O Brasil em minúcias: a visão trágico-histórica na crônica machadiana (1888-89;1892-93)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Discurso social, história e política no romance histórico contemporâneo de língua portuguesa: Leminski, Lobo Antunes e Pepetela

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Itinerários do bovarismo

According to Sérgio Buarque de Holanda, there is a “thinking addiction" in Brazil that disfigures reviews and creates disadvantages for a better understanding of the real changing of conditions in society. It is in Raízes do Brasil that this "reasoning addiction" is best defined as an "Invincible disenchantment from the view of our real conditions". This definition is supported by the bovarism theory - pouvoir qu`a l`homme de se concevoir autre qu’il n’est - theory formulated by Jules de Gaultier (1858-1942), French homme de lettres and who promoted Nietzsche in France - for this title, he is self intended as a philosopher, which extends the characterization of the individual drama of Flaubertian's character of Madame Bovary for the characterization of nations. Sérgio Buarque de Holanda is not the only author who uses this notion, before him, it was also in Paulo Prado and Lima Barreto and much after him in Celso Furtado and Paulo Eduardo Arantes, to keep with the best known authors. This article aims to show how bovarism is born, what it is meant in the French context of origin and how it acclimatized in Brazilian's intellectual experience, theoretically basing important diagnostics of our society. This is to conduct genetic mapping of a concept which is still strong in the horizon of the decisive clash between national projects that deal with Brazil's peripheral condition.

A formação escolar em debate: racionalidade, burocracia e desencantamento

Este artículo propone una discusión sobre la educación escolar tomando como punto de partida la burocracia, la racionalidad y el concepto de desencantamiento del mundo propuesto por Max Weber. Finalmente, se discuten los impactos a la subjetividad de los principales involucrados en el proceso educativo - profesores y alumnos - para señalar posibles movimientos que hacen más dinámico las relaciones humanas en la educación institucionalizada.