Vid prematur födsel finns en ökad risk för kognitiva svårigheter och utmaningar i språkutvecklingen. Tidigare forskning har framhållit vikten av att erbjuda interventioner med fokus på språkutvecklingen redan i tidig ålder för att stödja barns utveckling. En intervention som syftar till att utveckla barns språkutveckling är interaktiv högläsning. Syftet med denna pilotstudie var att utvärdera om en 4-veckors intervention med interaktiv högläsning kunde förbättra kommunikationsfärdigheterna hos små barn födda prematurt. För att undersöka detta filmades och analyserades två föräldra-barn-par i en single-subject design med fyra baslinjetillfällen och nio interventionstillfällen. Resultaten från studien antyder att interventionen kan ha en positiv påverkan på kommunikationsfärdigheterna hos små barn födda prematurt. Ytterligare forskning för att fördjupa förståelsen för metoden och dess tillämpning erfordras. / At preterm birth, there is an increased risk of cognitive difficulties and challenges in language development. Previous research on preterm infants has emphasized the importance of providing interventions focusing on language development at an early age to support children's development. Interactive reading is a method aimed at fostering children's language skills. The aim of this pilot study was to evaluate whether a four-week intervention with interactive reading could improve the communication skills of preterm infants. To investigate this, two parent-child pairs were videotaped and analyzed using a single-subject design with four baseline sessions and nine intervention sessions. New instructions/techniques were provided to the parents during the intervention sessions. The results of this pilot study suggest that the intervention may have a positive impact on the communication skills of prematurely born children. Further research to deepen the understanding of the method and its application is warranted.

The North-West University (NWU) is an example of an organization that has a social responsibity towards the community and the environment within which it finds itself (Van Schalkwyk, 2013). One of the social responsibility programmes of the NWU-Pukke is known as the Students’ Rag Community Service (SRCS). The SRCS is a registered NPO (non-profit organization) which is run by the students of the NWU Potchefstroom Campus and which has been in existence since 1992 in its present form. In this study it is argued that the SRCS developmental projects could be offered in a more effective and sustainable manner by implementing the basic principles of the participatory approach, viz. Participation, dialogue, empowerment and cultural identity in order to support the local communities in their developmental processes. For the present study the focus was solely on one of the SRCS projects, the Pick a leader-leadership development project. This project has the aim of providing in the developmental needs of ten to fifteen Grade 11 learners in three schools in the North West Province (Potchefstrom and the surrounding communities in Ikageng). Thus project participants (learners) are instructed in basic skills about starting their own businesses (entrepreneurship); how to develop their leadership skills and to apply these skills, and how to be able to use basic life skills in their everyday lives. Various theoreticians have explained how NPO’s without participatory communication are seldom successful in terms of developmental initiatives. The learners can only develop if the relevant roleplayers of the project take ownership of the project by also being able to communicate in a participatory manner about their specific needs with both the NPO and the project volunteers. The NWU-Pukke volunteers, who manage this particular project, therefore have the responsibility to communicate in a participatory manner with the relevant learners, their teachers and then also the different principals to make the project succeed and to contribute to the realization of the developmental needs of the learners. The general research aim of the study had been to determine the nature of the communication among interest groups in the Pick a leader-leadership development programme of the SRCS. Qualitiative research methods, viz. Semi-structured interviews, focus group interviews and participant observation, were used in this study for purposes of making making a thorough investigation into the nature of the communication among those involved in the Pick a leader leadership development programme. The purpose of this was to determine perspectives about the project held by the persons involved (but especially those of the learners) and to interpret these in line with the normative theoretical principles of the participatory approach to developmental communication. It was ultimately found that the communication in the Pick a leader-leadership development programme was mostly one-way. / MA (Communication Studies), North-West University, Potchefstroom Campus, 2014

This diploma thesis deals with the novella The end of the nylon age written by Josef Škvorecký in 1950. It explores the text from a literary historical, literary theoretical and literary "practical", editorial point of view. After the introduction of author's work in necessary period and factual context the thesis focuses on the iterpretation of the novella, its narrative situation and the resulting structure of the text. The thesis then deals with dialogues and dialogic characteristics of the novella. The closing part pays attention to the textological issues - creating of an annotation system to the book. The novella is being related to other artist's work within each theme throughout the entire thesis.

