CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / A proposta da investigaÃÃo perpassou a vertente da descolonialidade, promovendo o diÃlogo entre o saber indÃgena e o saber cientÃfico sobre as prÃticas educativas com enfoque na EducaÃÃo Ambiental DialÃgica (EAD) na Perspectiva Eco-Relacional (PER), que visa à desconstruÃÃo da exclusÃo e da discriminaÃÃo. O objetivo geral foi analisar a vinculaÃÃo afetiva entre as crianÃas indÃgenas Tremembà e o ambiente escolar diferenciado como estratÃgia descolonializante referente à tessitura dos saberes ambientais, com base na EAD na PER. Os objetivos especÃficos foram: investigar a vinculaÃÃo afetiva entre os(as) educadores(as) e as crianÃas TremembÃ; analisar a colonialidade/descolonialidade ambiental na relaÃÃo entre pessoa-ambiente; compreender os significados da infÃncia para os(as) indÃgenas Tremembà e analisar as prÃticas educativas descolonializantes com base na vinculaÃÃo afetiva entre as crianÃas Tremembà e a realidade. O percurso metodolÃgico da tese foca-se na Abordagem Qualitativa e na Pesquisa IntervenÃÃo Engajada em EAD na PER, caracterizamos os autores e atores da investigaÃÃo (crianÃas, educadores, lideranÃas TremembÃ) e detalhamos as etapas da coleta de dados, como a realizaÃÃo de entrevistas semiestruturadas, oficinas, observaÃÃo participante e pesquisa documental; e para a anÃlise de dados, utilizamos a anÃlise de conteÃdo. Neste estudo, a proposiÃÃo foi observar e interagir com as crianÃas, considerando-as sujeitos com algo significativo para nos dizer, em relaÃÃo aos(Ãs) educadores(as), à famÃlia e à comunidade. Pudemos investigar os significados da infÃncia para o Tremembà como um ser singular e com um jeito particular de ser, pois està relacionada Ãs especificidades da cultura, do contexto social, da histÃria de vida e das relaÃÃes familiares, assim como verificamos em outras constituiÃÃes de infÃncias, pois consideramos as crianÃas de maneira geral Ãnicas em sua singularidade. Tivemos como foco principal investigar a vinculaÃÃo afetiva entre as crianÃas indÃgenas Tremembà e o ambiente escolar diferenciado como estratÃgia descolonializante referente à tessitura dos saberes ambientais, com base na EducaÃÃo Ambiental DialÃgica, na Perspectiva Eco-Relacional, em que consideramos como essenciais os laÃos afetivos na relaÃÃo entre os(as) educadores(as) e as crianÃas Tremembà para a constituiÃÃo da EducaÃÃo Escolar Diferenciada TremembÃ. Foi possÃvel analisar a relaÃÃo entre as crianÃas e o ambiente, que perpassaram as influÃncias colonializantes de outras realidades e a presenÃa de prÃticas educativas descolonializantes com as crianÃas e os(as) educadores(a) TremembÃ. Podemos constatar que à fundamental para os seres humanos indÃgenas e nÃo indÃgenas valorizar a cultura indÃgena (das diversas etnias) em razÃo dos contributos que estes saberes proporcionam, tais como a valorizaÃÃo da afetividade, do modo de se relacionarem entre si e com a natureza. Foi essencial analisar o cotidiano, as atividades realizadas, o relacionamento com a famÃlia e a comunidade, as maneiras de brincar, como aprendem e ensinam em sua cultura. A pesquisa promoveu a relaÃÃo dialÃgica e afetiva entre crianÃa e ambiente no contexto indÃgena TremembÃ, em uma educaÃÃo que reconhece as questÃes ambientais e afetivas no processo de formaÃÃo, produÃÃo, ressignificaÃÃo e aquisiÃÃo de conhecimentos. Este trabalho, em sua dimensÃo dialÃgica, gerou contribuiÃÃes para a EducaÃÃo Escolar Diferenciada Tremembà Infantil e suas relaÃÃes com a famÃlia e a comunidade, pois foi uma proposta de interaÃÃo prÃxica com a realidade, ou seja, a elaboraÃÃo parceira de saberes ambientais e populares pelos(as) atores(as)/autores(as) sociais e a pesquisadora. / The proposal for research pervaded decoloniality, promoting dialogue between indigenous knowledge and scientific knowledge about educational practices with a focus on Environmental Education Dialogic (EED) in Eco-Relational Perspective (ERP), which aims the deconstruction of exclusion and discrimination. The general objective was to analyze the affective link between Tremembà indigenous children and differentiated school environment as descolonialization strategy regarding the fabric of environmental knowledge, based on EED and ERP. The specific objectives were: to investigate the affective link between educators and Tremembà children; analyze the coloniality/environmental decoloniality in the relationship between person-environment; understand the meanings of childhood for Tremembà indigenous people and analyze educational practices of decolonialization based on