É notória a maciça participação da mulher na profissão docente. Inúmeros trabalhos contribuem significativamente no sentido de investigar esse fenômeno, tanto quantitativa quanto qualitativamente. No entanto, a chamada feminização do magistério não se refere exclusivamente à forte presença das mulheres na profissão docente, mas, também, à associação das atividades e significados dessa profissão ao universo feminino, historicamente. Através do discurso, acreditamos ser possível acessar o que há de singular no sujeito, ou seja, o inconsciente, assim como as marcas sociais e históricas que o caracterizam. Dessa forma, apresentamos os resultados de nossa pesquisa de mestrado, fundamentada nas contribuições da Análise do Discurso Francesa (pêcheuxtiana) como instrumento teórico-metodológico da psicanálise freudo-lacaniana e das Ciências da Educação, que buscou investigar de que forma os sujeitos inscritos nesta pesquisa se constituem como professoras e as possíveis relações que se estabelecem com a condição feminina. Para tal intento, ao partimos de um enfoque discursivo, fizemos uso de depoimentos orais de quatro professoras atuantes no Ensino Fundamental, em uma escola na cidade de Ribeirão Preto, interior de São Paulo. Os depoimentos orais, advindos de entrevistas semiestruturadas, foram gravados e transcritos e, posteriormente, selecionamos recortes que constituíram nosso corpus de análise. As análises realizadas trazem marcas e indícios linguístico-discursivos que apontam para o reconhecimento de que: 1) os processos de subjetivação docente, ainda nos dias atuais, são atravessados por componentes ideológicos e inconscientes, que guardam íntima relação com a condição feminina; 2) as professoras são capturadas ideológica e inconscientemente, no que diz respeito às suas escolhas profissionais e práticas docentes; 3) sentidos sócio-historicamente produzidos, legitimados e naturalizados concernentes ao feminino, à profissão docente e à posição professora são observados nas formulações atuais, que atualizam a memória discursiva das mesmas; 4) o reverberar da necessidade de se dizer dos sujeitos ouvidos nesta pesquisa, aponta para a premência de existirem espaços discursivos (ASSOLINI, 2011, 2013) nos cursos de formação docente que possibilitem ao sujeito-professor(a) falar de si e (re)significar seus saberes e fazeres docentes / The massive participation of women in teaching is notorious. Numerous works significantly contribute, in number and quality, to investigate this phenomenon. However, the so-called feminization of teaching not only refers to the strong presence of women in the teaching profession, but also to the association of activities and meanings of this profession with the feminine universe, historically. Through discourse it is possible to access what is unique in the subject, in other words the unconscious and the social and historical marks which characterize it. Therefore, we present the results of our master qualification research, based on the contributions of Discourse Analysis of French matrix - as a theoretical and methodological tool - of the Freudian-Lacanian psychoanalysis and Science Education, in order to investigate in what way the subjects of this research are constituted as teachers and the possible relations that are established with the feminine condition. To that end, our starting point was a discursive approach using oral statements from four working teachers of Elementary School in a school in the city of Ribeirão Preto in the countryside of São Paulo. The oral statements, from semi-structured interviews, were recorded, transcribed, and subsequently we selected clippings to constitute our analytical corpus. The analyses show linguistic-discursive marks and indications which point out to the recognition that: 1) the teacher´s subjectivation processes are still permeated by ideological and unconscious components, which bear a close relationship with the feminine condition; 2) the teachers are ideologically and unconsciously captured in terms of their professional choices and teaching practices; 3) socially and historically produced meanings, legitimized and naturalized, concerning the feminine, the teaching profession and the position of teacher, are observed in the current formulations, which validate their discursive memory; 4) the resonance of the necessity of consisting, of the subjects heard in this study, points to the urgent need for discursive spaces (ASSOLINI, 2011, 2013) in teacher´s training courses that enable the subject-teacher to \"speak about themselves\" and to (re)signify their knowledge and duties as teachers