Made available in DSpace on 2016-04-28T18:23:49Z (GMT). No. of bitstreams: 1 Maria de Fatima Fonseca Guilherme de Castro.pdf: 2329266 bytes, checksum: a4f3a369e591ec2210d10120c3162505 (MD5) Previous issue date: 2008-08-08 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This thesis was developed in an inter/transdisciplinary approach that involves Applied Linguistics (AL), French Discourse Analysis (DA) and Dialogical Discourse Analysis (DDA). It was designed to investigate the constitutive representations of oral-enunciative competence (OEC) in English constructed by some subjects when occupying distinct discursive places undergraduates (first synchrony) and graduates (second synchrony) majoring in Foreign Languages. Regarding the first synchrony (1997), I studied how eighteen (18) subjects represent their OEC in English and that of their classmates in the context of university conversation classes of English, how these representations are translated into their learning experiences and in which discursive formations (DFs) their discursive practices are circumscribed. With relation to the second synchrony (2005), I studied how eleven (11) of these same subjects represent their OEC in English and that of their interlocutors in the several contexts experienced after graduation, how these representations are translated into the English teaching experiences in the different educational contexts and in which DFs their discursive practices are circumscribed when answering the AREDA Questionnaire. A study of the existing relations between the two synchronies was also carried out. Some findings of the study indicate that, in the first synchrony, the participants relation concerning their OEC in English is ruled by three representations: i) the OEC in English as lack; ii) the OEC in English as projection; iii) the OEC in English as exclusion. Such representations are interpenetrated and interconstituted and the discursive practices are circumscribed in some DFs that I classified as: DF of Lack (Lack of Linguistic Accuracy, Lack of Pertaining and Lack of Identification), Projective-Attributive DF (by Difference, Subjective and Interpellant) and DF of Exclusion (by Difference, by Denegation and by Resistance). In the second synchrony, the participants relation concerning their OEC in English is ruled by four representations: i) the OEC in English as lack; ii) the OEC in English as projection; iii) the OEC in English as reference; iv) resisting to the lack of OEC in English. These representations are interpenetrated and interconstituted and the discursive practices are circumscribed in some DFs that I described as: DF of Lack (Remaining and Constitutive), Projective- Attributive DF (by Difference, Subjective and Interpellant), DF of Orality Supremacy (Legitimating Praxis and Practice) and Heterotopic DF (by Event and by Desire). The discursive formations, in both synchronies, are in constant alterity, are interpenetrated in the continuum of the subjects discursive inscription and, for this reason, it cannot be said that one overlaps the other. By examining the dialogical relations among the two synchronies DFs, it was possible to observe that they are established by: i) resonance; ii) consonance; iii) dissonance; iv) dissension. In the social formation from where they enunciate, in each synchrony, the participants construct representations about OEC in English in a way that they inscribe themselves in DFs that coexist by dialogical and polyphonic relations that reveal their polyphonic referentiality. This referentiality is constructed from the discursive places, from the subjectforms and from the social places they occupy. It is also constituted by the DFs in which their discursive practices are inscribed. Such DFs coexist circumscribed in dialogic-polyphonic relations that, in the meaning dispersion, are similar, close, repetitive, contradictory, depart, dislocated. The subjects, in the different discursive places occupied in the two synchronies are in constant and continuing interpellation. The resistance to OEC in English occurs through the discontinuity of the act of becoming subject to face this resistance and to inscribe in many and different places that support such a resistance. Thus, the discourse of OEC in English , in this thesis, constitutes an effect of discursive places dislocation undergraduates and graduates; learners and teachers; users of the language in the ethos of both synchronies that permitted the diachronic analysis. From the polyphonic referentiality and from the diachrony established between the two synchronies, it is possible to say that there is, consequently, a discourse of oral-enunciative competence in English and that this discourse is an effect of dislocation of the discursive places occupied by the participants in the ethos in which they enunciate their utterances / Esta tese foi desenvolvida em uma abordagem inter/transdisciplinar que abrange a Lingüística Aplicada (LA), a