O presente trabalho se propõe a compreender a variabilidade cultural humana em relação à organização da família por meio das teorias darwinianas da seleção natural e da seleção sexual, e se encontra baseado em evidências vindas da comparação de dados etnográficos. Pretende-se demonstrar que existe uma alteração marcante no comportamento de todos os envolvidos nas relações familiares quando mudam as regras de herança. Essas alterações assim ocorrem porque as regras de herança direcionam o Investimento Parental Masculino (MPI), ora ao sobrinho, ora ao filho. A hipótese apresentada é a de que a variação do MPI modifica de maneira compreensível e previsível as relações familiares em organizações matrilineares e patrilineares. A prova da hipótese será feita por meio da aplicação do método intercultural com pesquisa etnográfica nos bancos de dados do HRAF, e utilizando-se da amostra PSF. Os resultados do presente trabalho indicarão que em sociedades em que o tio tem uma relação afetuosa com seu sobrinho, o marido espanca a mulher; e quando o pai se relaciona de maneira indulgente e amigável com seu filho, irmãos e irmãs se evitam, alinhando esses fatos de maneira que possam ser coerentemente entendidos com a teoria sociobiológica. A riqueza cultural, o sem número de costumes, as tradições, os tabus, as normas explícitas ou ocultas, os aparatos de coerção de toda sorte, as regras sobre herança, casamento, dote, preço da noiva, divisão de trabalho, enfim, todas as regras observadas em todos os agrupamentos humanos podem ser explicadas à luz das seguintes teorias: a) da “seleção de consangüíneos” (Hamilton, 1963), b) do “altruísmo recíproco” (Trivers, 1971), c) do “investimento parental e seleção sexual” (Trivers, 1972), e d) do “conflito entre prole e parentais” (Trivers, 1974). / The present work proposes to account for cultural variability in connection to human family organization, through Darwin’s theories of natural selection and sexual selection. It is also founded on evidence based on the comparison of ethnographic data of diverse human societies. It intends to demonstrate that there is a significant alteration in the behavior of family members when the rules of inheritance of wealth change. These alterations are triggered because the rules of inheritance dictate the MPI – Male Parental Investment – sometimes in the nephew and sometimes in the son. The hypothesis is that this variation in MPI (male investment in either the nephew or the son) modifies family relations in matrilineal and patrilineal organizations in a predictable manner. The role played by MPI in determining family tensions will be shown by applying cross cultural analysis to the data obtained from HRAF (Human Relations Area Files), using PSF (Probability Sample Files). The results of the present work show that societies in which the uncle’s relation with his nephew is affectionate, the husband beats the wife; on the other hand, when the father’s relation with his son is indulgent and friendly, brother and sister avoid each other. This variability of behavior can be coherently explained by sociobiological theory. Cultural wealth: the innumerable customs, the traditions, the taboos, the manifest and hidden norms, the apparatus of coercion, the rules of inheritance, marriage, dowry, bride price, the division of labor, in short, all the rules observed in all human groups can be explained in the light of the following theories: a) ‘kinship selection’ (Hamilton, 1963); b) ‘reciprocal altruism’ (Trivers, 1971; Axelrod, 1981); c) ‘parental investment and sexual selection’ (Trivers, 1972); and d) ‘parentoffspring conflict’ (Trivers, 1974).

A travers l'oeuvre de Michel de Certeau, les manières de dire et de faire d'une part, dans le quotidien d'autre part dans les sciences humaines sont travaillées pour rendre compte d'une philosophie de la ruse. Sont mobilisés à cette occasion le constructivisme (Latour, Stengers), le pragmatisme (James), le structuralisme (Lacan, Barthes) et les philosophies de Deleuze et Foucaut. / Doctorat en Philosophie / info:eu-repo/semantics/nonPublished