A obra de Michel Foucault destaca a relevância do corpo e da alma como sustentáculos das forças de poder e de saber, que se articulam estrategicamente na história da sociedade ocidental. A corporeidade ocupa uma posição central na obra de Foucault, ressaltando-a enquanto realidade bio-política-histórica, "interpenetrada de história" e como ponto de apoio de complexas correlações de forças, sobre a qual incidem inúmeras conformações discursivas produtoras de "verdades", que tanto podem reafirmar como recriar o sentido do corpo presente ou a sensibilidade individual/coletiva nele imanente. Esse é o espaço de formação da alma sobre a qual Foucault desenvolve uma “genealogia da alma moderna", caracterizando-a como “o correlativo atual de uma certa tecnologia do poder sobre o corpo", e também considerando que “não é a atividade do sujeito de conhecimento que produziria um saber, útil ou arredio ao poder, mas o poder-saber, os processos e as lutas que o atravessam e que o constituem, que determinam as formas e os campos possíveis do conhecimento". Na medida em que Foucault retira do sujeito de conhecimento seu papel central no processo de produção do saber, o corpo - enquanto suporte dos embates das forças de poder e saber, e a alma moderna - “ela mesma uma peça no domínio exercido pelo poder sobre o corpo"– adquirem uma importância renovada. Devido à importância crescente das noções de corpo e alma nos trabalhos de Foucault, este projeto estuda das suas obras: “Vigiar e Punir", “História da Sexualidade – Vol. I", aspectos relativos ao corpo e à alma nelas presentes, investigando as semelhanças, diferenças e articulações do binômio corpo-alma no contexto peculiar de cada obra, visando à compreensão da concepção do corpo e da alma no processo de rearticulação de abordagens promovido nos trabalhos de Foucault. Tal pesquisa se baseia na leitura da bibliografia do referido autor e comentaristas, efetuando-se recortes sobre a temática pesquisada, com a decorrente análise descritiva, interpretativa e crítica desse material. Conclui-se que o corpo é uma peça dentro de um jogo de dominações e submissões presente em toda a rede social, que o torna o depositário de marcas e de sinais que nele se inscrevem, de acordo com as efetividades de tais embates, que têm na corporeidade seu "campo de prova". E a alma histórica, enquanto elemento discursivo de produção de uma série de conceitos geridos ao redor e através do corpo, é o depositário histórico de verdades que permite um acesso direto do “poder-saber" sobre tais corpos. (Agência Financiadora - FAPESP) / Michel Foucault’s work highlights body as expression and support from forces of power and knowledge, which get strategically articulated, in occidental society’s history. Embodiment occupies a central position in Foucault’s work, which points it out as a bio-political-historical reality; that is, as “interpenetrated by history" and a point of support of complex forces correlations, over which fall upon multiple discursive conformations productive of truths that either can reaffirm as recreate the meaning of the present body, or an individual / collective sensibility immanent in it. In this case, it is not the autonomous epistemological subject who produces a useful or lonesome knowledge to the power, but the power-knowledge, the processes and fights which traverse it and that constitute it, and which represent the forms and possible fields of knowledge. In the proportion Foucault takes out from the autonomous subject of knowledge the central role in the process of knowledge production, the body acquires a renewal importance. This project studies from “Surveiller et Punir" and “Histoire de la Sexualité – Vol. 1", their aspects about the body and soul, their similarities and differences in each work, and their rearticulations in front of all the Foucault’s investigations. The body is a piece within a domination and submission play which is present in the whole social net, which turns the body the depository of marks and signs that are inscribed in it, according to the impacts effectiveness, which for their turn has on embodiment its “rehearsal field". And the historic soul is a discursive element in the production of conceptions around and across the body (FAPESP).

