Submitted by Gilvan Almeida (gilvan.almeida@icict.fiocruz.br) on 2016-09-26T14:06:06Z No. of bitstreams: 2 license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) 141.pdf: 1882141 bytes, checksum: 9cb78388e19bfda67ea16ae184427211 (MD5) / Approved for entry into archive by Barata Manoel (msbarata@coc.fiocruz.br) on 2016-10-21T14:23:12Z (GMT) No. of bitstreams: 2 license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) 141.pdf: 1882141 bytes, checksum: 9cb78388e19bfda67ea16ae184427211 (MD5) / Made available in DSpace on 2016-10-21T14:23:12Z (GMT). No. of bitstreams: 2 license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) 141.pdf: 1882141 bytes, checksum: 9cb78388e19bfda67ea16ae184427211 (MD5) Previous issue date: 2012 / Fundação Oswaldo Cruz. Casa de Oswaldo Cruz. Rio de Janeiro, RJ, Brasil. / João Capistrano de Abreu (1853 – 1927) viveu as grandes transformações da história do Brasil na passagem do Império à República. Não somente isto, o autor se deparou com diversas interlocuções que abriam inúmeras possibilidades quanto à disputa pela hegemonia do saber histórico. Desde a sua juventude, Capistrano circulou pelo cientificismo característico de fins do século dezenove. Na sua formação entrou em contato com autores como Henry Thomas Buckle (1821 – 1862), Hippolyte Adolphe Taine (1828 – 1893), Herbert Spencer (1820 – 1903) e Auguste Comte (1798 – 1857). Na interlocução com os autores do Velho Mundo, Capistrano tinha em mente a formação do caráter nacional, questão essencial para os intelectuais do seu tempo no jovem império brasileiro. Alguns temas que se colocaram nesses primeiros diálogos tiveram longa permanência na historiografia construída por Capistrano ao longo de sua vida, ainda que, com o passar dos anos, sofressem transformações em sua abordagem. Outras questões abraçadas pelo autor na juventude foram posteriormente descartadas na medida em que o historiador travava contato com novos autores dentro e fora do Brasil, e também com a documentação histórica. Dentre os temas que poderiam ser tomados como permanências na obra do historiador foram: a importância do elemento indígena na formação do caráter nacional, igualmente a relevância do meio físico na formação do brasileiro, a concepção da humanidade única frente à visão racialista do ser humano e a produção artística e cultural como representação da sociedade que a origina. Algum tempo após deixar a sua terra natal, o Ceará, e instalar-se na corte imperial, Capistrano entrou em contato com a vasta documentação referente ao Brasil colonial e, paralelamente, com autores ligados à história cultural e ao historicismo alemão, tais como: Leopold von Ranke (1795 – 1886), Friedrich Ratzel (1844 – 1904) e Eduard Meyer (1855 – 1930). A sua produção seria profundamente afetada por tais experiências; o que não caracterizaria, contudo, um tipo de “conversão” a novos paradigmas, posto que os temas mais caros ao estudioso e ainda as suas mais profundas crenças continuariam presentes em seus escritos. No entanto, enriquecidos e com maior sofisticação do que sob a ótica cientificista que o atraiu em sua juventude. A maneira pela qual o autor se constrói como profissional do campo da história concomitantemente com a construção da História Pátria é questão central no desenvolvimento deste trabalho. Para tal, faz-se imprescindível na análise a interlocução de Capistrano com os autores clássicos do seu tempo, sem perder de vista, contudo, o diálogo que mantinha com seus pares brasileiros, a rede de troca de documentações históricas da qual se valia em seus estudos históricos, a sua vinculação às instituições como o IHGB - Instituto Histórico e Geográfico Brasileiro - e a Biblioteca Nacional, e, ainda, além das experiências pessoais que fizeram parte de seu vivido. / This paper deals with João Capistrano de Abreu (1823 – 1927), who lived at a time of many changes in Brazilian history, as it was the passage from Monarchy to Republic. Moreover, he was in touch with a great number of different dialogs, which opened many possibilities of the History he intended to do. Since his youth, Capistrano had been in contact with the subjects of the scientism of the late nineteenth century. In this period he was in touch with the production of authors as Henry Thomas Buckle (1821 – 1862), Hippolyte Taine (1828 – 1893), Herbert Spencer (1820 -1903) e Auguste Comte (1798 – 1857). In the interlocution with the authors of the Old World, Capistrano had in his mind the construction of the character of the Brazilians, with was a kind of essential question to the intellectuals of the young Brazilian