Análise do Discurso de linha francesa (AD) e a Análise Dialógica do Discurso (ADD). Foi delineada com o objetivo de se investigar as representações constitutivas da competência oral-enunciativa em língua inglesa (COE em LI), construídas por alguns sujeitos quando ocupam os distintos lugares discursivos licenciandos (primeira sincronia) e licenciados (segunda sincronia) em Letras. Em relação à primeira sincronia (1997), estudei como dezoito (18) sujeitos representam a sua COE em LI e a de seus colegas no contexto de sala de aula de Conversação em LI na universidade, como essas representações se traduzem em suas experiências de aprendizagem e em quais formações discursivas (FDs) se circunscrevem as práticas discursivas presentes em seus dizeres. Em relação à segunda sincronia (2005), estudei como onze (11) desses mesmos sujeitos representam a sua COE em LI e a de seus interlocutores nos diversos contextos por eles vivenciados após a licenciatura, como se traduzem essas representações nas experiências de ensino de língua inglesa em diferentes contextos educacionais e em quais FDs se circunscrevem as práticas discursivas presentes nos dizeres enunciados nos depoimentos AREDA. Um estudo sobre as relações existentes entre as duas sincronias foi também realizado. Como resultado, foi possível depreender que, na primeira sincronia, a relação dos participantes da pesquisa, em relação à COE em LI é regida por três representações: i) a COE em LI enquanto falta; ii) a COE enquanto projeção; iii) a COE enquanto exclusão. Essas representações se interpenetram e se interconstituem, sendo que as práticas discursivas presentes nos dizeres dos enunciadores encontram-se circunscritas em algumas FDs que denominei: FD da Falta (de Acuidade Lingüística, de Pertencimento e de Identificação), FD Projetivo-Atributiva (pela Diferença, Sujeitudinal e Interpelativa) e FD da Exclusão (por Diferença, por Denegação e por Resistência). Na segunda sincronia, a relação dos participantes é regida por quatro representações: i) a COE em LI enquanto falta; ii) a COE em LI enquanto projeção; iii) a COE em LI enquanto referencialidade; iv) resistindo à falta de COE em LI. Essas representações, como na primeira sincronia, se interpenetram e se interconstituem, sendo que as práticas discursivas presentes nos dizeres dos enunciadores encontram-se circunscritas em algumas FDs que denominei: FD da Falta (Remanescente e Constitutiva), FD Projetivo-Atributiva (pela Diferença, Sujeitudinal e Interpelativa), FD da Soberania da Oralidade (Legitimadora da Práxis e da Prática) e FD Heterotópica (pelo Acontecimento e pelo Desejo). As FDs, em ambas as sincronias, encontram-se em constante alteridade, se interpenetram no continuum da inscrição discursiva dos sujeitos em enunciação e, por isso, não se pode dizer que alguma delas se sobreponha às outras. Ao examinar as relações dialógico-polifônicas entre as FDs das duas sincronias, foi possível observar que elas se dão por: i) ressonância; ii) consonância; iii) dissonância; iv) dissensão. Na formação social de onde enunciam, em cada sincronia, os participantes da pesquisa constroem representações sobre a COE em LI de forma a se inscreverem em FDs que coexistem permeadas por relações dialógico-polifônicas que, por sua vez, deixam vir à tona sua referencialidade polifônica. Essa referencialidade é construída a partir de lugares discursivos, das formas-sujeito e dos lugares sociais que ocupam, e é constituída, também, das FDs nas quais inscrevem as práticas discursivas de seus dizeres, sendo que essas FDs coexistem circunscritas em relações dialógico-polifônicas que, na dispersão dos sentidos, se assemelham, se aproximam, se repetem, se contradizem, se afastam, se deslocam. Os participantes da pesquisa, nos diferentes lugares discursivos ocupados nas duas sincronias, encontram-se em constante e contínua interpelação. A resistência à COE em LI se dá pela descontinuidade do ato de tornar-se sujeito para enfrentar essa resistência e se inscrever em vários e diferentes lugares que dão respaldo a essa resistência. Dessa forma, o discurso da COE em LI , nesta tese, se constitui um efeito de deslocamento de lugares discursivos licenciandos e licenciados; aprendentes e ensinantes; usuários no ethos das duas sincronias colocadas sob investigação que, por sua vez, permitiram uma análise da diacronia que aqui se instaurou. A partir da referencialidade polifônica e da diacronia instaurada entre as duas sincronias, pode-se dizer que há, assim, a constituição de um discurso da COE em LI , sendo esse discurso um efeito de deslocamento dos lugares discursivos ocupados pelos participantes da pesquisa, no ethos em que proferem seus dizeres

