A group multicomponent positive affect intervention for individuals with HIV was conducted with seven participants accessing an inner-city charity providing support for this population. The intervention ran over eight weeks and included a number of skills which have previously been found to improve positive affect. Outcomes were measured using quantitative scales of affect and mindfulness, and qualitative follow-up interviews. Following the intervention, positive affect and mindfulness significantly increased, and a variety of other subjective changes were also reported, although more sessions or booster sessions may have maintained these changes more effectively. These findings are in keeping with previous studies exploring the impact of multicomponent interventions with chronically ill populations. The limitations of these findings are discussed, and suggestions are made for future research, including having a larger number of participants and more carefully controlled studies.

This project intends to broaden the understanding of site by putting an emphasis on social, affectional and relational conditions. Hoping to begin a discourse on what existing values we as architects and developers bring with us into the future when proposing a design. This is achieved by the development and proposal of a methodology for uncovering, documenting and understanding how a community and its inhabitants relate to a specific place. The project aims to bring the question of social, affectional and relational site analysis to the surface, creating a forum for discussions of methodology and architectural approach relevant to all places going through substantial change. This is facilitated through the production of a workshop-series and an attempted interpretation of its rendered results through application in a drawn proposal for the site.

Au XIIIe siècle, les premières mulieres religiosae fondent un phénomène spirituel dont l’ambigüité préoccupe autant les contemporains qu’il interroge les historiens des béguines et plus largement de l’Église médiévale et des femmes. À travers un corpus de Vitae et d’exempla provenant ou traitant des Pays-Bas méridionaux, cette thèse souhaite renouveler la question du rôle de ces dévotes atypiques dans une démarche comparative fondée sur l’analyse d’hommes et de femmes pieux, menant une vie religieuse, dans ou en dehors d’une communauté, permettant ainsi de convoquer les acquis de l’histoire du genre pour éclairer cette réflexion. La première partie de l’étude s’attache à déconstruire les topoi de la sainteté mystique pour mettre au jour les rebuffades dont les mulieres religiosae ont été les victimes jusqu’à l’exclusion sociale. Néanmoins, cette mise à l’écart est contredite par les hagiographes eux-mêmes qui brossent dans le même temps le portrait de femmes œuvrant dans le siècle. La première partie de ce travail ouvre l’analyse sur les modalités d’insertion sociale développée par et autour des mulieres religiosae. Économiquement, politiquement et surtout spirituellement, en raison de leur sainteté, elles participent activement au monde et s’insèrent dans différents réseaux, dont un bilan sériel permet d’appréhender la richesse. Ces éléments permettent d’étendre la recherche au fonctionnement de ces sociabilités. En prenant appui sur une analyse sémantique, il s’agit de saisir leurs principes de mise en œuvre, articulée autour de la caritas, ainsi que leurs limites qui sont de plus en plus visibles après la deuxième moitié du XIIIe siècle. / In the thirteenth century, the first mulieres religiosae founded a spiritual phenomenon whose ambiguity preoccupied the contemporary as much as it fascinates the historians of the Beguines and more broadly those interested in studying the relationships between women and the medieval Church. Through a corpus of Vitae and exempla originating or dealing with Southern Low Countries, this thesis aims to renew the question of the role of these atypical devouts, in a comparative approach based on analysis of pious men and women, leading a religious life, in or outside of a community, thus enabling the use of the knowledge acquired by gender history to enlighten this exposé. The first part of this study focuses on the deconstruction of the topoi of mystical sanctity to uncover the troubles which mulieres religiosae fell victims, leading to social exclusion. However, this marginalization is contradicted by the hagiographers themselves, who paint at the same time a portrait of women fully integrated in their century. The first part of this work opens the analysis of the means by which social integration is developed, by and around mulieres religiosae. Economically, politically and especially spiritually, because of their holiness, they participate actively in the world and are part of different networks, whose richness can be assessed through a detailed summary. These elements extend the scope of the research to the workings of these social interactions. Building upon a semantic analysis, it aims at grasping their principles of implementation, centered around the caritas, while the limits of these networks are becoming more visible after the second half of the thirteenth century.

