia, consciência de classe, emancipação humana, visão social de mundo e conscientização, permeiam esta análise, enquanto possibilidade de resgatar o letramento em seu sentido „forte/radical?, na direção da construção de processos educativos críticos, como componente essencial para a ampliação das possibilidades de novas relações sociais no campo e de uma educação voltada aos interesses das classes populares do mesmo, na conquista de uma vida digna e de possibilidades. No decorrer da análise e nas considerações, buscou-se refletir sobre os limites e possibilidades de sua implementação nas escolas públicas do campo. Conclui-se que o letramento trabalhado nessas escolas está distante da concepção forte/radical. O que foi possível de ser constatado é de que os professores utilizam e compreendem o letramento enquanto uma ferramenta de auxilio, um recurso metodológico para o desenvolvimento do processo de alfabetização, porém, restrito a uma boa habilidade com o código escrito, estando ainda distantes da concepção forte/radical de letramento. / This dissertation. It was developed a study on the literacy phenomenon, focusing on the literacy of literacy teachers. The aim of this research was to contribute to think/reflect the literacy processes that occur in the early years of elementary school. It sought to analyze the limits and possibilities of the use of literacy in their strong/ radical sense, in the development of literacy practices in the daily life of a country side school. This case study was conducted in a country side public school in the municipality of Pelotas/RS. The study was guided from the contributions of Dialectical Materialism History as a methodological theoretical basis to understand the concept of literacy in order to amplify the debate on the importance of its use in educational work, in a critical and reflective way. Therefore, the observation techniques, document analysis and semi-structured interviews were used. Some of the categories, such as ideology, class consciousness, human emancipation, social world view and awareness permeate this analysis, as a possibility to rescue literacy in your direction 'strong/radical', in the direction of construction of critical educational processes, as essential component to the expansion of the possibilities of new social relations in the field and an education geared to the interests of the working classes of the same, to conquer a dignified life and possibilities. During the analysis and consideration was sought to reflect on the limits and possibilities of its implementation in the public schools of the field. It was concluded that the literacy worked in these schools is far from strong/radical design. What was possible to be found is that teachers use and understand literacy as an assistance tool, a methodological resource for the development of the literacy process, however, restricted to good ability to with the written code and is still far from strong/radical literacy design.