http://hdl.handle.net/11422/19 Tue, 07 Apr 2026 13:12:09 GMT 2026-04-07T13:12:09Z http://hdl.handle.net/11422/28925 Title: Duas árvores inimigas: o discurso institucional e a legitimação da arte virgem Author(s)/Inventor(s): Almeida , Ana de Advisor: Martins, Tatiana Abstract: This dissertation investigates the artistic production of artists diagnosed with psychiatric disorders associated with Psychiatric Center of Pedro II Hospital, proposing a critical reflection on the modes of subjectivation and aesthetic expression within contexts of psychic suffering. It is based on the hypothesis that such creations demand an art criticism that transcends formalism, embracing experience, affectivity, and the ethical dimension of perception. Situated at the intersection of art, critique, and clinic, this research conceives creation as an act of existence and resistance. The analysis articulates Ricardo Basbaum’s concept of artes/vidas and Roland Barthes’s biographeme as methodological tools for understanding the inseparability between life and art. The biographeme, viewed as a vital fragment that escapes biographical linearity, reveals traces of subjectivity inscribed in artistic forms, while the notion of artes/vidas expands art into the lived sphere, where the creative act becomes a way of life. Mário Pedrosa’s aesthetic theory—particularly his ideas of “aesthetic experience” and “the affective nature of form”—serves as the main theoretical framework, providing an ethical and sensitive basis for interpretation. The methodological approach combines historical research and aesthetic analysis with a hermeneutic and essayistic perspective, emphasizing the singularity of each creative process and its institutional context. Ultimately, this study proposes an expansion of art criticism into an implicated critique, one that recognizes the vitality of marginalized subjectivities and conceives art as a space of existential sharing. The art of the so-called “mad” thus emerges as a form of sensitive thought, freedom, and self-invention. Publisher: Universidade Federal do Rio de Janeiro Type: Tese Wed, 17 Dec 2025 00:00:00 GMT http://hdl.handle.net/11422/28925 2025-12-17T00:00:00Z http://hdl.handle.net/11422/28722 Title: Espaços de mediação na pedagogia vocal do canto popular: um estudo etnográfico no Rio de Janeiro e em São Paulo Author(s)/Inventor(s): Carvalho, Anna Paes de Advisor: Silva, José Alberto Salgado e Abstract: This work is an ethnographic study of vocal pedagogy practices for popular singing, mainly in Rio de Janeiro and occasionally in São Paulo. Given that formal singing education in the Western world, and specifically in Brazil, has been based on the tradition of classical singing, the formalization of popular singing has been progressing slowly and gradually for just over thirty years. The main objective of the research is to describe and analyze practices in this field of teaching and learning, with a focus on the professional conduct of singing teachers. The main tool for data production is participant observation in singing classes, courses, workshops, roundtable discussions, conferences, and study groups. Other tools used include field diaries and conducting in-person and digital platform interviews. The analytical methodology is based on social theories by Michel de Certeau (1988 [1980]), Howard Becker (2010 [1982]), Henry Kingsbury (1988) and Bruno Latour (2005). As suggested by Sandroni (2017), the research takes place in “mediation spaces,” meeting places between singing voice professionals, beyond the classroom, where experience exchange occurs democratically: study and research groups, academic meetings and conferences, associations of voice professionals, discussion lists, etc. Based on Latour (2005), the concept of “mediation space” here is expanded to include not only the idea of a place “beyond the classroom” or even the fixed notion of an infrastructure, but also any instance where there is “mediation,” the agency, communication, transformation of human and non-human actants, and the constitution of associative networks (network-spaces) which, when made and undone, are apprehended in their mobile dynamics. We conclude that collective actions in "mediation spaces" constitute a sociological phenomenon of mobility, where struggles for credibility, stabilization, and cooperative characteristics are observed, fostering the professional advancement of their members. Publisher: Universidade Federal do Rio de Janeiro Type: Tese Fri, 28 Jun 2024 00:00:00 GMT http://hdl.handle.net/11422/28722 2024-06-28T00:00:00Z http://hdl.handle.net/11422/28554 Title: KWAYTIKINDO : Cosmopolítica e Historiografia Linguística Puri Author(s)/Inventor(s): Leite, Mery Nancy de Lima Advisor: Bonfim, Evandro de Sousa Abstract: The present study, entitled “Kwaytikindo – Cosmopolitics and Puri Linguistic Historiography,” proposes an analysis of the Puri language as a historiographic field, a political dispositif, and a living archive that expresses the memory and epistemological place of the Puri people. Based on the premise that the linguistic decisions undertaken within the process of revitalizing Kwaytikindo (the Puri language) emerge from the cosmology and social practices of the people themselves, it becomes evident that this process is not limited to a lexical or grammatical recovery. Rather, it constitutes a conscious act of Puri historiographic production—authorial and collective—an essential instance in which ancestral and contemporary trajectories are inscribed. The research rests on the understanding that the Puri language, beyond being a communicative instrument, is an ontological field composed of intrinsically polysemic and cosmopolitical words operating as devices that articulate history, nature, and social relations (human and non-human). The analysis demonstrates that Puri words do not merely name things or beings; they project multiple and interdependent meanings, forming true territories of signification permeated by cosmologies and memories. Within this framework, the study examines the historical path of the terminological attribution of “Puri,” from colonial records and external designations to the meanings mobilized in contemporary academic production and, above all, to the semantic reformulation of this conceptual determination grounded in Puri orality and self-enunciation. This work includes, as an appendix, the current edition of the Kwaytikindo Vocabulary. Publisher: Universidade Federal do Rio de Janeiro Type: Dissertação Thu, 28 Aug 2025 00:00:00 GMT http://hdl.handle.net/11422/28554 2025-08-28T00:00:00Z http://hdl.handle.net/11422/28201 Title: Avaliação do ensino da língua Ticuna no ensino fundamental II sob a perspectiva dos moradores da comunidade São Leopoldo (Alto Solimões - AM) Author(s)/Inventor(s): Candido, Geremias Inácio Advisor: Peixoto, Jaqueline dos Santos Abstract: This dissertation investigates the appreciation of the Ticuna language and its relationship with cultural preservation, identity, and knowledge production in the São Leopoldo Indigenous Community, located in the municipality of Benjamin Constant, Amazonas, Brazil. The study focuses on lower secondary education (Ensino Fundamental II) at the Professor Juvenal Lisbão Galdino Mera#cü Municipal Indigenous School, analyzing the perceptions of teachers, community leaders, parents, and students regarding the school-based teaching of the Ticuna language. The research adopts a qualitative, ethnographic, and intercultural approach, based on fieldwork, semi-structured interviews, field notes, and audio recordings. The findings indicate that the Ticuna language occupies a central role in both the school and the community, being understood not only as a means of communication but also as a fundamental element of ethnic belonging, intergenerational transmission of knowledge, and identity affirmation. Participants’ narratives highlight the recognition of the linguistic complexity of Ticuna, particularly in phonological and syntactic domains, as well as challenges related to teacher training and the production of specific teaching materials. The study concludes that strengthening the teaching of the Ticuna language in Indigenous schools is essential for ensuring the continuity of the language and culture, contributing to a culturally grounded and context-sensitive model of Indigenous education. Publisher: Universidade Federal do Rio de Janeiro Type: Dissertação Wed, 03 Dec 2025 00:00:00 GMT http://hdl.handle.net/11422/28201 2025-12-03T00:00:00Z