Ana Cristina Cesar: um corpo de crítica

La pr��sente th��se est une approche critique de la production litt��raire de l ��crivain carioca Ana Cristina Cesar. Aussi bien dans la po��sie que dans son oeuvre critique, Ana Cristina Cesar a mis en ��vidence la question de l ��criture comme le principal dil��me de son projet comme ��crivain. En face d autant de registres, soit en forme de po��mes, texte critique ou lettres, la question de l ��criture est, dans l ensemble de son oeuvre, formul��e �� partir d une interp��n��tration entre la litt��rature et la vie. Consid��rant le probl��me de l ��criture comme partie d un projet de l ��tre ��crivain pour Ana Cristina Cesar, nous affirmons que l int��r��t de notre recherche se dirige vers l analyse des mani��res selon lesquelles ce probl��me parcourt son ��criture et d��vient une question m��talinguistique dans sa cr��ation. Nous partons de la r��flexion sur l ��criture dans son oeuvre pour relever la question principale de notre proposition de travail avec son texte: Qu est-ce que c est, apr��s tout, ��crire pour Ana Cristina Cesar et comment cela se formule-t-il dans la production des r��les qu elle exerce en tant que po��te, critique et professeur? Parmi les principaux objectifs qui guident cette recherche sont: promouvoir un dialogue avec les textes de l auteur, o�� se pr��sente le probl��me de l ��crire, �� travers une r��flexion sur le parcours de son activit�� intellectuelle, pour elle impr��gn�� de questions sur l ��criture f��minine et la production marginale; et enqu��ter les mani��res dont cette r��flexion s articule dans les fonctions qu elle d��veloppe comme po��te, critique et professeur et les r��lations qu elle ��tabli avec la litt��rature de son ��poque. En outre, nous discuterons l importance de son oeuvre dans la litt��rature marginale, ce qui possibilite aussi une ��valuation de cette production dans la litt��rature br��silienne

A raz��o embotada: ensaios de crítica liter��ria

A obra "A raz��o embotada: ensaios de crítica liter��ria", de autoria do prof. Andrey Pereira de Oliveira, do Departamento de Letras da UFRN, �� composta por 14 ensaios que discorrem acerca de obras das literaturas brasileira e universal. Os textos tiveram uma primeira publica����o em livros coletivos, revistas acad��micas ou anais de congressos cient��ficos e passaram por adapta����es para reuni��o neste volume.

A Hora e o Nevoeiro: discurso ��pico, vontade de pot��ncia e mal-estar da modernidade no poema Mensagem de Fernando Pessoa

Considering articles written for Fernando Pessoa in 1912 about The new Portuguese poetry , where he already proclaimed the appearance of the Super-Cam��es, poet that would be able to revolutionize Portuguese literature e, concomitantly, to make resurging from rubble the Portuguese nation; we understand that, decades before the writing of Message, the poet was already armed with a Will of Power , expression of Friedrich Nietzsche that incorporate the idea of resurgence to the man like creator of news values. Fernando Pessoa believed to make his poetical word, the epic, restoring word of the ideas of Messianism and Fifth Empire as the pushing force of the new Portuguese largeness. However, we look for to investigate the conditions of Malaise that surround the universe of the poem and that restrict its capacity of action on the reality in its return, a time that the space destined in modernity to the poet and to his poetry hindered him of a devoted and positive action, We select therefore theorist like Sigmund Freud e Walter Benjamin

A Revue Des Deux Mondes

Originalmente tese de doutorado da autora, defendida na Universidade de S��o Paulo, a obra discorre acerca do papel dos peri��dicos recreativos, cient��ficos e liter��rios na sociedade brasileira do s��culo Xix e in��cio do s��culo XX. Demonstrando amplo dom��nio bibliogr��fico a respeito das discuss��es mais recentes sobre o assunto, a autora preenche uma lacuna sobre a revista francesa, que logo caiu no gosto das elites brasileiras a partir do Segundo Reinado.