Cette thèse poursuit un double objectif. D’une part, étudier les transformations contemporaines du rituel de mariage catholique en France à partir d’une observation ethnographique de l’ensemble des activités qui composent le rite – de la préparation à la célébration. D’autre part, évaluer la pertinence de la théorie foucaldienne des « techniques de soi » pour rendre compte de ces activités. Cette double dimension, ethnographique et théorique, constitue le fondement d’une « philosophie de terrain » dont on définit les enjeux méthodologiques. La première partie de ce travail est d’ordre épistémologique : elle présente et discute différentes manières d’appréhender la ritualité catholique contemporaine. La deuxième partie se concentre sur la préparation au mariage : on étudie alors les exercices mis en place par les prêtres et les animateurs laïcs de l’association Centres de préparation au mariage (CPM), et on souligne notamment la dimension réflexive de ces dispositifs qui conduit à adopter de nouveaux schèmes narratifs et de nouvelles techniques de communication pour s’engager dans leur vie de couple. La troisième partie est centrée sur la célébration de l’union : on montre alors que, dans le contexte du catholicisme contemporain, l’effectivité de ce rite ne se comprend pleinement que si on l’envisage à l’aune de la préparation qui le conditionne. Deux enjeux généraux émergent de ce travail. D’une part, on présente les apports de la théorie de la subjectivation à l’analyse rituelle. D’autre part, les observations ethnographiques permettent d’approfondir de façon critique la théorie foucaldienne. / This thesis has a twofold objective. On the one hand, to examine the contemporary transformations of the Catholic wedding ritual in France based on an ethnographic observation of all the activities that comprise the rite — from preparation to celebration. On the other hand, to evaluate the relevance of Foucault's ‘‘technologies of the self’’ to reflect these activities. This dual dimension, ethnographic and theoretical, constitutes the basis of a ‘‘field philosophy’’ whose methodological issues are defined. The first part of this work is of an epistemological nature: it presents and discusses different ways of understanding contemporary Catholic rituality. The second part focuses on marriage preparation: we then explore the exercises set up by priests and lay animators of the association Centres de préparation au mariage (CPM). In particular, the reflective dimension of these devices (dispositifs) is highlighted, leading to the adoption of new narrative patterns and new communication techniques to engage in their couple's life. The third part focuses on the celebration of union: it is then shown that, in the context of contemporary Catholicism, the effectiveness of this rite can only be fully understood if it is considered in the light of the preparation that conditions it. Two general issues emerge from this work. On the one hand, the contributions of subjectification theory to ritual analysis are presented. On the other hand, ethnographic observations allow us to critically deepen Foucault's theory.

Made available in DSpace on 2016-04-28T20:37:56Z (GMT). No. of bitstreams: 1 Juliana Varela Geraldo.pdf: 841422 bytes, checksum: aea9e2e0cd0ed311e5217dc4298f25d0 (MD5) Previous issue date: 2011-11-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation, resonating with clinical practices, drives a stake in experimental courses with the possibility of disassemblying techniques and hegemonical patterns in the ways of life. Accordingly, it seeks to trace resistances and potencies of the improvised everyday knowings and doings, as well as to establish partnerships with the art and organizations of the collective and, therefore, to outline a field problem about the ways of caring and the maintenance of life in its multiple territories. It poses a reflection about the occupation and vitalization of the spaces, actions and dispositions covering micropolitical revolutions that escape the mainstream and invent; revealing thus, the desire of weaving lines and connections with a politics of composition and friendship, taking a gamble on the potency of differences and the kindred matter which both integrates and drives us / Este trabalho, em ressonância com práticas clínicas, aposta em percursos experienciais como possibilidade de desmontagem de técnicas e modelos hegemônicos nos modos de vida. Neste sentido, busca traçar resistências e potências dos saberes e fazeres cotidianos, improvisados, assim como estabelecer parcerias com a arte e com organizações de coletivos e, dessa forma, delinear um campo problemático sobre modos de cuidado e manutenção da vida em seus múltiplos territórios. Propõe a reflexão sobre a ocupação e a vitalização dos espaços, atos e disposições, percorrendo revoluções micropolíticas que escapem ao estabelecido e inventem; manifestando, assim, o desejo de tecer linhas e conexões com uma política da composição e da amizade, apostando na potência das diferenças e da matéria mesma que nos integra e impulsiona