L’enjeu principal de cette recherche consiste à démontrer qu’il y a une pensée spécifique du sujet chez Kant. L’auteur repère le fondement de la subjectivité kantienne dans l’acte libre de se donner la loi. La loi éthique, c’est la loi que je me donne moi-même. Et pourtant, la loi est l’impératif qui s’adresse au moi à la deuxième personne : la loi s’adresse au moi comme l’impératif « tu dois ». En tant qu’impératif, la loi se présente comme ce qui m’est donné, et je me conçois comme celui qui est posé devant la loi. Cela veut dire que je m’éprouve, en me soumettant à la loi, comme un «toi » à qui la loi s’adresse, et que la loi apparaît comme provenant de l’autre ou du dehors. Ne peut-on pas alors dire que je me donne la loi comme si j’obéissais à la loi de l’autre qui m’appelle à la deuxième personne ? Ou bien, comme si je traitais comme un autre mon moi qui obéit à la loi ? Par l’autre, l’auteur pense à l’altérité interne dans l’acte d’auto-détermination par la loi. Bien que le moi n’a affaire qu’à lui-même dans l’auto-détermination par la loi, l’autre intervient dans la relation du moi qui donne la loi et du moi qui obéit. L’ipséité du moi constitue ainsi l’épreuve de l’altérité du moi. Que je m’éprouve dans l’auto-détermination par la loi, c’est cette épreuve de soi que l’auteur a essayé d’élucider avec Kant. / The purpose of this research aims at demonstrating that there is a specific conception of the Self in Kant. According to the author, the fundamental of the subjectivity in Kant can be found in the free will acting under the law that it gives to itself. For Kant the moral law is the law I give to myself. Nevertheless, the law is understood as an imperative that I give to myself by using the second person, that is to say that one is addressed by the moral law under the imperative form " you must ". It means that I consider myself as the "you" to whom the law is addressed. To me, the law is an imperative addressed by the other person, that is to say an imperative coming from outside. Thus, it might be possible to consider that when I give to myself the law it is the same as if I obey the other law, which is addressed to me with the second person? Or, shall we say that I consider myself as the other person who obeys the law? By the term “the other”, the author means the internal otherness existing in the action of self-determination resulting from the law. This is related to the question of identifying the enlightenment of the other’s status, which is involved in the action of self- determination given by the law. Although I have to deal with myself in the self-determination given by the law, the other is involved in the relation that opposes myself, when I give to myself the law, to me as the subject who obeys the law. The subjectivity might be interpreted as the test of the otherness existing in the Self. The fact that I consider myself as “the other” in the self-determination given by the law, can be seen as the test of the otherness existing in the Self and this is what the author aims at clarifying based on his works on Kant’s thoughts.

Cette thèse se trouve impliquée dans la problématique de l’expression des écriteslectures des enfants dans les ateliers d’alphabétisation auprès de l’Observatoire de l’Education UFRGS/FACED dans le Projet Ecrites-lectures : un mode de lire et écrire au milieu de la vie et deux groupes de recherches : des Philosophies de la Différence, dans le Programme d’Etudes Supérieures en Education – UFRGS et Psychologie Interculturelle, dans le Laboratoire de Santé, Individu, Société – Lyon 1. Elle fait une critique d’apprivoisement du langage comme mot d’ordre et part du répertoire de la sémiotique linguistique du signifiant qui transforme le penser en représentation dans le territoire des pédagogies de l’alphabétisation. La thèse effectue une fissure dans le système ce sémiotique en montrant le vitalisme de l’expression d’écrites-lectures au milieu de la vie. Pour faire déborder le mot d’ordre de la sémiotique linguistique, on fait la construction de deux mouvements parallèles avec la pensé de la différence. Le premier mouvement est fait avec la sémiotique rhizomatique