Ensinar e aprender História na rela����o dial��tica entre interpreta����o e consci��ncia hist��rica crítica

Teaching and learning History in dialectical relationship between interpretation and critical historical awareness has investigated the triggering of a theoretical-practical training process developed with a history teacher, her mediation in the teaching and learning of the discipline process, related to the appropriation of history text interpretation and the development of critical historical consciousness by public school 8 th-grade students of elementary level. It aims to analyze the relationship between mediation of teaching activity and ownership by the student on this level, the interpretation of history texts and development of this consciousness. It has been opted for collaborative research, as training and strategy, and was employed as procedures for the formation of knowledge: Meeting, Cycles of Reflexive Studies, Planning (with teachers), Observation performed in real life and portfolio (involving students). The teacher appropriated of contributions of the theory by P. Ya . Galperin and critical historical consciousness and developed a teaching process using a methodology grounded in theoretical constructs this author. The students appropriated the interpretation of history texts and demonstrated to be in a process of developing a critical historical consciousness. Performance of the students occurred more consistently in the interpretations implemented in groups, with teacher guidance and support of the activity map. Training processes, performed in and about teaching and student activities, revealed an improvement in teacher's professional development and the knowledge and expertise of the students. It has contributed to this, the critical reflection experienced in the investigative process. Given these findings, as needs of new thinking, research recommends the development of teaching and learning processes in other years of elementary school, involving the interpretation of history texts and the development of critical historical consciousness of students.

concep����es de administra����o e administrador em tempos de capitalismo flex��vel: uma abordagem crítica

A tese trata de dois construtos s��cio-hist��ricos Administra����o e Administrador em face do capitalismo em sua fase flex��vel. Considerando as mudan��as do capitalismo, o texto estabelece como objeto de estudo as concep����es de Administra����o e Administrador, para o campo administrativo, na contemporaneidade. A tese �� suportada por uma pesquisa de campo cujo objetivo foi compreender criticamente as concep����es do campo administrativo sobre a Administra����o e o Administrador, em tempos de capitalismo flex��vel. Epistemologicamente, a pesquisa foi conduzida a partir da perspectiva crítica frankfurtiana, fundamentada em tr��s pares categ��ricos dial��ticos: (i) história versus naturaliza����o; (ii) pr��xis social versus sistema; e (iii) aliena����o versus emancipa����o; privilegiando o pensamento cr��tico vinculado �� primeira gera����o da Escola de Frankfurt. A literatura prevalente da ��rea de Administra����o foi revisada mediada pelas duas quest��es ontol��gicas que suportam a tese: O que �� Administra����o? e O que �� Administrador? para autores como Taylor, Fayol, Drucker, Ohno, Deming, Champy e Mintzberg. Metodologicamente, foi realizada uma pesquisa integralmente qualitativa, com uso de tr��s tipos de entrevistas: (i) entrevista narrativa com história de vida; (ii) entrevista com uso de elementos-est��mulo; e (iii) entrevista narrativa ficcional. Para compreens��o das narrativas, foi utilizada a t��cnica de an��lise hermen��utico-dial��tica. Os resultados indicam o predom��nio da concep����o pragm��tica-instrumental, no tocante �� Administra����o, pela qual ela continua a ser pensada e discursada como uma a����o tecnol��gica e teleol��gica, que utiliza saberes m��ltiplos e aprendizagens cambiantes como meios para alcance das finalidades do contexto organizacional mutante. Com rela����o ao Administrador, h�� a emerg��ncia da concep����o est��tica para apresent��-lo, quando vinculado ��s organiza����es. Por esta concep����o, h�� a migra����o do hist��rico estere��tipo do Administrador controlador e vigilante para a representa����o do Administrador como um profissional perform��tico. O segundo resultado, que se apresenta como o mais relevante em rela����o ao Administrador, �� o da fuga da profiss��o. A partir dos pares categ��ricos dial��ticos, esta tese prop��e algumas s��nteses provis��rias críticas: (i) história-naturaliza����o: os sujeitos tomam como naturais a organiza����o empresarial e suas demandas, naturalizando as recentes mudan��as que, entre outras coisas, reduzem os postos gerenciais; (ii) pr��xis social-sistema: pela concep����o pragm��tica-instrumental, as experi��ncias dos Administradores s��o concebidas a partir do confinamento funcionalista em uma organiza����o-sistema; (iii) emancipa����o-aliena����o: tanto a forma naturalizada com que especificam as organiza����es e sua Administra����o quanto a pr��xis interrompida velada em uma experi��ncia reificada mostram-se como fen��menos intrinsecamente e subjetivamente alienantes e contraemancipat��rios. Por outro lado, atrav��s do movimento de fuga da profiss��o, os entrevistados parecem (re)significar o sil��ncio fundador da aliena����o associada �� condi����o de Administrador: a de pensar como capital, e n��o se pensar como trabalho. Finalmente, o texto prop��e que as possibilidades de emancipa����o deste profissional residem na tomada de consci��ncia de sua condi����o como integrante da classe trabalhadora, mesmo em tempos de riscos e incertezas. Assumindo-se como trabalhador, o Administrador poder�� lutar pelo seu trabalho, repensando-o em novos termos, em que as dimens��es pragm��ticas-instrumentais que envolvem sua profiss��o possam ser dosadas e sempre mediadas por conte��dos substantivos e emancipat��rios