The school spaces are evidently marked by the transition from the world of atoms to bits. While this cycle is not complete, currently a two-dimensional universe is lived, and technologies continue to gradually re-signify the pedagogical practice of the teacher. Due to transformational processualities, this work has as general objective to investigate the processes of adhesion and insertion of the interactive computer with digital slate in the teaching of Mathematics, in particular of the municipal school network of Coruripe-AL. It is a qualitative and delimited research under the cartographic method, by the fact of studying the procedural and subjective phenomena that emerge in the diverse social spaces. The research was carried out using as data collection techniques the semi-structured interviews, the field diary, the lesson plans and the participant observation. The theoretical-methodological contribution is mainly based on Deleuze and Guattari (1995), Kastrup and Passos (2016), Brazil (2012, 2016, 2017c), Kalinke and Almouloud (2013), Bittar (2010) and Divieso . As a cartographer / researcher, the paths were flexibly traced and directed to the protagonists of this work, that is, 3 technicians and 6 teachers of mathematics. The results show that collaborative work among the different segments of a school environment is essential in the success of actions, transformations and integration of technologies in the school environment. Regarding the teaching of Mathematics, it was noticed that the interactive computer is being inserted in the classroom in a limited way, not making use of all its functionalities: computer, projector and interactive whiteboard. This fact only results in the use of the computer and the projector. Teachers express that their pedagogical practice is inserted in a two-dimensional world, however the lack of training specifically directed to the teacher caused an impasse, as detected. It was also noticed that teachers make use of dynamic, attractive activities with sounds, images, videos, quizzes and games, in order to establish among themselves a multiplicity of modes of subjectivation. / Os espaços escolares estão evidentemente marcados pela transição do mundo dos átomos aos bits. Enquanto esse ciclo não se completa, atualmente se vivencia um universo bidimensional, e as tecnologias seguem ressignificando gradativamente a prática pedagógica do professor. Tendo em vista as processualidades transformativas, este trabalho tem como objetivo geral investigar os processos de adesão e inserção do computador interativo com lousa digital no ensino de Matemática, em especial da rede municipal de ensino de Coruripe-AL. Trata-se de uma pesquisa qualitativa e delimitada sob o método cartográfico, pelo fato de estudar os fenômenos processuais e subjetivos que emergem nos diversos espaços sociais. A pesquisa realizou-se tendo como técnicas de coleta de dados as entrevistas semiestruturadas, o diário de campo, os planos de aula e a observação participante. O aporte teórico-metodológico baseia-se principalmente em: Deleuze e Guattari (1995), Kastrup e Passos (2016), Brasil (2012, 2016, 2017c), Kalinke e Almouloud (2013), Bittar (2010) e Divieso (2017). Como cartógrafo/pesquisador, os caminhos foram flexivelmente traçados e se direcionaram aos protagonistas deste trabalho, ou seja, 3 técnicos e 6 professores de Matemática. Os resultados revelam que o trabalho colaborativo entre os diferentes segmentos de um âmbito escolar é essencial no êxito de ações, transformações e integração das tecnologias no âmbito escolar. Em relação ao ensino de Matemática, notou-se que o computador interativo está sendo inserido na sala de aula de forma limitada, não fazendo uso de todas as suas funcionalidades: computador, projetor e lousa digital interativa. Tal fato resulta somente no uso do computador e do projetor. Os professores expressam que sua prática pedagógica está inserida em um mundo bidimensional, contudo a falta de formação direcionada especificamente ao professor ocasionou impasse, como detectado. Também se percebeu que os professores fazem uso de atividades dinâmicas, atrativas, com sons, imagens, vídeos, quizzes e games, de modo a estabelecerem entre si uma multiplicidade de modos de subjetivação. / São Cristóvão, SE

A obra de Michel Foucault destaca o corpo como expressão e sustentáculo das forças de poder e de saber, que se articulam estrategicamente, na história da sociedade ocidental. A corporeidade ocupa uma posição central na obra de Foucault, que a ressalta como realidade bio-política-histórica, isto é, como "interpenetrada de história" e ponto de apoio de complexas correlações de forças, sobre a qual incidem inúmeras conformações discursivas produtoras de "verdades" que tanto podem reafirmar como recriar o sentido do corpo presente, ou a sensibilidade individual/coletiva nele imanente. No caso, não é o sujeito epistemológico autônomo que produz um saber útil ou arredio ao poder, mas o poder-saber, os processos e as lutas que o atravessam e que o constituem que representam as formas e os campos possíveis do conhecimento. Na medida em que Foucault retira do sujeito autônomo de conhecimento seu papel central no processo de produção do saber, o corpo adquire uma importância renovada. O corpo é uma peça dentro de um jogo de dominações e submissões presente em toda a rede social, que o torna depositário de marcas e de sinais que nele se inscrevem, de acordo com as efetividades desses embates que, por sua vez, têm na corporeidade seu "campo de prova". Ora, se comparada com a genealogia de Foucault, a perspectiva merleau-pontyana é, por um lado, mais “psicológica", isto é, procura apreender “por dentro" como o corpo vive esses sentidos. Por outro, Merleau-Ponty visa à experiência sensível como uma região de sentidos que não se limita a seus significados histórico-culturais porque representa nossa abertura ao Ser em geral. É o que ele denomina de região do Ser bruto. Nesse sentido, as construções lingüísticas da “realidade", inclusive do próprio corpo, partem de uma experiência que elas não abriram e nem