qui met en oeuvre l’hétérogénéité des signes dans son action connective en produisant l’effet de multiplicité de sens. Dans l’autre mouvement l’expression est vécue dans le sens immanent, ce qui est toujours sensible à la singularité. Ces deux mouvements offrent les conditions de possibilités pour qu’on vive la langue comme un acte de puissance d’agir des corps qui se retrouvent toujours dans le jeu de l’affection. Avec ces mouvements on transversalise la méthode de dramatisation du logos alphabésatiseur. La transversalisation permet de montrer un drame d’expression errante qui se fait entre plusieurs types de lignes, traits et gestes d’écrites-lectures, soit le drame d’expression des enfants est une partie du sensible d’une langue qui s’exprime toujours comme une langue à venir. / Esta tese implica o problema da expressão de escrituras das crianças nos ateliers de alfabetização, junto ao Observatório da Educação UFRGS/FACED, no Projeto Escrileituras: um modo de ler e escrever em meio à vida e dois grupos de pesquisas: o das Filosofias da Diferença e Educação, no Programa de Pós-Graduação em Educação - UFRGS e da Psicologia Intercultural, no Laboratório Saúde, Indivíduo, Sociedade – Lyon 1. Ela tece uma crítica ao aprisionamento da linguagem como palavra de ordem e parte do repertório da semiótica linguística do significante, que torna o pensar como representação no território das pedagogias da alfabetização. A tese realiza uma fissura no sistema dessa semiótica, mostrando o vitalismo da expressão de escrileituras em meio à vida. Para transvazar a palavra de ordem da semiótica linguística, se constroem dois movimentos paralelos com o pensamento da diferença. O primeiro movimento se faz com a semiótica rizomática, que aciona a heterogeneidade dos signos em sua ação conectiva e produz o efeito de multiplicidade de sentidos. No outro movimento, a expressão é vivida no sentido imanente, que é sempre sensível à singularidade. Esses dois movimentos fornecem possibilidades para viver a língua como ato da potência de agir dos corpos que se encontram sempre no jogo da afecção. Junto aos movimentos transversaliza-se o método de dramatização do logos alfabetizador. A transversalização permite mostrar um drama de expressão errante que se tece entre vários tipos de linhas, traços e gestos de escrileituras, ou seja, um drama de expressão das crianças que é parte sensível de uma língua que se expressa sempre como uma língua em devir. / This thesis approaches the problem of children readwriting expression in literacy workshops in the UFRGS/FACED’s Observatory of Education: Readwriting Project (Projeto Escrileituras) and two research groups: of the Philosophies of Difference on Program Graduate Education – UFRGS and Psychology Intercultural in Laboratory Health Individual, Society – Lyon 1. It elaborates a criticism on the language imprisonment as watchword that is part of the linguistic semiotics repertoire of the signifier, which considers thinking a representation in the territory of literacy pedagogies. This thesis makes a fissure in the linguistic semiotics closed system by revealing the vitalism of readwriting expression in life. In order to transfuse the watchword from linguistic semiotics, the construction of two movements parallel to the philosophy of difference is made. The first movement is made with rhizome semiotics. It activates the heterogeneity of the sign in its connective action, producing the effect of senses multiplicity. As for the second movement, the expression is experienced in the immanent sense, which is always sensitive to singularity. These two movements enable possibilities to live language as the acting power practice of the bodies, which always find themselves within the game of affection. Therefore, it is along with these movements that the method of literacy logos dramatization is mainstreamed. The mainstreaming allows showing an erratic drama of expression in which several kinds of contours, features, and gestures of readwriting are weaved, i.e., the children drama of expression is part of a language sensitive section, which always expresses itself as an ever-changing language.