Our understanding of the physical world has evolved drastically over the last century and the microstructure described by subatomic physics has been found to be far stranger than we could previously have envisaged. However, our corresponding model of experience and its structure has remained largely untouched. The orthodox view conceives of our experience as made up of a number of different simpler experiences that are largely independent of one another. This traditional atomistic picture is deeply entrenched. But I argue that it is wrong. Our experience is extraordinarily rich and complex. In just a few seconds we may see, hear and smell a variety of things, feel the position and movement of our body, experience a blend of emotions, and undergo a series of conscious thoughts. This very familiar fact generates three puzzling questions. The first question concerns the way in which all these different things are experienced together. What we see, for example, is experienced alongside what we hear. Our visual experience does not occur in isolation from our auditory experience, sealed off and separate. It is fused together in some sense. It is co-conscious. We may then ask the Unity Question: What does the unity of consciousness consist in? The second question is the Counting Question: How many experiences does a unified region of consciousness involve? Should we think of our experience at a time as consisting in just one very rich experience, in a handful of sense-specific experiences, or in many very simple experiences? How should we go about counting experiences? Is there any principled way to do so?The third and final question, the Dependency Question, concerns the degree of autonomy of the various different aspects of our unified experience. For example, would one's visual experience be the same if one's emotional experience differed? Is the apparent colour of a sunset affected by the emotional state that we are in at the time? I offer a new answer to the Unity Question and argue that it has striking implications for the way that we address the Counting Question and the Dependency Question. In particular, it supports the view that our experience at a time consists in just one very rich experience in which all of the different aspects are heavily interdependent.

This study addresses a tension in contemporary studies of public memory between ideology criticism and postmodern critique. Both strategies of reading public memory rely on a representational logic derived from the assumption that the source for comparison of a memory text occurs in a more fundamental text or event. Drawing heavily from Michel Foucault, the study proposes an alternative to a representational reading strategy based on the concepts of regularity, similitude, articulation, and cultural formation. The reading of Vietnam Veterans Memorial and the Galveston County Vietnam Memorial serves as an example of a non-representational regularity enabled by the cultural formation of pastoral power.

Made available in DSpace on 2017-06-01T18:29:28Z (GMT). No. of bitstreams: 1 virginia_cavalcanti_pinto.pdf: 1069106 bytes, checksum: f6f00d97cd306ee345a04d5bb77a30f0 (MD5) Previous issue date: 2016-03-08 / According to Foucault, sexuality is an historical device, which means that it has been composed through the history as a social invention of a particular time. The establishment of sexuality starts from the development in the discursive field about sex that includes the knowledge about it, as well its regulation through real productions. This work seeks to question the discourse of students, parents and teachers of high school, about the treatment of the issues of sexuality in school. The participants in this qualitative research study were mothers, teachers and students in a state public high school in Recife-PE, who were observed and interviewed. They received a visual stimulus with images of people and symbols, with different possibilities of interpretation on the theme sexuality and then heard a prompt question: how are the sexuality issues circulating in the school? Discussions were filmed only for analysis purposes, protecting the participant s identity. The construction of the data indicated, among other things, that the speeches about this topic surroundedbythe participants in the school environment prioritize a sexuality crossed by the medical discourse, especially regarding to the preventive aspects. In addition, sex is treated as something that brings predominantly negative consequences to the young people and not a healthy part of life, especially in adolescence discoveries period. Although the discussion about sexuality has been considered by the National Curriculum Parameters (PCNs) as a cross-cutting issue, when questioned about who should deal with the topic in schools, teachers tend to delegate this task to a professional outside the school environment, especially the psychologist. At school these discussions take place predominantly in Biology classes and students emphasize the importance of this space to ask questions. They state that they don t have the opportunity to talk about it at home openly. The low frequency of parents/guardians in this school initially hindered the composition of the groups. In addition, only the mothers participated in this study, although the invitation was made also to other guardians. The discussion about sexuality and its consequences at school aims to contribute to new perspectives on the topic, as well as closer the dialogue between parents, teachers and students. Therefore, their speeches would not present themselves as isolated truths of each group, but interact opening the debate to a field of possibilities that contribute positively to the experience of sexuality of the students. / Para Foucault a sexualidade é um dispositivo histórico , ou seja, se constitui no movimento da história, sendo uma invenção social de um determinado tempo. Sua constituição se dá a partir das construções no campo discursivo sobre o sexo que abarca os saberes sobre ele, bem como sua normatização e regulação social através das produções de verdade. Este trabalho busca problematizar os discursos de alunos, mães e professores do Ensino Médio, acerca do tratamento dado às questões de sexualidade na escola. Para isto, tomou para participantes mães, professores e alunos de uma escola pública da rede estadual de ensino de nível médio da cidade do Recife. Trata-se de uma pesquisa de natureza qualitativa que utiliza como técnicas a observação participante e a entrevista de grupo focal. Os grupos foram formados por professores, mães e alunos da referida escola. Os participantes receberam um estímulo visual de imagens, de pessoas e símbolos, com variadas possibilidades de interpretação sobre o tema sexualidade e em seguida ouviram uma pergunta disparadora: como as questões sobre sexualidade circulam na escola? As discussões foram filmadas apenas para fins de análise, resguardando-se o sigilo total sobre a identidade dos participantes. A riqueza da discussão desse grupo heterogêneo possibilitou a aproximação do assunto com a realidade vivenciada pelos participantes. A construção dos dados indicou, entre outras questões, que os discursos de saber sobre a temática que perpassam os participantes no ambiente escolar priorizam uma sexualidade atravessada pelo discurso médico biologizante, especialmente no que diz respeito aos aspectos preventivos. Além disto, o sexo é tratado como algo que traz consequências predominantemente nocivas ao jovem e não como algo saudável que faz parte da vida, sobretudo no período de descobertas da adolescência. Os participantes referem que os discursos que circulam na escola sobre a temática são contraditórios: ora são incentivadores de uma prática da sexualidade, pois entendem que falar sobre o assunto é estimular a prática sexual, ora visam apenas à prevenção de doenças. Apesar da discussão sobre sexualidade ser considerada pelos Parâmetros Curriculares Nacionais (PCNs) como um tema transversal, quando questionados a respeito de quem deveria tratar o tema nas escolas, os professores tendem a delegar esta tarefa a um profissional exterior ao ambiente escolar, sobretudo ao psicólogo. Na escola estas discussões acontecem, predominantemente, nas aulas de biologia e os alunos reforçam a importância deste espaço para tirar dúvidas, pois afirmam não conseguir dialogar abertamente sobre o assunto em casa. Não é comum a frequência dos pais/responsáveis nesta escola, fato que dificultou inicialmente a composição dos grupos. Além disso, em sua formação, contamos apenas com a participação de mães, apesar do convite ter sido feito, também, aos pais. A discussão sobre a sexualidade e seus desdobramentos na escola visa contribuir para novas perspectivas de trato sobre o tema, além de aproximar o diálogo entre pais, professores e alunos de modo que seus discursos não se apresentem como verdades isoladas de cada grupo, mas que possam interagir abrindo o debate para um campo de possibilidades que contribua positivamente para a vivência da sexualidade dos alunos.