podem fechar, porque o sentido da experiência sensível encontra-se sempre além dos significados da linguagem, e por isso pensamos, construímos e “desenvolvemos" linguagens. Devido à importância crescente das noções de corpo tanto nos trabalhos de Merleau-Ponty como nos de Michel Foucault, este projeto de pesquisa visa comparar a ordem do discurso foucaultiano com a descrição do vivido por Merleau-Ponty, para avaliar em que medida sua perspectiva genealógica é capaz de dissolver a noção de subjetividade que reside, em Merleau-Ponty, na experiência do corpo próprio. Verificou-se que Foucault foi o filósofo do corpo enredado pelas forças de poder/saber na constituição da identidade histórica do sujeito, relacionando-o às rupturas e descontinuidades dos tensos embates que arruinam o corpo histórico. Em Merleau-Ponty, a enunciação da corporeidade se refere principalmente a brotamentos e a germinações, na articulação do corpo próprio enquanto estrato originário dos corpos científicos e cotidianos, em sua relação deiscente. Por sua vez, é somente Merleau-Ponty que propõe uma articulação entre enredamento e corpo germinado através da qual percepção e subjetivação podem se remeter mutuamente. Neste sentido, a tentativa de Foucault, em suas analíticas, de submeter o corpo germinante de Merleau-Ponty à mesma pressuposição discursiva do seu corpo enredado, é uma forma de desconsiderar as singularidades da paisagem enunciativa da corporeidade na fenomenologia merleau-pontyana. Através da leitura de bibliografia dos referidos autores, comentaristas e de outros autores da filosofia moderna, em um enfoque transdisciplinar, que se remete tanto ao campo da psicologia como da filosofia, na medida em que se analisa a complexa correlação entre o corpo vivido e o processo de construção da identidade sóciohistórica do sujeito moderno (Agência Financiadora: FAPESP). / Michel Foucault’s work highlights body as expression and support from forces of power and knowledge, which get strategically articulated, in occidental society’s history. Embodiment occupies a central position in Foucault’s work, which points it out as a bio-political-historical reality; that is, as “interpenetrated by history" and a point of support of complex forces correlations, over which fall upon multiple discursive conformations productive of truths that either can reaffirm as recreate the meaning of the present body, or an individual / collective sensibility immanent in it. In this case, it is not the autonomous epistemological subject who produces a useful or lonesome knowledge to the power, but the power-knowledge, the processes and fights which traverse it and that constitute it, and which represent the forms and possible fields of knowledge. In the proportion Foucault takes out from the autonomous subject of knowledge the central role in the process of knowledge production, the body acquires a renewal importance. The body is a piece within a domination and submission play which is present in the whole social net, which turns the body the depository of marks and signs that are inscribed in it, according to the impacts effectiveness, which for their turn has on embodiment its “rehearsal field". If compared with Foucault’s genealogy, Merleau-Ponty’s perspective is, for one side, more psychological; that is, it seeks to apprehend from inside as the body lives these senses. For the other side, Merleau-Ponty seeks the sensible experience as a region of senses that does not limit itself to historical-cultural meanings, as embodiment represents our opening to being in general. It is what he names as region of the raw Being. In this sense, the linguistic constructions of reality, also of the body itself, depart from one experience from which they cannot either open or close, as the meaning of the sensible experience always finds itself beyond language meanings; this would the reason we think, construct and “develop" languages. Due to the increasing importance of the body notions either on Merleau-Ponty’s or Michel Foucault’s work, this research project aims to compare Foucault’s discourse order with Merleau-Ponty’s lived description, to evaluate in which extent his genealogical perspective is capable to dissolve the subjective notion that resides on Merleau-Ponty’s proper body experience. It was verified that Foucault was the philosopher of the body entangled by power and knowledge forces, in the constitution of the subjects’ historic identity, relating it to the ruptures and discontinuities of tense collisions that ruin the historical body. In Merleau-Ponty, the embodiment enunciation refers to the grooming and the germinations, within the articulation of the proper body, while an originary stratum of the scientific and daily bodies, on their dehiscent relation. In another turn, it is only Merleau-Ponty that considers a joint articulation between entanglement and germinated body through which perception and subjetivation can be mutually alluded. In this direction, the attempt of Foucault, in his analytical, to submit Merleau-Ponty’s germinant body to the same discursive presupposition of his entangled body is a form of not considering the singularities of the enunciative landscape of the body in the Merleau-Ponty’s phenomenology. Through bibliographic readings of the authors, commentators and other modern philosophy authors, through a transdisciplinar approach, which refers itself either to the Psychology or Philosophy field, as it analyzes the complex relation among the lived body and the process of the socio-historical construction of the modern subject. (FAPESP).