O ensino da história e o pensamento reflexivo-cr��tico da professora no 3�� ano do Ensino Fundamental

This collaborative research is a qualitative approach, from historical and cultural perspective, made about a teacher of third grade of basic education in the area of history, in the municipality of Caic�� / RN. It has as objective to investigate, in a collaborative action, if the design process of teaching and learning the discipline of history based on the relationship before / after allows the development of critical reflective thinking of the teacher in school practices. The theoretical and methodological approaches are supported in the postulates of Vygotsky (1998), Rubinstein (1973) and Linblinskaia (1979), among others, whose understanding has led us to reflect if the teacher develops the reflective critical-thinking in history discipline classes. The complexity of the study led us to an analysis exercise, using different methodological procedures, such as: bibliographic review of the literature, considering also the literature of the history area, interviews, observation in the classroom, video recordings and reflective sessions, enabling clarify the construction and reconstruction of thought that the teacher had been developing during the process of teaching and learning. The test results point to a dichotomy between theory and practice, and also to a certain fragility in the position of professor in teaching and learning the discipline of history, at the third grade of basic education. The teacher recognizes that she requires a theoretical deepening with more intensity, as a process of continuous training to improve the practice of teaching in history school, though, stating in her speech that her teaching practice is based on critical reflection. However, she presents serious limitations in classroom practices. We conclude that, although she has shown willing to work on a critical perspective of reality, showed also poor change at school practices, starting to reflect about her own actions, pointing her limits and the changes needed that didn t become reality yet. It s necessary a formative process for her. The study therefore showed that even with the sessions and reflective of deepening theoretical studies, the teacher does not change its profile, while maintaining its traditional vision in any pedagogical action. This research recommends the formation of school groups for further studies and discussion on the practices of education in history area from a reflective-critical thought perspective as a mean of personal and professional development

História da ci��ncia como estrat��gia did��tica no ensino m��dio: um breve olhar de conte��dos da ��ptica

From a critique of aspects of the current teaching of physics, we propose in this paper an investigation into the conceptions of Nature of Science (NOS) submitted by students from the high school level, as well as the inclusion of discussions about some elements of NOS, through the History and Philosophy of Science, understanding them as facilitating strategy for more effective learning of Physics and, more specifically, the contents of optics. Based on the historical period corresponding to Greek antiquity to the mid-nineteenth century, built and applied a teaching unit to a high school class at the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN) Ipangua��u campus. Our teaching unit involved the reading and interpretation of texts with historical content, observation and assembling five experimental activities, among other activities. Data analysis occurred through questionnaires investigative applied before and after the completion of the teaching unit, as well as questionnaires for content present in the texts. Although not significant, the results indicated that the application of the teaching unit allowed the (re) construction of some conceptions about NOS targets students present in our work, and contribute to a better learning content and greater optical science approach and its nature