Cette thèse se trouve impliquée dans la problématique de l’expression des écriteslectures des enfants dans les ateliers d’alphabétisation auprès de l’Observatoire de l’Education UFRGS/FACED dans le Projet Ecrites-lectures : un mode de lire et écrire au milieu de la vie et deux groupes de recherches : des Philosophies de la Différence, dans le Programme d’Etudes Supérieures en Education – UFRGS et Psychologie Interculturelle, dans le Laboratoire de Santé, Individu, Société – Lyon 1. Elle fait une critique d’apprivoisement du langage comme mot d’ordre et part du répertoire de la sémiotique linguistique du signifiant qui transforme le penser en représentation dans le territoire des pédagogies de l’alphabétisation. La thèse effectue une fissure dans le système ce sémiotique en montrant le vitalisme de l’expression d’écrites-lectures au milieu de la vie. Pour faire déborder le mot d’ordre de la sémiotique linguistique, on fait la construction de deux mouvements parallèles avec la pensé de la différence. Le premier mouvement est fait avec la sémiotique rhizomatique qui met en oeuvre l’hétérogénéité des signes dans son action connective en produisant l’effet de multiplicité de sens. Dans l’autre mouvement l’expression est vécue dans le sens immanent, ce qui est toujours sensible à la singularité. Ces deux mouvements offrent les conditions de possibilités pour qu’on vive la langue comme un acte de puissance d’agir des corps qui se retrouvent toujours dans le jeu de l’affection. Avec ces mouvements on transversalise la méthode de dramatisation du logos alphabésatiseur. La transversalisation permet de montrer un drame d’expression errante qui se fait entre plusieurs types de lignes, traits et gestes d’écrites-lectures, soit le drame d’expression des enfants est une partie du sensible d’une langue qui s’exprime toujours comme une langue à venir. / Esta tese implica o problema da expressão de escrituras das crianças nos ateliers de alfabetização, junto ao Observatório da Educação UFRGS/FACED, no Projeto Escrileituras: um modo de ler e escrever em meio à vida e dois grupos de pesquisas: o das Filosofias da Diferença e Educação, no Programa de Pós-Graduação em Educação - UFRGS e da Psicologia Intercultural, no Laboratório Saúde, Indivíduo, Sociedade – Lyon 1. Ela tece uma crítica ao aprisionamento da linguagem como palavra de ordem e parte do repertório da semiótica linguística do significante, que torna o pensar como representação no território das pedagogias da alfabetização. A tese realiza uma fissura no sistema dessa semiótica, mostrando o vitalismo da expressão de escrileituras em meio à vida. Para transvazar a palavra de ordem da semiótica linguística, se constroem dois movimentos paralelos com o pensamento da diferença. O primeiro movimento se faz com a semiótica rizomática, que aciona a heterogeneidade dos signos em sua ação conectiva e produz o efeito de multiplicidade de sentidos. No outro movimento, a expressão é vivida no sentido imanente, que é sempre sensível à singularidade. Esses dois movimentos fornecem possibilidades para viver a língua como ato da potência de agir dos corpos que se encontram sempre no jogo da afecção. Junto aos movimentos transversaliza-se o método de dramatização do logos alfabetizador. A transversalização permite mostrar um drama de expressão errante que se tece entre vários tipos de linhas, traços e gestos de escrileituras, ou seja, um drama de expressão das crianças que é parte sensível de uma língua que se expressa sempre como uma língua em devir. / This thesis approaches the problem of children readwriting expression in literacy workshops in the UFRGS/FACED’s Observatory of Education: Readwriting Project (Projeto Escrileituras) and two research groups: of the Philosophies of Difference on Program Graduate Education – UFRGS and Psychology Intercultural in Laboratory Health Individual, Society – Lyon 1. It elaborates a criticism on the language imprisonment as watchword that is part of the linguistic semiotics repertoire of the signifier, which considers thinking a representation in the territory of literacy pedagogies. This thesis makes a fissure in the linguistic semiotics closed system by revealing the vitalism of readwriting expression in life. In order to transfuse the watchword from linguistic semiotics, the construction of two movements parallel to the philosophy of difference is made. The first movement is made with rhizome semiotics. It activates the heterogeneity of the sign in its connective action, producing the effect of senses multiplicity. As for the second movement, the expression is experienced in the immanent sense, which is always sensitive to singularity. These two movements enable possibilities to live language as the acting power practice of the bodies, which always find themselves within the game of affection. Therefore, it is along with these movements that the method of literacy logos dramatization is mainstreamed. The mainstreaming allows showing an erratic drama of expression in which several kinds of contours, features, and gestures of readwriting are weaved, i.e., the children drama of expression is part of a language sensitive section, which always expresses itself as an ever-changing language.