Empire. Some subjects present in those firths dialogs were also present in the historiography that Capistrano constructed during his long life, albeit with different approaches over the years. On the other hand, other subjects present in the studies of his youth had been disposed along the way, as he came in contact with new authors from Brazil or from abroad, so as the contact with the documentation over the national history. Some subjects that would be taken as permanent in the work of Capistrano de Abreu were: the Brazilian Indians as essential to the construction of a national character, so as the environment for the configuration of the Brazilian society, the conception of the unity of Mankind facing to the concepts of different races and thinking the artistic and cultural production as a representation of the society in which they were conceived. After some time that he moved to the Imperial Court, he was also in touch with writers from German historicism and cultural history such as: Leopold von Ranke (1795 –1886), Friedrich Ratzel (1844 – 1904) e Eduard Meyer (1855 – 1930). Certainly his intellectual production was affected by those news experiences. However it doesn’t mean a kind of “conversion” to new paradigms, since the essential themes and the deepest principals of his early writings was preserved in his historiography at that time. Albeit, more elaborated and in a sophisticated way. The trajectory of this historian, how he made himself as a historian in parallel of his production of the history of Brazil is the central question of this paper. For that the main point was to bring light to the interlocutions of Capistrano de Abreu and some classics writers of his time. Notwithstanding, other subjects made part of the argumentation as: the dialog with the Brazilian intellectuals, the network of changing historical documents that he used in his research, his linking to institutions as IHGB – Brazilian Historical and Geographical Institute - or to the National Library and also the personal experiences of his life.

Cette thèse est un travail historiographique qui découle d’une étude des textes consacrés à la peinture vénitienne, publiés en français entre 1800 et 1914. Tout en considérant ces documents dans leur diversité (ouvrages savants ou de vulgarisation, récits de voyages), il s’agit de les replacer dans un contexte de formation de l’histoire de l’art comme champ autonome de connaissances. Car du fait de son statut encore incertain au XIXe siècle, la discipline se nourrit d’une littérature variée, et jette dans le même temps les fondements d’un savoir institutionnalisé. La notion d’école de peinture apparaît comme une catégorie de ce savoir et permet de concevoir la peinture vénitienne comme un phénomène singulier et cohérent. Envisagée pour son coloris, cette école est perçue comme le lieu d’une sensualité qui nie les exigences d’une doctrine héritée du classicisme. Les historiens de l’art du XIXe siècle mettent en place un appareil argumentatif et rhétorique visant à donner à leur discours une légitimité scientifique. Dès la moitié du siècle, l’usage d’une méthode scientiste permet d’expliquer la peinture vénitienne par des justifications sociales, climatiques ou raciales. Au sein du raisonnement qui démontre la nature anticlassique de l’école vénitienne, il convient aussi de considérer les arguments fournis par l’Orientalisme et par l’histoire de l’art flamand et hollandais, qui par un rapprochement avec Venise, éloignent encore sa peinture du modèle classique. Mais il importe par ailleurs de relever les ouvertures du discours qui infléchissent cette pensée dominante. La confrontation de la peinture vénitienne avec les nouvelles formes d’art contemporain – Romantisme, Impressionnisme, Symbolisme – permet d’en faire un lieu d’identification pour la modernité picturale. Enfin, les revendications identitaires qui parcourent une Italie en quête d’indépendance et une France hostile à la Prusse après la guerre de 1870, participent autour de 1900 à caractériser l’école vénitienne comme un lieu d’ancrage d’une identité classique, latine et/ou chrétienne résistant à la menace germanique. / This thesis is a historiographical work which ensues from a study of texts dedicated to Venetian painting, published in French between1800 and 1914. While considering these documents in their diversity (learned works, popularized works and travel stories), its main concern is replacing them in a context of establishment of art history as an independent field of knowledge. Thus, because of its still uncertain status in the 19th century, this discipline