?? consenso chamar ‘crise da modernidade’ ao pensamento que se insurge no mundo ocidental e que varreu de rold??o aos abismos toda a prepot??ncia do panlogismo hegeliano que punha na Raz??o humana o ??nico e vi??vel caminho para a cognoscibilidade do mundo e do pr??prio indiv??duo, haja vista a presen??a da Raz??o em tudo. Tal crise, que j?? se prenunciava com os chamados cr??ticos da modernidade, ainda no s??culo XIX, desembocou no in??cio do s??culo passado no fen??meno que podemos definir enquanto a estrutura do sentir moderno: o t??dio. Tal sentimento existencial de nulidade associa-se ao que denominar??amos de uma ins??nia do eu, quando o sujeito perde a dimens??o subjetiva na obscuridade da velocidade e da fragmenta????o modernas, aprisionando o indiv??duo no centro de um redemoinho vazio e, ao mesmo tempo, eterno. Com base na obra do fil??sofo sueco Lars Svendsen, al??m de trazer os aportes filos??ficos de pensadores como Friedrich Nietzsche e Martin Heidegger, pretendemos explorar como o sentimento do t??dion emerge na po??tica de Florbela Espanca e M??rio de S?? Carneiro, dois dos maiores representantes da poesia lusitana da fraturada modernidade.
Ayanne Souza
Recent Posts
Evaluation of the Efficiency of Stimulus Measures
The impact of expansionary fiscal policy intended to increase economic growth by using stimulus packages is analyzed by considering the debt to GDP ratio dynamics model. It is shown that for the data characterizing the current state of the U.S. economy the government investment in infrastructure and tax cuts alone cannot decrease the debt to GDP ratio. The paper contributes to the on-going fiscal policy debate whether government investment in infrastructure and tax cuts are an effective approach to boost the economy.
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The Semantic Approach in Teaching and Learning Mathematics in Secondary Schools
A clear understanding of the structure and meaning of language is a necessary condition for the effective teaching of mathematics, both at an abstract level and also to equip students with the skills associated with solving problem situations in everyday life. Work on the formation of the ability to solve problems begins with the first days of schooling. Solutions to simple problems usually present no difficulty. But many students have progressively greater difficulty in solving more complex problems. This is particularly noticeable at times of transition between classes. One cause of this is that struggling students do not have sufficient ability to analyze the text of a given problem, and thus to correctly identify both the distinction and the interrelation between the known and the unknown, which is the basis for choosing the way to solve it.
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