Trocando Olhares: o desejo, o amor, a ang��stia e a dor na poesia de Florbela Espanca

In this work, Florbela Espanca poetry is analyzed. The objective is to prove that the loving thematic in her poetry tissues a connection among wish, love and sorrow. The psychoanalitic boarding is the basis to elucidate this connection,which begans with the sight, since mythology, passing by the portuguese literature begining periods and repeating itself in Florbela contemporanian poets. If Florbela poetry corroborates the portuguese literature tradiction, otherwise, it exposes the subject human being face, being a wishful creature

Da poesia ao poema: uma leitura do poema-Processo

Caract��risation du "Poema-Processo" au long de sa trajectoire entre les ann��es 1967 et 1972, au regard d��une lecture visant son insertion dans le mouvement d��avant-guarde de la deuxi��me moiti�� du XX�� si��cle, au Br��sil. On v��rifie la fa��on dont le mouvement du "Poema-Processo" s��est form��, comme d��doublement de l��art concret, ainsi comme ses ad��quations �� la conjoncture de son apparition au Br��sil, s����tablissant une comparaison entre la pratique du po��me et les propositions des manifestes lanc��s. L��analyse des po��mes s��lectionn��s d��montre leur co-relation avec les travaux visuels initi��s par les avant-guardes historiques, ainsi comme les r��ponses de la pratique po��tique �� la th��orie developp��e par les principaux repr��sentants, Wlademir Dias-Pinto, ��lvaro de S�� et Moacy Cirne. La production po��tique et culturelle de Moacy Cirne est abord��e en observant sa pratique sur trois points fondamentaux: la production po��tique, la critique litt��raire donnant de l��emphase �� la culture locale et au texte du "Poema-Processo", et la recherche du language des bandes dessin��es.

Na trilha do po��tico: um caso de ang��stia da influ��ncia

Diese These besteht aus der Analyse der Enteignungsverh��ltnisse und der Misselung, welche in den Texten der Ursprung des Kunstwerkes und die Hymnen H��lderlins vorkommen. Germanien und der Rhein sind in den 30en-Jahren letzten Jahrhunderts von Martin Heidegger verfasst worden. Ab anwendung der kritischen Methodologia von Harold Bloom und der starken Texgestaltung von Richard Rorty wird es deutlich, dass die Heideggers Lesungen der H��lderlins Poesia als ei Ersatzversuch der von Hegel entwickelte Kulturgeschichte ab deutescher ��berlieferung klassicher Studien, die das tragische Erlebnis der alten Griechen als grundlegender Punkt des Westen Daseins vorbringen, verstanden werden k��nnen. So verlegt Heidegger die Aufbauachse der Entstehungserz��lung des Abendlandes in Richtung Dichtkunst, indem er in seiner Wendung zum Dichterischen gleichzeitig auf der Suche nach einer abweichenden Feststellung der vorherrschaftlichen These ist, in welcher die Trag��die das grosse Antrittsereignis der westlichen Zivilisation darstellt, und dar��ber hinaus noch der Herstellung einer innigen Verbindung zwischen der Poesie von H��lderlin und Hesiudus, um die Enge der dichterischen ��berinstimmung zu zeigen, welche die alten Griechen und die zeitegem��ssigen Deutschen verbr��nde. Dieser geistige Aufbau Heideggers hat man somit als ein ��berholungsversuch Hegels Einfluss und Denkungsart zur Vollendung der von Nietzsche begonnenen ��berwindungsaufgabe des Hegelianismus��zu verstehen

Das rela����es entre imagin��rio e poesia na obra de Orides Fontela: o regime diurno da imagem

