Política da literatura e suas faces na palavra muda de Manoel de Barros

Ce travail de thèse ici proposé a comme but de recherche la production litéraire du poète brésilien Manoel Wenceslau Leite Barros, Manoel de Barros, (1916 Cuiabá-MT) en l articulant avec la reflexion sur le concept de politique de l écrite proposé par le philosophe algérien-français Jacques Rancière (1940 Algiers Algérie). L hypothèse qui se presente est celle sur l écrite poétique de Manoel de Barros dont les ―marques du sensible‖ dans les expériences démocratiques sont perceptibles. Sa production inclue ce que se peut denominer d une micrologie poétique, une reconfiguration du ―partager‖, dans le sense de l élaboration pratiques de l égalité, des pratiques de redistribution et de circulation des voix, instauratrices de la constitution esthétiques des communautés différenciées, considérées comme alternatives, face au modèle de système canonique de la litérature. Au moment que sa fonctionnent comme des formes de subvertions, elles produisent des espaces ou marge d émancipation de l être : lecteur et écrivain, en déclanchant des nouvelles perspectives éthiques et esthétiques. De cette manière, l objectif qui se dessine est ce qui comprend comment se configure la proposition d une politique de l écrite de Manoel de Barros et la façon qu elle se place par rapport à une politique des arts. Pour cela, nous utiliseront comme base la pensée de Jacques Rancière qui se fait remarquer, les dernières années, pour entreprendre une refléxion systématique et lucide par rapport aux relations éxistantes entre esthétique et politique dans la société présente, alié à ce que se défine comme des manières et des formes de penser élaborées par le texte poétique (lui même) de Manoel de Barros et de manière incontinué dans ses entretiens-critiques, plubliées dans des journaux et revues, présentées en vidéos, et nous n oublierons pas non plus des contributions théoriques et des refléxions parvenues de la pensée contemporaine

O gesto regencial para além do compasso: uma discussão acerca das ferramentas da regência e de seus usos para a performance na música do século XX

This work is the result of a master’s program research developed in the post graduation program in music at the Music School of the UFRN ( Federal University of Rio Grande do Norte) under the orientation of Dr. Andre Luiz Muniz de Oliveira which aimed at making a reflexion about regency gestures and its implications about the objective and subjective elements of the performance connected to a number of regency tools concieved in accordance with the tradition of historic music. As a tool for gestual analysis we’ve used the Harold Farbermann PatternCube method. We’ve used videos from conductors Pierre Boulez e Valery Gergiev, both conducting Igor Stravinsky’s Rite of Spring. In the analysis of the videos we’ve observed the technical use of the gestual aparatus instead of the use of musical gestures fundamented in Hatten. The research showed us the importance of the use of analitical tools in helping subsidise a direction in performance in regency.

É a luta da gente! : juventude e etnicidade na comunidade Quilombola de capoeiras (RN)

On this paper, I propose a reflexion on the formation of a youth maroon, as a political subject , based on experience, personal expectations and social projects in the construction of a political identity in the community quilombola Capoeiras, which is located in the district of Macaíba (RN). I observed two social situations; the projects of the Pau-furado Youth and the Swingueira Quilombola , those kinds of dances that have as protagonists or as audience the youth people who lives in the community here mentioned, those people that legitimize and innovate in these traditions and roles they play and crucial positions in the construction of ethnic identities and generation within a political community. It seeks to understand the place of youth in this new context of political affirmation and identity. It is, therefore, to understand the diversity in their local youth from different social, cultural, political and economic

Práticas sócio-ambientais no espaço escolar: uma reflexão sobre a percepção dos usuários de duas escolas do ensino fundamental em João Pessoa, Paraíba

In the social-historical moment we live in, it is each time more evident the necessity of the people to learn to deal with the environment in conscientious way, taking care of themselves properly through it. In this direction, considering the school as a place where children, young and adolescents spend great part of their time, this work had as objective to examine the perception of school environment for students, professors and employees of two schools in João Pessoa city - Centro Estadual Experimental de Ensino-Aprendizagem Sesquicentenário and Escola Estadual de Ensino Fundamental e Médio Presidente Emílio Garrastazu Médici (Experimental State Center of Learning-teaching Sesquicentenário and Basic and High State School Education Emilio Garrastazu Médici President). From the presupposed that the environments in which and with which people live reflect their daily practices, the field work searched to identify the social-environmental practices that characterize the relation of these users with the school and, from this understanding, to infer some of their concerns regarding the environment as a whole. To analyze the use of the available physical space in the two institutions it was opted the use of the After-Occupation Evaluation, one of the approaches that feed the process of building production or built set, rescuing aspects related to its use, operation and maintenance. Besides analyzing diverse school environments (such as classroom circulations/accesses, library, pedagogical and sportive spaces) in relation to the environmental comfort and the perceptions of the main users of the schools (pupils, professors and employees), the dissertation tried to inquire the care (ambient education) of these users with the school space. In general, it was verified that the two schools have evaluations and perceptions really different for four reasons: (i) management of the schools; (ii) the users perception; (III) localization of schools and (IV) feeling of place, territoriality and appropriation