Cette thèse se trouve impliquée dans la problématique de l’expression des écriteslectures des enfants dans les ateliers d’alphabétisation auprès de l’Observatoire de l’Education UFRGS/FACED dans le Projet Ecrites-lectures : un mode de lire et écrire au milieu de la vie et deux groupes de recherches : des Philosophies de la Différence, dans le Programme d’Etudes Supérieures en Education – UFRGS et Psychologie Interculturelle, dans le Laboratoire de Santé, Individu, Société – Lyon 1. Elle fait une critique d’apprivoisement du langage comme mot d’ordre et part du répertoire de la sémiotique linguistique du signifiant qui transforme le penser en représentation dans le territoire des pédagogies de l’alphabétisation. La thèse effectue une fissure dans le système ce sémiotique en montrant le vitalisme de l’expression d’écrites-lectures au milieu de la vie. Pour faire déborder le mot d’ordre de la sémiotique linguistique, on fait la construction de deux mouvements parallèles avec la pensé de la différence. Le premier mouvement est fait avec la sémiotique rhizomatique qui met en oeuvre l’hétérogénéité des signes dans son action connective en produisant l’effet de multiplicité de sens. Dans l’autre mouvement l’expression est vécue dans le sens immanent, ce qui est toujours sensible à la singularité. Ces deux mouvements offrent les conditions de possibilités pour qu’on vive la langue comme un acte de puissance d’agir des corps qui se retrouvent toujours dans le jeu de l’affection. Avec ces mouvements on transversalise la méthode de dramatisation du logos alphabésatiseur. La transversalisation permet de montrer un drame d’expression errante qui se fait entre plusieurs types de lignes, traits et gestes d’écrites-lectures, soit le drame d’expression des enfants est une partie du sensible d’une langue qui s’exprime toujours comme une langue à venir. / Esta tese implica o problema da expressão de escrituras das crianças nos ateliers de alfabetização, junto ao Observatório da Educação UFRGS/FACED, no Projeto Escrileituras: um modo de ler e escrever em meio à vida e dois grupos de pesquisas: o das Filosofias da Diferença e Educação, no Programa de Pós-Graduação em Educação - UFRGS e da Psicologia Intercultural, no Laboratório Saúde, Indivíduo, Sociedade – Lyon 1. Ela tece uma crítica ao aprisionamento da linguagem como palavra de ordem e parte do repertório da semiótica linguística do significante, que torna o pensar como representação no território das pedagogias da alfabetização. A tese realiza uma fissura no sistema dessa semiótica, mostrando o vitalismo da expressão de escrileituras em meio à vida. Para transvazar a palavra de ordem da semiótica linguística, se constroem dois movimentos paralelos com o pensamento da diferença. O primeiro movimento se faz com a semiótica rizomática, que aciona a heterogeneidade dos signos em sua ação conectiva e produz o efeito de multiplicidade de sentidos. No outro movimento, a expressão é vivida no sentido imanente, que é sempre sensível à singularidade. Esses dois movimentos fornecem possibilidades para viver a língua como ato da potência de agir dos corpos que se encontram sempre no jogo da afecção. Junto aos movimentos transversaliza-se o método de dramatização do logos alfabetizador. A transversalização permite mostrar um drama de expressão errante que se tece entre vários tipos de linhas, traços e gestos de escrileituras, ou seja, um drama de expressão das crianças que é parte sensível de uma língua que se expressa sempre como uma língua em devir. / This thesis approaches the problem of children readwriting expression in literacy workshops in the UFRGS/FACED’s Observatory of Education: Readwriting Project (Projeto Escrileituras) and two research groups: of the Philosophies of Difference on Program Graduate Education – UFRGS and Psychology Intercultural in Laboratory Health Individual, Society – Lyon 1. It elaborates a criticism on the language imprisonment as watchword that is part of the linguistic semiotics repertoire of the signifier, which considers thinking a representation in the territory of literacy pedagogies. This thesis makes a fissure in the linguistic semiotics closed system by revealing the vitalism of readwriting expression in life. In order to transfuse the watchword from linguistic semiotics, the construction of two movements parallel to the philosophy of difference is made. The first movement is made with rhizome semiotics. It activates the heterogeneity of the sign in its connective action, producing the effect of senses multiplicity. As for the second movement, the expression is experienced in the immanent sense, which is always sensitive to singularity. These two movements enable possibilities to live language as the acting power practice of the bodies, which always find themselves within the game of affection. Therefore, it is along with these movements that the method of literacy logos dramatization is mainstreamed. The mainstreaming allows showing an erratic drama of expression in which several kinds of contours, features, and gestures of readwriting are weaved, i.e., the children drama of expression is part of a language sensitive section, which always expresses itself as an ever-changing language.