Made available in DSpace on 2017-06-01T18:29:28Z (GMT). No. of bitstreams: 1 jose_orlando_carneiro_campello_rabelo.pdf: 1040101 bytes, checksum: 75700cdae7983e1a948788e2371ba0e5 (MD5) Previous issue date: 2015-12-01 / This study aims to discuss situations of violence in conjugal relationships among lesbians from a gender perspective. The myth of docile and submissive woman contribute very much to the increasing of vulnerability and invisibility of these couples. Thus, we decided to listen to lesbian woman involved in situations of conjugal violence with their partners oriented by the following steps: we analyzed possible interrelations between the participants conceptions on gender and their performances in situations of violence and questioning possible interrelations between regulations of the category of gender and their experiences. This was used the depth interview, using was stimulus an album of images freely picked from internet, witch represent scenes of intimate relationship between two women. The production of data was conducts at the female prison Recife. The four participants affirmed themselves as lesbian, having stable relationship with women prior to the detention and being involved in situations of conjugal violence with their partners that led to denunciation (physical violence). In their speeches the binary argument of the differences attributed to men and woman serves as the base for plenty of causal explanations. In the inter space, there are their desires, experiences and fantasies. The lesbian position is, for them, a composition off different elements of what is associated to men and women, a hybrid, that demands a specific cartography for its understanding. The expressions of domination incorporated by these women in their relations, whet her in public or intimate manifestations seem to be a reinterpretations of old characters of the same story. His crucial to understanding the games of power and positions experienced in order to winder the debate on how these strategies and mechanisms can operate in any relation. In this sense, the identities created by gender positions as power devices, seems to have a great analytical potential regarding many situations of violence and keep us for from an essentialist perspective on subjectivity. The sex and the effects of domination in different relational levels, are micro or macro-socials. / O presente estudo objetiva problematizar situações de violência em relacionamentos conjugais entre lésbicas numa perspectiva de gênero. O mito da mulher dócil e submissa em muito contribui para o aumento da vulnerabilidade e invisibilidade destes casais. Assim, resolvemos escutar os discursos de mulheres lésbicas envolvidas em relações de violência conjugal com suas companheiras, a partir dos seguintes passos orientadores: analisamos possíveis inter-relações entre as concepções das participantes acerca dos gêneros e suas performances em situações de violência e problematizando possíveis relações entre regulações da categoria gênero e suas vivências. Foi utilizada a entrevista em profundidade tendo como estímulo um álbum contendo imagens, livres e resgatadas da internet, que representam cenas de um relacionamento íntimo entre duas mulheres. A produção de dados foi realizada na Colônia Penal Feminina do Recife. Nossas quatro participantes afirmaram ser lésbicas, possuírem antes da detenção uma relação estável com outra mulher e terem se envolvido em situações de violência conjugal com suas companheiras, que geraram denúncias (violência física). Em suas falas o argumento binário das diferenças entre comportamentos atribuídos a homens e mulheres serve como base para uma série de explicações causais; no entre espaço estão seus desejos, vivências e fantasias. A posição lésbica é para elas uma composição de diferentes elementos daquilo que se associa a homens e mulheres, um híbrido, que demanda uma cartografia específica para sua compreensão. As expressões de dominação incorporadas por estas mulheres em suas relações, sejam estas manifestações públicas ou intimas, aparecem como uma reinterpretação de antigos personagens de uma mesma história. Compreender os jogos de poder e posicionamentos experienciados nos parece fundamental para ampliar o debate sobre como estas estratégias e mecanismos podem operar em qualquer relação. Nesta perspectiva a leitura das identidades forjadas pelas posições de gênero, enquanto dispositivo de poder, se apresenta com grande potencial analítico de um sem número de situações de violência e nos afasta de uma perspectiva essencialista sobre a subjetividade e o sexo e efeitos de dominação em diferentes níveis relacionais, sejam micro ou macrossociais.

