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Master's Dissertation
DOI
https://doi.org/10.11606/D.48.2022.tde-27052022-110234
Document
Author
Full name
Eric Rodrigues Netto
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2022
Supervisor
Committee
Silveira, Paulo Henrique Fernandes (President)
Fabbrini, Ricardo Nascimento
Gallo, Silvio Donizetti de Oliveira
Title in Portuguese
Sobre a tomada da palavra em educação: uma leitura de Jacques Rancière
Keywords in Portuguese
Emancipação intelectual
Igualdade
Jacques Rancière
Maio de 1968
Tomada da palavra
Abstract in Portuguese
Nesta pesquisa teórica, buscamos compreender possíveis relações da ideia de tomada da palavra com os textos do pensador franco-argelino Jacques Rancière, em especial os seus contributos para a educação. Tendo extração inicial a partir do caráter simbólico que a tomada da palavra veio a ganhar no contexto de maio de 1968 na França e na aproximação que propõe entre as palavras de poetas, trabalhadores e intelectuais , interpretamos esta noção em diálogos possíveis de textos de Rancière com seu O mestre ignorante. Um deles trata da cena romana da secessão dos plebeus ao monte Aventino e de uma querela sobre a palavra, em passagens do livro O desentendimento; outro, envereda pelos trabalhos de Rancière acerca do regime estético ou regime das artes, a fim de salientar a potência poética da tomada da palavra em educação. Nesse sentido, investigamos como essa noção desestabiliza as hierarquias socialmente definidas entre aqueles que podem ou não falar, entre intelectuais e não-intelectuais, e como o povo verifica sua capacidade intelectual e a igualdade das inteligências ao tomar a palavra.
Title in English
On enacting speech in education: a reading of Jacques Rancière
Keywords in English
Enacting speech
Equality
Intellectual emancipation
Jacques Rancière
May 1968
Abstract in English
In this theoretical research, we seek to understand possible relationships between the idea of enacting speech and the texts of the French-Algerian thinker Jacques Rancière, especially his contributions to education. Initially extracted from the symbolic character which enacting speech came to have in the context of May 1968 in France, we interpret this notion in possible dialogues between texts by Rancière and his book The Ignorant Schoolmaster. One of them deals with the Roman scene of the secession of the plebeians to Mount Aventine and a quarrel over the word, in passages from the book Disagreement; the otherstake up Rancière's work on the aesthetic regime or the regime of the arts, aiming to emphasize the poetic power of enacting speech in education. In this sense, we investigate how this notion destabilizes the socially defined hierarchies between those who can or cannot speak, between intellectuals and non-intellectuals, and how the people verify their intellectual capacity and equality of intelligences when they enact speech.
 
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ERIC_RODRIGUES_NETTO.pdf (1,015.04 Kbytes)
Publishing Date
2022-05-27
 
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