Le concept de subjectivation a guidé l’avancée de cette thèse, pour saisir les remaniements des processus de la construction subjective chez l’enfant, pris dans les discours dominants de notre postmodernité. La création d’un espace psychique différencié inhérent aux processus de subjectivation, pose d’emblée le lien à l’Autre et aux autres, au sein de l’institution, familiale et sociale, dans laquelle évolue l’enfant. Les incidences sur le déroulement de la construction subjective ont été explorées à partir du champ de l’école, dans la triangulation père–mère-enfant et sa répétition parents–enfant–école. Une approche historique de l’institution scolaire a permis de dégager cinq basculements cliniques, témoignant de l’évolution des places assignées aux différents acteurs de l’école et aux idéaux respectifs, entraînant des retombées sur les enjeux subjectifs et intersubjectifs.C’est en suivant l’articulation filiation/affiliation, développée à partir des enjeux de nominations et d’identifications que le rapport au père va se poser. Il s’agira d’interroger la fonction du père imaginaire, empêchée par l’ombre portée de l’Autre maternel. Cet empêchement, adossé aux discours dominants de l’immédiateté effaçant la différence générationnelle, semble s’ériger comme un point de butée sur lequel achoppe le déploiement imaginaire de la fonction phallique au temps de l’enfance. L’empêchement de cet "à venir" porté par la promesse oedipienne, semble mettre en exergue le rapport fraternel, l’autre semblable du temps du complexe d’intrusion. L’Autre social est appelé en suppléance de plus en plus tôt dans le parcours de la subjectivation au temps de l’enfance, parcours qui ne peut se penser sans l’Autre, pour aller de l’UN à l’autre. / The concept of subjectivization guided the progress of this thesis, to understand the reorganizations in the processes of the subjective self-construction of the child, caught in the dominant discourses of our postmodern time.The creation of a differentiated psychic space inherent to the processes of subjectivization, poses at the outset the link to the Other and the link to the others within the family and social institution in which the child evolves. The impact on the subjective construction processes was explored from the angle of the school, according to the father-mother-child triangulation and its repetition in the school-parents-child triangulation. An historical approach of the academic institution has enabled to extricate five clinical changeovers, showing an evolution in the places assigned to the different school partners and the respective idealized roles, affecting the subjective and intersubjective issues.The relationship with the father will arise from the filiation / affiliation articulation, developed from the concepts and issues of naming and identification. The function of the imaginary father (paternal imago) will be examined and seems hindered by the shadow cast by the maternal Other. This impediment, leaning on the dominant discourses of immediacy erasing the generation difference, seems to put up a stumbling block on the imaginary phallic function deployment at the time of childhood. The impediment of this "future to come”, carried by the oedipal promise, seems to highlight the fraternal term, built at the time of the intrusion complex.The social Other is called in substitution, always earlier in the process of subjectivization at the time of the childhood. This process cannot be conceived without the Other, in order to find the path the One to the other.