The present work seeks essentially to demonstrate how some anthropological structures of the imaginary, theorized by the French thinker Gilbert DURAND, projected themselves in a noticeable manner in the poetic work of the Brazilian poet Orides FONTELA. Chiefly we will demonstrate with great care in what way this projection and vivification occur through an imagination that not only materializes some fundamental archetypes of the human imagination, but also seeks to organize them through original poems in its form of presenting the poetic discourse, giving here a different contribution of the mythical or religious discourse, privileged places, since always, where the symbolic functions also manifest themselves

Pelo escuro: a poesia afro-brasileira de Oliveira Silveira

O presente estudo traz uma reflex��o sobre os discursos culturais afro-brasileiros e o lugar ocupado pela poesia em meio a uma sociedade racista. A pesquisa tem como prop��sito fazer um estudo da poesia de Oliveira Silveira (1968, 1970, 1977, 1981, 1987). Leva-se em considera����o a rela����o da produ����o po��tica de Oliveira com as propostas do movimento da Negritude e o di��logo l��cido que o mesmo estabelece com poetas vinculados ao referido movimento e como Silveira sugere dentro da literatura a negritude como uma forma de intersec����o na poesia brasileira. A proposta aqui apresentada observa tamb��m o hibridismo na po��tica de Oliveira Silveira ao se enfatizar um olhar sobre uma escrita comovida pelo tra��o do entre-lugar do discurso. Analisa-se a caracteriza����o de uma literatura gerada pelo tom de den��ncia ao desconstruir historicamente o que h�� muito tempo se estabelece como democracia racial . Em cumplicidade com a poesia regional do Rio Grande do Sul, a poesia de Oliveira vem permeada pela diversidade de ritmos que traduzem o legado da cultura negra mundo afora. Essa pesquisa sustenta-se nos estudos de Eduardo de Assis Duarte (2005, 2011) e Kabengel�� Munanga (2008, 2009) sobre Negritude e Identidade na literatura afro-brasileira, que se caracteriza como um movimento de consci��ncia pela reconstru����o ou mesmo revis��o hist��rica do que foi apagado no calabou��o dos navios negreiros. As leituras de Eduardo de Assis Duarte fomentam novos questionamentos, p��em em d��vida a exist��ncia de uma identidade essencialista. Aponta-se nessa travessia para uma pluralidade de identidades, constru��das por in��meros grupos culturais na encruzilhada dos diversos momentos hist��ricos. Analisam-se, portanto, a partir da crítica que Stuart Hall (2011) faz ao considerar as ideias de di��sporas, as fronteiras das margens no universo da p��s-coloniza����o. Por fim, h�� uma encruzilhada ao se pensar a partir de Kabengel�� Munanga, o discurso da negritude e da identidade negra nas rela����es sociais e culturais afrodescendentes

Coer����o e ruptura estil��sticas na poesia potiguar: a constru����o do ethos inventivo do poeta Jorge Fernandes

Within the poetic scenario of Rio Grande do Norte the publication of Livro de Poemas de Jorge Fernandes, in 2007, marks, in the imagery of the Potiguar community of poetry readers, producers and critics, the beginning of the social circulation of an inventive ethos associated with the poet Jorge Fernandes de Oliveira (1887-1953). Regarding the event mentioned earlier as a point of reference, this research investigates the construction of such ethos based on the counterpoint between the poet s individual stylistic choices and the stylistic options that prevailed in the lyric production of the Twenties in the 20th Century. The corpus comprises poetic texts (by the poet under discussion and by other poets who were, then, regarded as icons of the poetry of Rio Grande do Norte) and texts representative of local literary criticism (produced both during the Twenties and in other decades of the last century). Support to this analysis is grounded in Mikhail Bakhtin s theory of the utterance (mainly regarding style) and in Dominique Maingueneau s theory of the utterance (mainly regarding ethos). During the course of this investigation, the research has outlined an inventory of the prevailing individual stylistic choices of Jorge Fernandes de Oliveira and the reasons why such choices point out towards the inventive ethos associated with the poet.