A l'étranger, nombre de travaux longitudinaux en psychologie de l'éducation montrent que la relation affective enseignant-élève (RAEE) est bénéfique tant à l'école (réussite, persévérance, comportement, etc.) qu'en dehors (baisse de dépression, anxiété, délinquance, etc.) (Fortin, Plante & Bradley, 2011). En revanche, ses déterminants ont été peu étudiés et le rôle de l'engagement affectif des enseignants sur la RAEE n'a pas été évalué. Le présent travail, inspiré de la théorie de l'attachement (Bowlby, 1969), vise à combler cette lacune en mobilisant le concept d'amour compassionnel (Underwood, 2008).En France, où aucune étude quantitative sur le sujet n'a été réalisée jusque là, la RAEE est polémique, voire tabou. Ses effets ne pourraient-ils pas être testés empiriquement ? La théorie des trois systèmes de motivation (Favre & Favre, 1993) permet ici de comprendre et de mesurer l'effet de la RAEE sur les adolescents.Après validation auprès d'enseignants (N = 275) d'une version française de l'échelle d'amour compassionnel (Sprecher & Fehr, 2005) envers les élèves, il apparaît que celle-ci est prédictive de la RAEE (STRS, Pianta, 2001). Cette thèse valide aussi auprès de collégiens (N = 145) un outil psychométrique visant à évaluer trois systèmes de motivation. Complété par d'autres instruments évaluant l'adaptation psychosociale (empathie, variables scolaires et violence), il est soumis à deux échantillons (113 collégiens et 104 collégiens de SEGPA) : la RAEE favorise la motivation d'innovation, l'empathie et l'adaptation scolaire tout en protégeant contre la motivation de sécurisation parasitée (ou d'addiction), l'indiscipline scolaire et la violence. Cela plaide pour une approche relationnelle, telle que promue par les théoriciens du care en éducation, et, au-delà, pour une psychologie positive de l'éducation. / Number of longitudinal studies in educational psychology have shown that affective teacher-student relationships (RAEE) is beneficial both at school (success, perseverance, behaviour, etc.) and outside (decrease in depression, anxiety, delinquency, etc.) (Fortin, Plante & Bradley, 2011). However, its determinants have been little studied and the role of teachers' affective commitment on RAEE has not been estimated. This thesis grounded on attachment theory (Bowlby, 1969) aims at filling this gap with the concept of compassionate love (Underwood, 2008).In France, where the subject has not been quantitatively studied yet, the RAEE is greatly controversial, even taboo. Could its effects be tested empirically? The three motivational systems theory (Favre & Favre, 1993) enables us to understand and measure the effect of RAEE on adolescents.After validating a French version of the compassionate love scale for students (Sprecher & Fehr, 2005) in a sample of teachers (N = 275), it appears to be predictive of the RAEE (STRS, Pianta, 2001). This thesis also validates a psychometric tool to assess the three motivational systems in a sample of middle school students (N = 145). Then, this tool has been completed by other instruments assessing psychological adjustment (empathy, school variables and violence) and completed by two samples (N = 113 middle school students and N = 104 students from special education units called SEGPA): RAEE promotes innovation motivation, empathy and school adjustment while protecting against addiction motivation, school indiscipline and violence. This argues for a relational approach in education, as promoted by care theorists, and for a positive educational psychology.