affective ties between Tremembà children and reality. The methodological trajectory of the thesis focuses on the Qualitative Approach and the Engaged Intervention Research in EED and ERP. We feature authors and actors of research (children, educators, Tremembà leaders) and detail the stages of data collection, such as carrying out semi-structured interviews, workshops, participative observation and documentary research; for data analysis, we used content analysis. In this study, the proposition was to observe and interact with children, considering them subjects who have something meaningful to say to us in relation to educators, families and the community. We investigate the meanings of childhood for Tremembà as a singular being and with particular way of being, because it is related to the specificities of culture, social context, life history and family relationships, as we see in other childhoods constitutions, because we consider children, in general, unique. We mainly focused on investigating the affective link between indigenous Tremembà children and differentiated school environment as decolonialization strategy regarding the environmental fabric of knowledge, based on Dialogic Environmental Education in Eco-Relational Perspective, that we consider essential bonding in the relationship between educators and Tremembà children for the establishment of a Differentiated School Education. It was possible to examine the relationship between children and the environment, which have permeated influences of decolonialization, other realities and the presence of educational practices with Tremembà children and educators. It is crucial for indigenous and non-indigenous humans value the indigenous culture (of various ethnicities). It was essential to analyze daily life, the activities, relationships with family and community, the ways to play, how they learn and teach in their culture. The research promoted dialogic and affective relationship between child and environment in an indigenous context Tremembà in an education that recognizes the environmental and emotional issues in training, production, reframing, and knowledge acquisition process. This work has generated contributions for Differentiated School Education to Tremembà Children and their relationships with family and the community, as was a proposal of praxis interaction with reality, ie, the development in partnership of environmental and popular knowledge by social actors /authors and the researcher.

Considerando que à na linguagem e por meio dela que o indivÃduo se constitui como sujeito, desenvolvemos esta pesquisa, centrada na interrelaÃÃo que podemos estabelecer entre o processo da argumentaÃÃo, a problematizaÃÃo sobre discurso e sobre gÃnero textual e a subjetividade. Buscamos investigar, em fÃbulas bastante peculiares, como se dà a construÃÃo da argumentaÃÃo baseada no modelo dialogal da Teoria da ArgumentaÃÃo de Christian Plantin (1996; 2008) e partimos da hipÃtese de que a argumentaÃÃo na fÃbula em estudo se constrÃi especialmente por meio de estratÃgias usadas pelo narrador, instanciado por um sujeito/autor, as quais lhe permitem assumir papÃis argumentativos diferentes de acordo com seu nÃvel de envolvimento na argumentaÃÃo. Ainda acreditamos que, conforme a teoria plantiniana, o narrador assume tais papÃis a fim de fazer avaliaÃÃes do mundo narrado como recurso argumentativo, num movimento em direÃÃo ao leitor; que a inserÃÃo dessas avaliaÃÃes confere à fÃbula analisada um modo particular de organizaÃÃo; que a subjetividade se instaura sobremodo por meio do recurso da interposiÃÃo â forma privilegiada da intervenÃÃo do sujeito na construÃÃo do seu dizer. A projeÃÃo do narrador nas fÃbulas analisadas constitui formas de interaÃÃo e comunicaÃÃo entre este e o interlocutor, o que conduziu nossa pesquisa a uma anÃlise que busca uma semiÃtica da interaÃÃo textual, a partir da qual se pode depreender que o sentido construÃdo em um texto, por um dado discurso, nÃo deriva do sistema, mas das atividades do uso desse sistema, das suas possibilidades à elaboraÃÃo de sentidos, compartilhados dialÃgica e socialmente pelos interlocutores. O corpus da pesquisa à constituÃdo de cem fÃbulas de MillÃr Fernandes, formas atualizadas do gÃnero fÃbula, as quais foram analisadas qualitativamente, a partir do instrumental oferecido pela Teoria da Avaliatividade, de Martin & White (2005), mais especificamente pelo subsistema do engajamento, em busca de uma abordagem pragmÃtico-discursiva. Acreditamos que o processo argumentativo de que tratamos nas fÃbulas millorianas â que deixam entrever