The North-West University (NWU) is an example of an organization that has a social responsibity towards the community and the environment within which it finds itself (Van Schalkwyk, 2013). One of the social responsibility programmes of the NWU-Pukke is known as the Students’ Rag Community Service (SRCS). The SRCS is a registered NPO (non-profit organization) which is run by the students of the NWU Potchefstroom Campus and which has been in existence since 1992 in its present form. In this study it is argued that the SRCS developmental projects could be offered in a more effective and sustainable manner by implementing the basic principles of the participatory approach, viz. Participation, dialogue, empowerment and cultural identity in order to support the local communities in their developmental processes. For the present study the focus was solely on one of the SRCS projects, the Pick a leader-leadership development project. This project has the aim of providing in the developmental needs of ten to fifteen Grade 11 learners in three schools in the North West Province (Potchefstrom and the surrounding communities in Ikageng). Thus project participants (learners) are instructed in basic skills about starting their own businesses (entrepreneurship); how to develop their leadership skills and to apply these skills, and how to be able to use basic life skills in their everyday lives. Various theoreticians have explained how NPO’s without participatory communication are seldom successful in terms of developmental initiatives. The learners can only develop if the relevant roleplayers of the project take ownership of the project by also being able to communicate in a participatory manner about their specific needs with both the NPO and the project volunteers. The NWU-Pukke volunteers, who manage this particular project, therefore have the responsibility to communicate in a participatory manner with the relevant learners, their teachers and then also the different principals to make the project succeed and to contribute to the realization of the developmental needs of the learners. The general research aim of the study had been to determine the nature of the communication among interest groups in the Pick a leader-leadership development programme of the SRCS. Qualitiative research methods, viz. Semi-structured interviews, focus group interviews and participant observation, were used in this study for purposes of making making a thorough investigation into the nature of the communication among those involved in the Pick a leader leadership development programme. The purpose of this was to determine perspectives about the project held by the persons involved (but especially those of the learners) and to interpret these in line with the normative theoretical principles of the participatory approach to developmental communication. It was ultimately found that the communication in the Pick a leader-leadership development programme was mostly one-way. / MA (Communication Studies), North-West University, Potchefstroom Campus, 2014

S’inscrivant dans le cadre du projet «Transferts d’apprentissages», dont nous avons exploité les données et la méthodologie, cette thèse se propose d’analyser l’apport des activités d’éveil aux langues et de prise de consciences métalinguistiques dans les activités de classe des écoles bilingues songhay-français.Dans son développement, elle s’est appuyée sur les théories du bilinguisme, de l’enseignement-apprentissage et de l’analyse du discours pour mettre l’accent, à partir de l’analyse des films de douze séquences de cours, sur les conditions et les processus d’apprentissage dans quatre disciplines fondamentales: la grammaire, la lecture, le calcul et les sciences d’observations. Cette thèse a émis des propositions relatives à des apports pédagogiques pour les maîtres pour l’amélioration du traitement métalinguistique de la L1 et la L2, en vue de potentialiser les apprentissages chez les élèves. Ces propositions concernent la valorisation du comportement épilinguistique de l’élève, la comparaison entre L1 et L2 à travers les activités métalinguistiques, les reformulations à visée didactique dans les deux langues, le recours à la méthode mixte en lecture et la valorisation de la culture de l’élève. / As part of the project "Transfers of Learning", the data and methodology of which we have used, this thesis proposes to analyze the contribution of language awareness activities and metalinguistic awareness in classroom activities of Songhay-French bilingual schools. In its development, it has relied on theories of bilingualism, teaching-learning and discourse analysis to emphasize the analysis of video shows of twelve course sequences on the conditions and learning processes in four important disciplines: grammar, reading, calculation and science observations. This thesis has issued proposals for educational contributions for teachers to improve the meta-linguistic treatment of L1 and L2 and student’s learning. These proposals concern the assessment of student’s epilinguistic behavior, the comparison of L1 and L2 through the metalinguistic activities, the didactic reformulations in both languages, the use of the mixed method of reading and the assessment of student’s culture.