Cette thèse entreprend l’étude de l’éducation à la sexualité à l’école et sur les forums internet au prisme d’une sociologie de l’expertise. L’expertise consiste en une activité de conseil face à un problème. Ce travail observe les situations dans lesquelles se développe l’éducation à la sexualité, les équipements et les expériences qui y sont mobilisés, et les dynamiques interactionnelles dans lesquelles elle se déploie. L’analyse de l’éducation à la sexualité à l’école, principalement menée par des infirmières scolaires et l’étude de forum internet offrent une variabilité de situation d’expertise. Dans la première, l’éducation est institutionnalisée et reste extrêmement cadrée, tandis que dans la seconde, elle reste ouverte au débat et aborde des questions qui ne le sont pas à l’école. D’autre part, il s’agit également d’envisager que ces deux formes d’éducations constituent deux modalités de construction du sujet. L’éducation à la sexualité des adolescents circule entre plusieurs registres. L’adolescence est envisagé comme un moment de danger, de prise de risque et l’éducation à la sexualité met l’accent sur les responsabilités inhérentes à l’entrée dans la sexualité : il s’agit de se protéger des maladies mais aussi des expériences néfastes, d’être un individu responsable. L’étude laisse apparaître un nouveau régime normatif dans lequel l’éducation ne s’appuie plus sur des dimensions coercitives et une relation asymétrique mais laisse place à une relation égalitaire, faite de dialogue et de confidence, qui s’appuie plus sur des disciplines intériorisées / The present thesis focuses on the study of the sexual education within educational structures and online chat rooms as seen through the prism of the sociological study of expertise. The notion of expertise is understood as a counseling activity when dealing with a given problem. This work focuses on the development of sexual education within specific circumstances, as well as the tools and experiences used and the dynamics at play within its development.Through the analysis of sexual education at school, which is largely conducted by school nurses, and the study of online forums, a number of situations involving expertise can be observed. Within the first of these abovementioned settings, the education is instutitionalized and maintains fixed parameters ; in the second setting however it remains up to debate, including on many subjects that aren't be covered at school. Also, one must bear in mind that both these educational construction in the subject. Teenage sexual education spans several registers. Teenage years are seen as a dangerous time, when undue risks are taken and focus is maintained on the responsibilities implied within the introuction to sexuality. It is about protecting oneself from diseases as well as negative experiences and to become a responsible individual. A new regulatory regime is shown within this study, whereby education no longer relies on coercitive dimensions and an asymetrical relationship, but gives way to an egalitarian relationship which is based on dialogue and the sharing of confidential information, based on inward-looking disciplines

Cette thèse cherche à mettre en lumière la philosophie de la subjectivation chez Michel Foucault. Dans notre perspective, le premier Foucault (d’Histoire de la folie à Les mots et les choses) a essayé de surmonter la philosophie du sujet pour avancer une pensée de l’anonymat, mais le dernier Foucault (de L’archéologie du savoir à Histoire de la sexualité) a tenté de reprendre au-delà de cet anonymat le problème du sujet jusqu’à élaborer finalement le concept de subjectivation. Ainsi, notre thèse se demande comment le dernier Foucault a continué à réexaminer le sujet dans trois domaines anonymes, savoir, pouvoir et éthique, et ce pour dégager de ce parcours foucaldien ce qu’on pourrait appeler au fond la philosophie de la subjectivation. Cette philosophie consiste donc en trois éléments : la logique de la subjectivation, la politique de la subjectivation et l’éthique de la subjectivation. Dès lors que la plupart des études existantes se sont attachées à cette dernière, notre thèse se consacre prioritairement aux deux premières : la première partie de la thèse traite la logique de la subjectivation pour montrer notre existence dans le système du savoir, et la deuxième traite la politique de la subjectivation pour montrer notre existence dans celui du pouvoir. Ces recherches ne peuvent plus s’accomplir par les pensées traditionnelles (réalisme de l’objectivité scientifique, phénoménologie de la subjectivité transcendantale, épistémologie des formes idéales, herméneutique du sens fondamental, etc.), jamais étrangères à la philosophie du sujet, mais seulement par la pensée foucaldienne elle-même, bien destinée à celle de la subjectivation. Cette thèse lit ainsi la pensée foucaldienne par celle-ci elle-même pour en dégager la philosophie de la subjectivation. Elle aboutit cependant non seulement à montrer le concept de subjectivation, mais aussi à trouver paradoxalement ce qu’on pourrait appeler la « contre-subjectivation. / This thesis seeks to shed light on the philosophy of the subjectivation in the work of Michel Foucault. From our perspective, the early Foucault (from Madness and