feeds on varied literature, and establishes itself at the same time as an institutionalized knowledge. The notion of school of painting appears as a category of this knowledge and allows one to conceive Venetian painting as a singular and coherent phenomenon. Considered for its colour, this school is perceived as a place of sensuality which denies requirements of a doctrine descended from classicism. The art historians of the 19th century set up an argumentative and rhetoric device in order to give to their speech a scientific legitimacy. Beginning in the second half of the century, the use of a scientistic method allows one to explain Venetian painting by social, climatic or racial justifications. Through this reasoning, which demonstrates the anticlassical nature of the Venetian school, it is also advisable to consider the arguments provided by Orientalism and by Flemish and Dutch art history, and which by establishing a parallel with Venice, push it's painting further still from a classical model. However it is further more important to discover the widening of speech bending this dominant thought. The confrontation of Venetian painting with new forms of contemporary art - Romanticism, Impressionism, Symbolism - allows one to create an identification space for pictorial modernity. Finally, the identical demands in Italy in its search of independence and French hostility to Prussia after the 1870 war, take part, around 1900, to the characterization of the Venetian school as a place of anchorage, for a classical, Latin and/or Christian identity resisting to a Germanic threat.

This thesis tries to give a critically considered view of what New Age thought is about, where it came from, and where it takes education and the scientific quest for truth. The interest of this study lies in exposing the underlying New Age beliefs and premises so that the implications that New Age thought has for truly meaningful human development and the educational and scientific quest for truth can be determined. A historical investigation which proceeds from the assumption that New Age thought is a phenomenon with philosophical underpinnings that lie in Western historical dynamics is utilised in order to extract and give context to the beliefs and premises in which New Age thought is anchored. Firstly, the movements in the West's alternative mystical and magical spiritual tradition from which current New Age spiritual approaches issue are scrutinized. This is followed by an exploration of mainstream Western history. Foundational premises and central ideas concerning New Age anthropology, morality, cosmology, and epistemology which issue forth from theories in Western philosophy, psychology, and science are identified and critically analysed. From these analyses, the meaning and direction that New Age thought circumscribes for human development and learning are fully explored and evaluated. It is found that New Age thought upholds a magical worldview in which the objective existence of truth is denied. Because New Age thought does not create educational space in which the quest for truth as obedience to truth can be learnt and practised, emotional, moral, and cognitive development is arrested and the real, educational value in scientific inquiry is defeated. This study is concluded with suggestions that are personal yet grounded in the findings of this research as to the defense and upholdment of the idea of objective truth in moral and intellectual education. / Educational Studies / D. Ed. (History of Education)

Rapid industrialization, breakthroughs in science and technological development have ushered in an era regarded as a technocratic age. The advent of a technocratic age has necessitated the acquisition of technologically appropriate knowledge, skills and attitudes, and consequently it has become necessary to establish education systems that fulfil the demands set by technocratic age principles. Present-day education is typified by technocratic age imperatives which include meritocracy, specialization, vocationalism, professionalism and scientism. Technocratic age education is further characterized by mass education, free and compulsory education and greater bureaucratic control of education. In technocratic age education systems, entrance examinations are used to select learners for advanced education and training. It would appear that this takes place with little regard for the learner's personal worth or meeting the learner's distinctive needs. / Educational Studies / M. Ed. (History of Education)