This thesis presents an argument for the use of dialogic halaqah to develop the personal autonomy of young Muslims in twenty-first century Britain. It begins by developing a theoretical grounding for Islamic conceptualisations of personal autonomy and dialogic pedagogy. In doing so, it aims to generate dialogue between Islamic and ‘western’ educational traditions, and to clarify the theoretical foundation of halaqah, a traditional Islamic oral pedagogy, that has been adapted to meet the educational needs of Muslim children in contemporary Britain. Dialogic halaqah is daily practice in two independent British Muslim faith-schools, providing a safe space for young Muslims to cumulatively explore challenging issues, in order to facilitate the development of selfhood, hybrid identity and personal autonomy, theorised as shakhsiyah Islamiyah. This thesis examines the relationship between thought, language, and the development of personal autonomy in neo-Ghazalian, Vygotskian and Bakhtinian traditions, and suggests the possibility of understanding shakhsiyah Islamiyah as a dialogical Muslim-self. This theoretical work underpins an empirical study of data generated through dialogic halaqah held with groups of schoolchildren and young people. Using established analytic schemes, data from these sessions are subjected to both thematic and dialogue analyses. Emergent themes relating to autonomy and choice, independent and critical thinking, navigating authority, peer pressure, and choosing to be Muslim are explored. Themes related to halaqah as dialogic pedagogy, whether and how it supports the development of agency, resilience and independent thinking, and teacher and learner roles in halaqah, are examined. Moreover, findings from dialogue analysis, which evaluates the quality of educational dialogue generated within halaqah, that is, participants’ capacity to engage in dialogue with each other, as well as with an imagined secular other, are presented. The quality of the dialogic interactions is evaluated, as is evidence of individual participant’s autonomy in their communicative actions.

This research contributes a detailed personal account of a FEMEN activist. It presents an autophenomenographic analysis of cultural artefacts, including a Retrospective Diary, resulting from the activity of Yelena Myshko in FEMEN between 2012 and 2014. Previously FEMEN has been used as raw material for external analysis by press and academics to fit their individual agendas. To counteract this, Myshko’s research proposes an insider perspective on FEMEN activism. She writes herself in response to academics and FEMEN leader Inna Shevchenko who ignore the contribution of FEMEN Netherlands. Myshko merges author/researcher/researched and uses evocative storytelling to provide an introspective account of sextremism, connecting it to relevant embodiment concepts that illustrate its technology of empowerment and unintended side effects.   Through an autophenomenographic analysis of her personal experience, Myshko suggests how FEMEN employs sextremism to create soldiers of feminism. Her research proposes that sextremism is an attitude, a way of life and technology of resistance. For Myshko, sextremism embodies feminist polemic that turns against patriarchy through topless protest. Through personal accounts she illustrates how she internalized this aggressive femininity during physical and mental training. Myshko argues that in protest FEMEN activists communicate to the public and mobilize new activists through feminist snap. In addition, Myshko observes that sextremism produces visual activism that internalizes feminist polemic and transforms it into figurative storytelling. Myshko explains how she reproduced sextremism through body image that made her assertive and empowered her in action.   In turn Myshko demonstrates how personal accounts of sextremist embodiment and problems encountered as a woman in the world reproduce FEMEN’s fight in the media. Myshko analysis interviews with the press where she pinpoints topical feminist issues, making FEMEN real and relevant in Western society. Myshko observes that the media appropriated the spectacle created by FEMEN Netherlands but often distorted it and bend the news to fit its own agenda. In addition, the media criticized FEMEN Netherlands for cross-passing national values and power symbols. For Myshko, sextremism is empowering but also destructive. It promotes an unapologetic self-critical attitude that accumulates collateral damage in battle. The sporadic and restrained relationships between activists does not allow intimacy. Because of the eye of the media, tenderness is perceived as weakness and is not aloud. The combination of criticism, media scrutiny and police persecution hurt Myshko’s feelings. These unresolved feelings of hurt led to resentment and disengagement from FEMEN.