La duplicité de l’apparaître consiste à distinguer tout ce qui apparaît conformément à son mode d’apparaître : immanence et transcendance. Notre travail a pour objectif d’élucider par l’analyse des lectures henryennes de l’histoire de la philosophie une présupposition fondamentale qui conditionne cette doctrine de la duplicité de l’apparaître, présupposition qui joue un rôle fondamental dans la phénoménologie de Michel Henry. Notre problématique consiste donc à nous demander comment comprendre l’essence d’une telle duplicité qui ne peut que rendre difficile à penser ce qu’il y a de commun entre la transcendance, comme déploiement de l’horizon phénoménologique, et l’immanence, comme épreuve immédiate de soi dans l’affectivité. Afin de donner une réponse à cette question fondamentale, nous avons centré notre étude sur les deux ouvrages majeurs de M. Henry : Philosophie et Phénoménologie du corps et L’essence de la manifestation. Conformément à nos analyses qui suivent les lectures henryennes de Maine de Biran, Kant, Fichte, et Heidegger, nous nous sommes demandé si une distinction kantienne entre la logique formelle et la logique transcendantale ne fonctionnait pas comme une présupposition qui, d’une part détermine la duplicité de l’apparaître et, d’autre part entraîne une purification radicale de l’immanence en dehors de la transcendance, au point d’anéantir la possibilité qu’elles auraient de se rapporter l’une à l’autre. Une telle analyse nous a conduit à saisir l’enjeu de l’attachement exclusif de la doctrine henryenne de l’immanence au principe des jugements analytiques ; attachement qui conférera un caractère paradoxal à la duplicité de l’apparaître / The duplicity of appearing phenomenologically classifies appearances according to their modes of appearance: immanence and transcendence. By analyzing Michel Henry’s analysis of the history of philosophy, this study examines the fundamental presupposition that conditions this doctrine of duplicity of appearing and plays an important role in Henry’s material philosophy. The following question arises: how can we understand the essence of duplicity, which makes it difficult to comprehend the relationship between transcendence and immanence? To answer this question, we focus on Henry’s two major works: Philosophy and Phenomenology of Body and The Essence of Manifestation. By analyzing Henry’s interpretation of the works of Maine de Biran, Kant, Fichte, and Heidegger, we inquire whether the Kantian distinction between formal and transcendental logic serves as the condition that determines the duplicity of appearing and leads to the distinction of immanence from transcendence to eliminate the possibility of a relationship between them. This analysis leads to an understanding of a fundamental issue regarding the exclusive commitment of immanence to the principle of analytic judgments, with the commitment lending a paradoxical character to the duplicity of appearing.

