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Este artigo analisa a conceção agostiniana do belo a partir da relação dinâmica entre três elementos fundamentais: a congruência, o desejo e a felicidade. Nesta análise assinalam-se duas etapas do desenvolvimento da teoria agostiniana do belo. Uma primeira caracteriza-se pela adesão a uma conceção intelectualista do belo e da vida feliz. Uma segunda mostra como Agostinho, confrontado com o problema da visão de Deus in patria, integra a corporeidade na experiência do belo na fruição do bem supremo. Na conclusão, evidencia-se a valoração do corpo na fruição do belo na última doutrina de Agostinho e a ideia de congruência que lhe subjaz

This article deals with the forms of functioning of the Schooling Pedagogical Discourse, as well as the possibilities (places/positions) given or found by the subjects within this discourse. For such, a discursive analysis was carried out on a corpus constituted of interviews with second grade students, containing topics related to school education. The analysis stressed the presence of discursive generics (such as slogans, proverbs, and such) which showed to be effective mechanisms of ideological interpellation. Such formulae supplied the subjects not only with one unique interpretation, between others, but also as a generalizing reading in the form of Law, according to which the subject (student) is the only responsible for his/her failure in the school. Nevertheless, in some singular situations of enunciations, this discursive regularity produced by the use of generics was interrupted by the concomitant action of the unconscious repression, resulting, in this way, in the event within the discourse.

This article deals with the forms of functioning of the Schooling Pedagogical Discourse, as well as the possibilities (places/positions) given or found by the subjects within this discourse. For such, a discursive analysis was carried out on a corpus constituted of interviews with second grade students, containing topics related to school education. The analysis stressed the presence of discursive generics (such as slogans, proverbs, and such) which showed to be effective mechanisms of ideological interpellation. Such formulae supplied the subjects not only with one unique interpretation, between others, but also as a generalizing reading in the form of Law, according to which the subject (student) is the only responsible for his/her failure in the school. Nevertheless, in some singular situations of enunciations, this discursive regularity produced by the use of generics was interrupted by the concomitant action of the unconscious repression, resulting, in this way, in the event within the discourse.