Dans le contexte d’incertitude actuel entourant la problématique de l’exposition au bitume dans les travaux de revêtement routier, la thèse vise l’élaboration de principes généraux et de méthodes d’action pour des solutions préventives nouvelles permettant d’enrichir les dispositifs de prévention existants. Dans cette perspective, nous avons développé une démarche centrée sur l’association des travailleurs de tout niveau hiérarchique (opérateurs, encadrement de proximité, préventeurs et décideurs) autour « d’objets intermédiaires de prévention » afin de soutenir un débat collectif. Ce débat collectif est envisagé comme une pratique réflexive sur l’activité de travail, elle-même considérée comme la condition d’un langage commun, permettant de changer des choix initiaux et constituant une ressource pour les apprentissages mutuels entre acteurs. Pour cela, nous avons développé, repris et enrichi la notion de représentation des risques qui favorise la mise en visibilité et la reconnaissance des savoirs construits, développés et portés par les travailleurs sur leur activité et sur les façons de se protéger des dangers. Ces représentations du risque et ces savoir-faire sont un élément déterminant de la prévention car ils s’exercent à la fois dans des modes normaux et dégradés de l’activité et sont issus de l’expérience et d’une construction sociale. Nous avons développé une connaissance précise de l’activité des opérateurs de mise en oeuvre d’enrobés dans deux agences de travaux publics, qui a mis en évidence que les acteurs de terrain possèdent des connaissances fines sur les risques chimiques. Ces représentations, essentiellement permises par l’expérience du corps et des sens, ne sont pas toujours convocables pour mettre en oeuvre des activités de protection dans l’activité de travail. Elles seraient empêchées voire « enkystées » quand il semble impossible aux travailleurs de faire autrement avec la nécessité de gérer aléas, variabilités et autres dangers présents et quand leur pouvoir d’agir leur apparait comme inexistant. Pourtant, nous montrons qu’elles deviennent accessibles à partir de références à la sphère intime et domestique dans des activités réflexives qui mobilisent à la fois des données d’observations, de mesures et des verbalisations. Dans une perspective de recherche en prévention, l’objet de la thèse est alors d’établir un dialogue entre différents mondes, institutionnels et de l’entreprise, afin de permettre aux acteurs de s’investir et de mobiliser leurs ressources individuelles, collectives et organisationnelles pour proposer des solutions de prévention. Cet « espace intermédiaire de dialogue » est rendu possible par la co-construction d’objets intermédiaires en capacité 1- de produire et soutenir un débat autour des pratiques effectives des opérateurs et de leurs représentations au regard des dispositifs de sécurité existants et 2- d’être support aux dialogues et aux apprentissages mutuels. Ces objets intermédiaires de prévention sont in fine des entités circulantes pour la coproduction d’un savoir pour l’action : produire des connaissances et générer collectivement des solutions innovantes de prévention. / In the context of current uncertainty surrounding the problem of exposure to bitumen in road surfacing (coating), the aim of the thesis is to set up general principles and methods of action for new preventive solutions that will enrich the existing measures. In this perspective, we have developed an approach centred on the association of workers at all hierarchical levels (operators, proximity managers, prevention workers and decision-makers) around "intermediary objects of prevention" in order to support a collective debate. This collective debate is seen as a reflective practice on work activity, which is itself seen as the condition of a common language, allowing for initial choices to be changed and a resource for mutual learning between actors. To this end, we have developed, reworked and enriched the notion of risk representation, which promotes the visibility and recognition of the knowledge built, developed and carried by workers on their activities and on ways to protect themselves from dangers or hazards. These representations of risk and the know-hows are a decisive element of prevention because they are applied in both normal and degraded modes of the activity and are derived from experience and social construction. We have developed a fine and precise knowledge of the activity of asphalt processing operators in two public works agencies, which highlighted that the players in the field have a detailed knowledge of chemical risks. These representations, which were essentially made possible by the experience of the body and the senses, cannot always been called up with a view to setting up protective measures in the work activity. They would be prevented or even "encysted" when it seems impossible for workers to do otherwise with the need to manage the hazards, variability and other dangers present and when their power to act seems to them to be non existent. And yet, we show that they become accessible from references to the intimate and domestic sphere in reflexive activities that mobilize both data from observations, measurements and verbalizations. From a preventive research perspective, the aim of the thesis is to establish a dialogue between different institutional and corporate worlds so as to enable the actors to get involved and mobilize their individual, collective and organizational resources to propose prevention solutions. This "intermediate space for dialogue" is made possible by the coconstruction of intermediate objects capable of 1- producing and supporting a debate about the current practices of the operators and their representations with regard to the existing safety devices and 2- supporting dialogues and mutual learning. These intermediate prevention objects are ultimately circulating entities for the co-production of knowledge for action: to generate knowledge and to collectively generate innovative prevention solutions.