Submitted by Ana Carla Almeida (ana.almeida@ucsal.br) on 2016-10-06T17:41:16Z No. of bitstreams: 1 ROSAS MLG 2013.pdf: 1769338 bytes, checksum: 0e1b7429bcf05ce084fb997236bd3649 (MD5) / Approved for entry into archive by Rosemary Magalhães (rosemary.magalhaes@ucsal.br) on 2016-10-06T18:44:34Z (GMT) No. of bitstreams: 1 ROSAS MLG 2013.pdf: 1769338 bytes, checksum: 0e1b7429bcf05ce084fb997236bd3649 (MD5) / Made available in DSpace on 2016-10-06T18:44:34Z (GMT). No. of bitstreams: 1 ROSAS MLG 2013.pdf: 1769338 bytes, checksum: 0e1b7429bcf05ce084fb997236bd3649 (MD5) Previous issue date: 2013-07-31 / O tema desta dissertação é A Interferência do Estado nas relações familiares. Adota como marco os princípios constitucionais inseridos na Carta magna de 1988, que influenciaram na adoção de uma nova hermenêutica jurídica no que diz respeito às relações familiares em especial a relação paterno filial. Com a C/F de 1988 houve uma profunda mudança operada no Direito de família, que alterou o seu perfil para o de uma unidade de afeto e de solidariedade, sendo a mesma reconhecida como uma entidade instrumental voltada para priorizar os interesses de seus componentes, em especial os da criança e do adolescente, cujo assentamento passa a ser feito pelo princípio de proteção integral do menor. A supervalorização do afeto pelo Estado definiu o que seria uma relação familiar satisfatória diferenciando-a de outras relações ocorridas na vida cotidiana. Ações pedindo indenizações por dano moral são constantemente impetradas no intuito de condenar os pais abandônicos por responsabilidade civil, expandido a raio da ação estatal no âmbito do direito de família. A supervalorização do afeto pelo legislador nas atuais relações familiares propiciou a que o Estado ampliasse a sua ingerência no seio da família, intervindo numa seara que não é, por suas particularidades, afeita a estas interferências. Com o escopo de sistematização do debate deste tema no estado da arte especializado, bem como na dogmática respectiva, operacionalizou-se pesquisa bibliográfica, com auxílio do método lógico-dedutivo. Procedeu-se leituras sucessivas e cruzadas de textos dos especialistas e dos dogmatizadores, registrando-os em fichamentos revisados frequentemente, sobretudo quando do cotejamento de ideias e conceitos contrastantes. Na lide com texto legal, procedeu-se a análise hermenêutica do art. 1.513 do Código Civil em vigor, que consagra o princípio da liberdade ou da não-intervenção na ótica do Direito de Família. Resulta da convergência da revisão de literatura e aplicação da hermenêutica jurídica o reconhecimento de que este princípio mantém relação direta com o princípio da autonomia privada, que também deve existir no âmbito do Direito de Família, evitando assim, uma maior interferência do Estado. Como filtro de seleção de artigos-científicos que adensam a argumentação aqui arrolada, cotejada e construída, usa-se bancos de dados como a Biblioteca Virtual de Revistas Científicas Brasileiras (Scielo), dos quais são arregimentadas e selecionadas produções pertinentes à temática, além do Banco de Teses e Dissertações da CAPES/Domínio Público. / The theme of this dissertation is the State Interference in Family Relationships. It adopts as a landmark the constitutional principles included in the Charter magna 1988 that influenced the adoption of a new legal hermeneutics with regard to family relationships in particular the parental-filial relationship. After the 1988 C/F a profound change was produced in Family Law, which changed the profile of the parental-filial relationship to a unit of affection and solidarity, being recognized as an instrumental entity aimed to prioritize the interests of its constituents, especially those of children and adolescents, whose settlement shall be done by the principle of full protection of the minor. The overvaluation of affection by the State defined what would be a satisfactory familiar relationship, distinguishing it from other relationships that occur in everyday life. Law suits demanding compensation for moral damages are constantly filed, in order to convict alienated parents for civil liability, and expanding the radius of state action within family law. The overvaluation of affection by the legislature on the current family relationships allowed the State to broaden its interference in the family, intervening in a field that is not, in its particulars, accustomed to these interferences. With the scope of discussion systematization on this theme in the art of specialized State, as well as in its respective dogmatic concept, literature searching was supported by aid of logical-deductive method. Successive and crossed readings were carried out on texts of experts and dogmatism thinkers, who recorded them in files frequently reviewed, especially when there is a readback of contrasting ideas and concepts. When dealing with the legal text, hermeneutic analysis was proceeded of article 1513 of the Civil Code in force, which enforces the principle of freedom or non-intervention in the optics of Family Law. Consequence from the convergence of a literature review and application of legal hermeneutics is the recognition that this principle has direct relation to the principle of private autonomy, which must also exist under the Family Law, thus avoiding greater State interference. As a selection filter of scientific articles that deepen this discussion here constructed and checked, databases such as from the Virtual Library of Brazilian Journals (Scielo), from which are collected and selected productions relevant to the topic, besides Bank of Theses and Dissertations from CAPES / Public Domain.