L‟intérêt porte sur l‟intervention ou la non-intervention du réel dans la représentation. Le réalisme dans l‟oeuvre dramatique se mesure à l‟aune de la mise au jour des actualités historiques, politico-sociales et des réalités existentielles. A la quête de l‟interprétation de la conception du “réel” s‟ajoute un questionnement esthétique : la manière de le montrer. Notre recherche a comme objet l‟oeuvre dramatique de Michel Deutsch. C‟est en donnant à voir les défaillances des individus et leur non-intégration sociale dans le monde actuel désorganisé que le dramaturge témoigne son approche réaliste. La configuration dramaturgique de l‟espace extrascénique et l‟usage vraisemblable des objets qui y sont installés en sont des arguments à l‟appui. “L‟annonciation/incarnation de la réalité” rajoute de l‟exactitude aux faits représentés et la mise en oeuvre de la fonctionnalité du symbolique en dépit des descriptions standards prévaut. Or, la non-accessibilité dudit réel est un défi lancé à la reproduction d‟une image globale et parfaite de tous les événements. L‟incongruité tributaire du “nowhere” et de l‟anti-naturalisme structurel et factuel de l‟espace dramatique culmine avec l‟exposition inappropriée des principes consubstantiels à l‟espace théâtral. Le brouillage des repères temporels et l‟atemporalité accentuent le dysfonctionnement. Le langage lacunaire déjoue l‟expression, l‟extériorisation, la compréhension et la communicabilité. Le rapport au vécu se creuse : la pensée et la parole individuelle s‟évincent en faveur de l‟irruption recommencée de “l‟auteur-rhapsode”. Si la non-identification, le démembrement ou l‟indétermination de la situation d‟énonciation de l‟individu est condamnable, son existence atomique ou sa non-existence l‟est davantage.Michel Deutsch opte pour la transgression du réel et préconise le rejet catégorique de la duplication imitative et le principe de la “déconstruction-reconstruction” dans la représentation. / The interest in the representation gets to the intervention or the nonintervention of the real in it. The realism in the dramatic work is measured by ell updating the historical and political-social actualities and the existing realities. In the quest for the interpretation of the conception of “real”, it is add the ethic questioning of how to show it.Our research aims the dramatic work of Michel Deutsch. Seeing the individuals failures and their social nonintegration in the actual disorganized world that the playwright testifies his realistic approach. The extrastage space dramatic configuration and the likely use of the objects installed are supporting arguments for it. “The annunciation-incarnation of reality” adds exactitude to the representing facts and prevails the implentation of symbolic feature despite the standard descriptions. Though, the non-availability of real is a challenge launch to the reproduction of a global and perfect image of all the events. The tributary incongruity of “nowhere” and the structural, factual antinaturalism of dramatic space culminates in the inappropriate exposition of consubstantials principles of the theatrical space. The jamming time markers and the timeless stress the dysfunction. The lacunar language foiled the expression, the externalization, the comprehension and the communicability. The relationship with life fails : the thinking and the individual speech ousting on account of the restarted irruption of the “rhapsode-author”. If the non-identification, the dismembrement or the indetermination of speech situation of every person is condemnable, its atomic existence or his non existence are worse.Michel Deutsch opt for the transgression of the real and preconize to reject categoricaly the imitative duplication and the principal of the deconstruction-reconstruction in the representation.

Made available in DSpace on 2016-04-27T14:30:29Z (GMT). No. of bitstreams: 1 Sillas de Souza Cezar.pdf: 2201558 bytes, checksum: 96d9fe2a25be53eb7abe224f98c0c376 (MD5) Previous issue date: 2010-10-15 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / Graduate Programs in Education at PUC-SP (Pontifical Catholic University SP) and USP (University of São Paulo) study the relationships between Education, Economics and Politics. The present work took into evidence that in such centers, Economic Science and Political Science, understood here as Political Sciences, were formally sidelined theories as appropriate to the understanding of this problem, especially in its implications for the Curriculum. There is here an attempt to investigate the possible causes of this as well as try to measure the dimensions of some of its consequences. The methodological procedures that point the problem were quantitative. Those which tried to understand the causes and consequences have been qualitative. The researched answers, as well as the notes taken from the interviewed teachers, converged in pointing historical factors, institutional and ideological motivators for the formal sidelining. The interviewed teachers stressed that the problem would be centered in Economics, though they would not refute it to be also in Political Science. Supported by theories proposed by Kuhn and Bourdieu and based on the surveys, it is plausible to admit a standard paradigm in the field of Education. Manifestations of this trend can be noticed in the declared intellectual influences of teachers and the bibliographic choices they recommend in their courses. In theory, such a standard would stimulate monothematic approaches. The maintenance of this paradigm, understood by Bobbio as a kind of epistemological ideology, seems to come from the demand that the teachers in this area cherish for symbolic goods that represent their principles. For this reason, they tend to value academic productions which they find an ideological identification, and devalue others which do not profess their views, such as Economics and Political Science in their non-Marxist versions. This postponement also applies in the teaching careers chosen, once it has not been observed in significant numbers, formally educated professionals in Economics or in Political Science. According to Bordieu, the academic productions aim mainly to the public that will consume them, rather than the possible scientific responses that they might possibly offer. Thus, there seems be no theoretical or institutional stimuli to freshen the tendency to remain sidelining the described sciences. It is assumed that this problem gives rise to a theoretical scope of Education, which is lower than its potential / Programas de Pós-Graduação em Educação na PUC-SP e USP estudam relações entre a educação, economia e a política. Este trabalho ocupou-se em evidenciar que em tais centros a Ciência Econômica e a Ciência Política, entendida aqui como Politologia, foram formalmente secundarizadas enquanto teorias oportunas para a compreensão dessa problemática, especialmente em suas incidências sobre o Currículo. Cogita-se investigar possíveis causas disso, bem como tentar dimensionar algumas de suas consequências. Os procedimentos metodológicos que apontam o problema foram quantitativos. Os que tentaram entender causas e consequências foram qualitativos. As respostas pesquisadas tanto quanto os apontamentos de docentes entrevistados convergiram, ao apontar fatores históricos, institucionais e ideológicos como motivadores da secundarização formal. Os docentes entrevistados destacaram que o problema estaria concentrado na Economia, embora não o refutassem na Politologia. Amparando-se em teorias propostas por Kuhn e Bourdieu e tomando por base os levantamentos feitos, é plausível admitir um padrão paradigmático no campo da Educação. Manifestações dessa tendência podem ser percebidas nas declaradas influências intelectuais dos docentes e nas escolhas bibliográficas que recomendam em seus cursos. Em tese, tal padrão estimularia abordagens monotemáticas. A manutenção desse paradigma, entendida por Bobbio como um tipo de ideologia epistemológica, parece advir da demanda que os docentes da área nutrem por bens simbólicos que representem seus princípios. Por esta razão, tendem a valorizar produções acadêmicas com as quais se identificam ideologicamente, e desvalorizar outras que não as professem, tais como a Economia e a Politologia em suas versões não marxistas. Esse preterimento se verifica também nas carreiras docentes escolhidas, uma vez que não se percebeu, em número significativo, profissionais instruídos formalmente nem em Economia nem em Politologia. Segundo Bourdieu, as produções acadêmicas miram mais no público que irá consumi-las do que em possíveis respostas científicas que eventualmente ofereçam. Sendo assim, parece não haver estímulos, teóricos ou institucionais, que arrefeçam a tendência de se permanecer secundarizando as ciências descritas. Presume-se que tal problema ocasione um alcance teórico da Educação, menor do que seu potencial