[pt] Com a modernidade em crise, a crítica aos ideais iluministas e até da noção tradicional da razão em cheque, passou-se a buscar uma melhor compreensão da realidade, como alternativa para suprir um crescente descontentamento social em função do distanciamento entre as decisões administrativas, incluindo as judiciais, e os efetivos anseios dos cidadãos. Dentre as propostas que aliam o novo ideal democrático ao contexto do mundo da vida, o filósofo alemão Jürgen Habermas propõe uma mudança de paradigma da Razão através de uma lógica dialógica, transferindo a noção da Razão Prática para um espectro procedimental, usando como ferramenta indispensável o agir comunicativo, o discurso e o consenso entre as partes interessadas; além disso, promove uma reconstrução do direito e do Estado, com a superação dos modelos teóricos existentes – liberal e republicano – e com a formatação de um Estado efetivamente democrático, posto que viabiliza a participação dos concernidos na criação dos direitos. Em outras palavras, Habermas aposta no sucesso processo de interação comunicativa, que se efetiva por meio de um acordo discutido, debatido e refletido em função dos motivos apresentados pelos interessados. Diante dessa linha habermasiana que envolve a atuação efetiva dos cidadãos e das instituições da sociedade civil, além do próprio Estado, no processo de formulação normativa e decisória surge, para alguns, a ideia da inaplicabilidade dessa teoria por entenderem que, em função da realidade brasileira, principalmente em relação ao déficit educacional da população, essa ideia ficaria prejudicada. O Direito Coletivo do Trabalho, como ramificação de nosso sistema jurídico, promove a derrocada dessa premissa de inaplicabilidade da proposta de Habermas que adota o agir comunicativo como instrumento para alcance do entendimento, do consenso dos interessados, promovendo, assim, uma harmônica relação entre a validade e faticidade da norma. Importante ainda ressaltar a convivência dos interesses individuais e dos coletivos, não havendo prevalência da simples vontade da maioria, mas sim da vontade melhor justificada dentro do processo dialógico, ocorrendo a preservação das garantias e direitos individuais fundamentais. / [en] With modernity in crisis, criticizes the Enlightenment ideals and even the traditional notion of reason in check, began to seek a better understanding of reality, as an alternative to supply a growing social discontent due to the distance between the adminstrative decisions, including judicial, and actual desires of citizens. Among the proposals that combine the new democratic ideal context of the living world, the German philosopher Jurgen Habermas proposes a paradigm shift of Reason through a dialogical logic, transferring the notion of Practical Reason for a procedural spectrum, using as the indispensable tool communicative action, discourse and consensus among stakeholders; Moreover, it promotes a reconstruction of law and state, with the overcoming of the existing theoretical models - liberal and republican - and the formatting of a democratic state effectively, since it enables the participation of concerned in the creation of rights. In other words, Habermas betting on the success of the process, which is effective communicative interaction through an agreement discussed, debated and reflected on the basis of the reasons given by those concerned. Given this Habermasian line that involves the effective participation of citizens and civil society institutions, and the state itself, the formulation of rules and decision-making process arises, for some, the idea of this theory inapplicable because they understand that, according to the Brazilian reality mainly in relation to the educational deficit of the population, this idea would be impaired. The Collective Labour Law, as a branch of our legal system, promotes the overthrow of this premise inapplicability of proposed which adopts Habermas communicative action as an instrument to reach understanding, consensus of stakeholders, thus promoting a harmonious relationship between the validity and facticity of the norm. Important to highlight the coexistence of individual and collective interests, with no prevalence of simple will of the majority, but the best justified within the dialogical process will occur and guarantees the preservation of fundamental individual rights.