Civilization to The Order of Things) strived to overcome the philosophy of the subject in order to advance a thought of anonymity, but the later Foucault (from The Archaeology of Knowledge to The History of Sexuality) attempted to take up the problem of the subject again beyond that anonymity so as to finally elaborate the concept of subjectivation. Hence, our thesis inquires how the later Foucault continued to re-examine the subject in three anonymous domains – knowledge, power and ethics –, in order to extract from Foucault’s works what one can finally call the philosophy of the subjectivation. Thus this philosophy consists of three elements: the logic of the subjectivation, the politics of the subjectivation and the ethics of the subjectivation. Since most existing studies are related to the later element, our thesis is primarily devoted to the former two. The first half of the thesis addresses the logic of the subjectivation to reveal our existence in the system of knowledge, and the second half deals with the politics of the subjectivation to reveal our existence in that of power. Theses researches can no longer be accomplished by traditional thoughts (realism of scientific objectivity, phenomenology of transcendental subjectivity, epistemology of ideal forms, hermeneutics of fundamental meaning, etc.), which are never foreign to the philosophy of the subject, but only by Foucault’s thought itself, which is well destined to the philosophy of the subjectivation. Thus, our thesis reads Foucault’s thought by this same thought itself in order to extract the philosophy of the subjectivation from there. However, ultimately, it not only explores the concept of subjectivation, but also paradoxically sheds light on what one can call the “counter-subjectivation”.

Submitted by William Justo Figueiro (williamjf) on 2015-08-11T20:00:56Z No. of bitstreams: 1 07e.pdf: 745166 bytes, checksum: a3b5d9cc08f30626167cfb4f880be1e0 (MD5) / Made available in DSpace on 2015-08-11T20:00:56Z (GMT). No. of bitstreams: 1 07e.pdf: 745166 bytes, checksum: a3b5d9cc08f30626167cfb4f880be1e0 (MD5) Previous issue date: 2013 / CNPQ – Conselho Nacional de Desenvolvimento Científico e Tecnológico / A presente dissertação tem por objetivo problematizar a constituição do professor do Ensino Superior que atua ou já atuou na EaD. Baseada nas ideias de Michel Foucault a pesquisa desenvolve-se na operação de conceitos/ferramentas da governamentalidade e, como constituintes desta, do governamento e da subjetivação. Como material de pesquisa foram utilizadas entrevistas-narrativas com professores que trabalham ou já trabalharam na EaD. Dividida em seis capítulos as reflexões desenvolvidas permitem ver tanto as ações de Estado, quanto teorizações de intelectuais da área da Educação e ações dos professores sobre si mesmos na constituição do professor EaD. Foi possível afirmar com a pesquisa, entre outras coisas, que cursos de formação tecnológica constituem uma aleturgia necessária para que os professores sintam-se capacitados para tal modalidade de educação e que agindo sobre os professores há uma rede discursiva que dificulta, muitas vezes, inovações no campo, pois ainda está muito balizada pela educação presencial. Também, foi possível afirmar que atravessados pelas verdades que constituem a educação presencial, os professores agem sobre si mesmos exigindo e delineando a EaD pelas formas de orientar, planejar e sentir-se professor na educação presencial. Com a pesquisa pretende-se contribuir com as discussões na área da Educação dispondo de problematizações capazes de orientar ações que permitam gerar outras formas de formação de professores para atuarem na EaD. / This dissertation has as its objective problematize the development of the professor who works or have already worked at distance education programs. The research is based on the ideas of Michel Foucault and it is developed into the concepts of political governmentality, and its constituents: government and subjectivation. Interviews with professors who work or have already worked at distance education programs have been used as a research material. The reflections developed are divided into four chapters and allow us to see the actions of the State, as well as the intellectual theorizations in the field of Education, and the actions of professors on themselves in the development of distance education professionals. It was possible to state through the research a series of other things. First the technological education courses constitute a necessary aleturgia in order to make professors feel capable of working at this education method. Secondly there is a discursive net acting on the professors that raises difficulties in innovating this teaching field due to its trivialization caused by onsite education. Finally due to the influence of the truths that constitute the onsite education, professors have been acting on themselves demanding and outlining the distance education programs in the same the way they have guided and prepared the onsite education programs. This research intends to contribute to the discussions about the Education field disposing of problematizations that are able to guide actions that generate other ways of training professors that will work at distance education.