Toxicomanie, anorexie, boulimie, tanorexie, nomophobie, bigorexie. Ces mots disent nos addictions, à la drogue, à l’alimentation, au soleil, au téléphone, au sport. Mais la liste de nos dépendances est plus longue encore : travail, jeu, sexe, amour. Le XXIe siècle a son fléau, la drogue. Selon les acteurs de la politique de santé publique qui sonnent le glas dans le Plan gouvernemental de lutte contre les drogues et les conduites addictives 2013-2017, nous serions tous concernés. Dans ce travail, à l’appui des concepts psychanalytiques, nous proposons d’analyser, pour le déconstruire, le discours qui sous-tend cette politique : celui des addictologues. Nous tenterons d’apporter la preuve par la clinique qu’une autre façon de penser est possible, loin de l’approche objectiviste, normalisante et pathologisante. Notre hypothèse est que ce discours fait une promesse toxique, encourageant ce qu’il dénonce, mais plus encore, qu’il fait de nous tous des drogués. Il entretient la logique addictive du sujet toxicomane et s’étend au-delà des frontières de la toxicomanie. Parvenant à essaimer ses signifiants et à infiltrer sa langue techniciste chez le commun de tous les mortels, il façonne la pensée allant jusqu’à transformer l’amour en une addiction. Le sujet, ainsi suggestionné, s’en remet aux experts addictologues, illusionné par la promesse de guérison d’une maladie qu’il n’a pas. Comment en sommes-nous arrivés là ? Que veut dire être drogué ? L’histoire des drogues et de leurs consommations nous apprend que la toxicomanie est née au XIXe siècle, au temps des avancées de la chimie et de l’avènement du capitalisme. Considérée comme une nouvelle maladie, la dépendance aux drogues fait l’objet de théorisations du côté de la pathologie. Ignorant les théories freudiennes et lacaniennes défendant la notion d’« indépendance », à entendre dans le sens d’un désir qui libère de « la peine de désirer », notre époque contemporaine verra naître de nouvelles théorisations et encouragera l’expansion de la notion de dépendance aux comportements n’impliquant pas la consommation de substances, comme l’amour. Nous verrons que le discours de l’addictologie, avatar du discours capitaliste, pétri d’une idéologie scientiste, doit son succès à la logique sur laquelle il est fondé : une logique de l’ordre du démenti. / Toxicomania, anorexia, bulimia, tanorexia, nomophobia, bigorexia: these words describe our addictions to drugs, food, sun, cell phones and sports. But the list of our dependencies has become even longer and includes work, gaming, sex and love. The twenty-first century has its scourge, and its name is addiction. According to the leaders of public health policy who sound the alarm in the 2013-2017 governmental plan against drugs and addictive behaviors, we are all concerned. In this research, we will rely on psychoanalytical concepts to analyze and deconstruct the discourse of the addictionologists underlying this policy. We will attempt to provide proof through clinical means that another way of thinking is possible, far removed from the approach that objectivizes, normalizes and pathologizes. We will support the hypothesis that this discourse is based on a toxic promise that not only stimulates what it is meant to denounce, but makes addicts of us all. It encourages the logic of addiction with respect to the addicted subject and extends beyond the limits of toxicomania. Having succeeded in spreading its signifiers and infiltrating its technical-sounding jargon among ordinary mortals, this discourse shapes thought to such an extent that even love becomes an addiction. Under this suggestive influence, subjects put themselves in the hands of expert addictionologists, lured by the promise of a cure for an illness they don’t even have. How did we get to this point? What does being an addict really mean? The history of drugs and drug use tells us that toxicomania was born in the nineteenth century, at a time when chemistry and capitalism were both making great strides forward. Considered as a new illness, drug dependency was the subject of theories with a pathological orientation. Unaware of the theories of Freud and Lacan that defend the notion of “independence” – in the sense of a desire that frees from the “suffering of desire” – our contemporary epoch has given rise to new theorizing and encourages the extension of the notion of dependence to behaviors, like love, that do not imply the consumption of substances. We will see that the discourse of addictology, an avatar of the capitalist discourse, shaped using an ideology based on scientism, owes its success to the logic behind it, a logic built on denial.