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Unter dem Begriff des Poststrukturalismus wird eine disparate, auf den Axiomen des Strukturalismus aufbauende und diese zugleich überwindende Strömung verstanden, die sowohl innerhalb der Sozial- und Kulturwissenschaften als auch in interdisziplinär organisierten Feldern wie den Gender Studies von großer Tragweite ist. Geteilt wird die Auffassung, dass kulturelle Phänomene allgemein sprachlich strukturiert sind. Seine Tendenz, unter die Oberfläche vermeintlich stabiler, monolithischer Strukturen zu schauen, qualifiziert den Poststrukturalismus für eine Anwendung auf genderwissenschaftliche Kategorien wie Weiblichkeit und Männlichkeit, deren Bedeutung nicht aus sich selbst erwächst, sondern die als Signifikate innerhalb eines (phallokratischen) Systems zu denken sind.

This thesis re-evaluates a positive reply given by the majority of existing secondary literature on the question of whether J. L. Fischer was a democrat and a theorist of democracy. On the other hand, some features of the author's work can cast doubts on his political orientation, and the existing secondary literature does not provide a clear disapproval of these doubts. The core of this thesis then lies in forging a newly designed interpretation of the author's compositional philosophy foregoing the Second World War. We are using the existential "bloody disjunction" of the author as our interpretational key with the hope that it can allow us to explain even the most difficult parts of J. L. Fischer's work constructively to the "uninformed reader". We are recognizing the specificity of this work as an author's-actor's creative expression. Therefore its internal expressional structure should not be reduced solely to the theoretical component without attention paid to the strong philosophical, artistic, and charismatic ambitions of the creator. This thesis interprets indicated components of Fischer's philosophy and his existential fight, which, even though manifested through breaches of argumentation, is at the same time giving to the compositional philosophy a whole new level of coherency. The...

Indiana University-Purdue University Indianapolis (IUPUI) / Video games are increasingly recognized as powerful tools for learning in classrooms. However, they are widely neglected in the field of English, particularly as objects worthy of literary study. This project argues the place of video games as objects of literary study and criticism, combining the theories of Espen Aarseth, Ian Bogost, Henry Jenkins, and James Paul Gee. The author of this study presents an approach to literary criticism of video games that he names “player-generated narratives.” Through player-generated narratives, players as readers of video games create loci for interpretative strategies that lead to both decoding and critical inspection of game narratives. This project includes a case-study of the video game Undertale taught in multiple college literature classrooms over the course of a year. Results of the study show that a video game introduced as a work of literature to a classroom increases participation, actives disengaged students, and connects literary concepts across media through multimodal learning. The project concludes with a chapter discussing applications of video games as texts in literature classrooms, including addressing the practical concerns of migrating video games into an educational setting.