This thesis tries to give a critically considered view of what New Age thought is about, where it came from, and where it takes education and the scientific quest for truth. The interest of this study lies in exposing the underlying New Age beliefs and premises so that the implications that New Age thought has for truly meaningful human development and the educational and scientific quest for truth can be determined. A historical investigation which proceeds from the assumption that New Age thought is a phenomenon with philosophical underpinnings that lie in Western historical dynamics is utilised in order to extract and give context to the beliefs and premises in which New Age thought is anchored. Firstly, the movements in the West's alternative mystical and magical spiritual tradition from which current New Age spiritual approaches issue are scrutinized. This is followed by an exploration of mainstream Western history. Foundational premises and central ideas concerning New Age anthropology, morality, cosmology, and epistemology which issue forth from theories in Western philosophy, psychology, and science are identified and critically analysed. From these analyses, the meaning and direction that New Age thought circumscribes for human development and learning are fully explored and evaluated. It is found that New Age thought upholds a magical worldview in which the objective existence of truth is denied. Because New Age thought does not create educational space in which the quest for truth as obedience to truth can be learnt and practised, emotional, moral, and cognitive development is arrested and the real, educational value in scientific inquiry is defeated. This study is concluded with suggestions that are personal yet grounded in the findings of this research as to the defense and upholdment of the idea of objective truth in moral and intellectual education. / Educational Studies / D. Ed. (History of Education)

Rapid industrialization, breakthroughs in science and technological development have ushered in an era regarded as a technocratic age. The advent of a technocratic age has necessitated the acquisition of technologically appropriate knowledge, skills and attitudes, and consequently it has become necessary to establish education systems that fulfil the demands set by technocratic age principles. Present-day education is typified by technocratic age imperatives which include meritocracy, specialization, vocationalism, professionalism and scientism. Technocratic age education is further characterized by mass education, free and compulsory education and greater bureaucratic control of education. In technocratic age education systems, entrance examinations are used to select learners for advanced education and training. It would appear that this takes place with little regard for the learner's personal worth or meeting the learner's distinctive needs. / Educational Studies / M. Ed. (History of Education)

No description available.

Syftet med föreliggande religionsvetenskapliga studie är att synliggöra hur betydande aspekter av livsåskådningskaraktär återspeglas i den populära tv-serien True Detective 1 – och med särskilt fokus på ateism undersöka och kartlägga en av tv-seriens karismatiska huvudkaraktärers perspektiv och positioneringar. I centrum står Rustin ”Rust” Cohle och dennes hållning, handlingar och tal. Undersökningen utgår från tre frågeställningar: Vilka olika livssynspositioneringar och tematiker av existentiell livsåskådningskaraktär är utmärkande för karaktären Rust? Hur kan dessa närmare beskrivas och förstås på ett övergripande plan? Och i vilken utsträckning har Rust lösgjort sig från en äldre form av ateism, till förmån för en senmodern och mindre polariserande variant? Runt karaktärskomplexet Rust – som en prototyp för en sorts förtrollande ateism – exponeras följande fyra kategorier: 1) Scientisten: En position präglad av en scientistisk och naturvetenskaplig, ateistisk hållning. 2) Zenbuddisten: En position präglad av asketism, kontemplation och en fascination av jaget som en illusion. 3) Terapeuten: En position karaktäriserad av den terapeutiska diskursen, vars psykologiserande förklaringar går ut på att legitimera individens lycka eller lidande – och därigenom tar över den äldre religiösa berättelsens funktion.4) Messiasgestalten: En position med markant messianska förtecken av både hög- och lågkristologisk natur och som i någon mening här inkorporerar övriga kategorier. Serien avspeglar således genom den messiasliknande karaktären Rust både starka ateistiska och scientistiska strömningar i vår tid, präglade av både naturvetenskap men också ett – till vissa delar – österländskt synsätt bortom den judisk-kristna traditionens epistem, hand i hand med ett semi-sekulärt och terapeutiskt trevande efter reflexivitet, mening och en större sakral och kanske rentav metafysisk öppning. Det är möjligen något av ett paradigmskifte – för att tala med Thomas Kuhn – som karaktären Rust föregriper och förkroppsligar. En både-och-människa som både vill ha det sakrala och profana som en möjlighet – inte som ett akademiskt motsatspar! / Enchanting atheism?: A study of atheism pictured in popular culture. True Detective as an example. The purpose of this study of religious science is to visualize how significant aspects of a characteristic philosophy and views of life are reflected in the popular TV series True Detective 1 – and with particular focus on atheism, explore and map the perspective and positioning of one of the charismatic main characters of the TV series. In the center stands Rustin “Rust” Cohle and his attitude, actions and speech. The study is based on three questions: What different views of life and themes of existential views are characteristic of the character Rust? How can these be more fully described and understood on an overall level? And to what extent has Rust broken himself away from an older form of atheism in favor of a late modern andless polarizing kind? Around the complex of character that is Rust - as a prototype for a kind of enchanting atheism - the following four categories are exposed: 1) The Scientist: A position characterized by a scientific and atheistic stance. 2) The Zen Buddhist: A position characterized by asceticism, contemplation and a fascination of the self as an illusion.3) The Therapist: A position characterized by the therapeutic discourse whose therapeutic narrative is based on legitimizing the happiness or suffering of the individual - thus adopting the function of the old religious narrative. 4) The Messiah character: A position with striking Messianic overtones of Christology of both high and low nature and which in some sense incorporates the other categories. Through the Messiah-like character Rust the series thus reflects both strong atheistic and scientific currents of our time, characterized by not only science but also – to some extent – by an Eastern view of life that goes beyond the episteme of the Jewish-Christian tradition, hand in hand with a semi-secular and therapeutic grasping for reflexivity, meaning and a greater sacred and perhaps even metaphysical opening. It is possibly somewhat of a paradigm shift – to some extent plead Thomas Kuhn – that the character Rust anticipates and embodies. A both-kind-person who wants to have the sacred as well as the profane as an opportunity - not as an academicopposing pair!

A travers les faits et manifestations considérés comme irrationnels par l’entendement scientiste et positiviste, on décèle du point de vue de la philosophie de l’esprit, une rationalité poétique qui est à l’œuvre dans tout esprit humain. Ce super- rationalisme qui intègre en même temps le sensible et le rationnel obéit à une logique du symbolisme qu’on retrouve dans l’Ontologie africaine. L’africanisme ontologique induit une philosophie de l’invisible où la connaissance intuitive libère l’esprit du dogmatisme rationaliste. Il permet d’appréhender l’Être dans sa totalité en examinant la question du rapport à soi, et du rapport à l’autre à travers la figure du sage africain.Aujourd’hui, la rencontre des cultures et des civilisations permet un croisement des rationalités et une pluralité de valeurs qui sont le fondement du nouvel humanisme dont nous nous réclamons. Un humanisme spirituel basé sur le respect et la compréhension de l’autre par la différence de sa pensée et de ses attributs socio-psychologiques. / In facts and manifestations watched as irrationals by the scientist and positivist understanding, one can detect from the point of view of the philosophy of Being, a poetic rationality which is at work in every human spirit. This “super-rationalism” able to integrate at the same time both the perceptible and the rational obeys a logic of symbolism we find in the African Ontology.The ontological Africanism leads into a philosophy of the finiteness where the intuitive knowledge frees the spirit from the rationalist dogmatism. It enables a comprehension of the Being as a whole looking at the question of the relationship to the self, and the relationship to the other through the figure of the African sage.Today, the encounter of cultures and civilizations allows a crossing of rationalities and a plurality of values that are the foundation of the new humanism we claim as ours. An humanism based on the respect and the understanding of the other by accepting the difference of his own thought as well as his socio-psychological attributes.