um discurso e um contradiscurso â de fato se dà a partir do recurso da interposiÃÃo usado pelo narrador, para se projetar no texto, e isso lhe permite assumir papÃis argumentativos diferentes, de acordo com seu engajamento no jogo argumentativo. Esse engajamento se estabelece num continuum, num contexto de menor ou maior expansÃo dialÃgica, sobremodo porque identificamos inÃmeras ocorrÃncias em que esses papÃis se sobrepÃem ou se imbricam. / Considering that in language and through it the individual is constituted as subject, we developed this research, focusing on the interrelation we can establish between the process of argumentation, questioning about discourse, text genre and subjectivity. We sought to investigate in very peculiar fables, how the construction of arguments based on the dialogic model of the Argumentation Theory of Christian Plantin (1996, 2008) takes place, and set out from the hypothesis that the arguments in the fable studied builds itself especially through strategies used by the narrator, instantiated by a subject/author, which allow it to take different argumentative roles according to its level of involvement in the argument. We also believe that, according to the Plantinian theory, the narrator assumes such roles in order to assess the narrated world as an argumentative resource, in a movement toward the reader, that the inclusion of these reviews give the fable considered a particular form of organization, that the subjectivity is established greatly through the use of interposition - privileged form of the intervention of the subject in the construction of its sayings. The projection of the narrator in the analyzed fables constitutes forms of interaction and communication between him/her and the interlocutor, which led our research to an analysis that searches for the semiotics of textual interaction, from which one can infer that the meaning constructed in a text, for a single discourse, does not derive from the system, but from the activities of the use of this system, and from its possibilities of elaboration of meanings, dialogically and socially shared by the interlocutors. The research corpus is composed of one hundred of Millor Fernandes fables, current forms of the fable gender, which were qualitatively analyzed, from the instrumentals provided by the Theory of Assessment of Martin & White (2005), more specifically the engagement subsystem in search of a pragmatic-discursive approach. We believe that the argumentative process we are dealing with in the Millorian fables - that display a speech and a counter speech- actually happens when the resource of interposition is used by the narrator to project himself in the text, and it allows him to take different argumentative roles, according to his engagement in argumentative game. This engagement happens in a continuum, in a context of greater or lesser dialogic expansion, greatly because we identified numerous instances in which these roles overlap or intertwine.

Esta dissertação propõe uma reflexão no campo educacional sobre a formação docente numa perspectiva de coexistência de práticas pedagógicas que têm como referência a interação dialógica. A partir de minha pesquisa, abordo as reverberações que a formação docente pode produzir na prática do professor a partir de uma metodologia fundamentada na problematização do cotidiano e na invenção analisando o trabalho com sons realizado pelos alunos compondo a paisagem sonora da cidade imaginária. Esta proposta acolhe a coexistência de diferentes práticas e concepções existentes na escola propondo ao professor que realize experimentações a partir das reverberações que a formação docente instigar em sua prática cotidiana não desconsiderando sua trajetória e a rigidez dos currículos escolares. O cenário da pesquisa é uma turma de quarto ano de uma das professoras que integram o Projeto CIVITAS na zona rural, de uma Escola Municipal de Ensino Fundamental do Município de Sobradinho, Região Centro-Serra do RS. O projeto está vinculado ao LELIC – Laboratório de Estudos em Linguagem e Cognição do PPGEDU – Programa de Pós-graduação em Educação da UFRGS. A pesquisa está fundamentada na análise dialógica tendo como referência a teoria de Mikhail Bakhtin. A análise dialógica tem como pressuposto de pesquisa o respeito aos diferentes sujeitos que a compõe considerando-os como vozes importantes nos diálogos que se estabelecem entre o campo empírico e a teoria. Busco na teoria bakhtiniana os conceitos de dialogismo, relação dialógica, autoria, exotopia, produção de sentidos e entonação para realizar a análise dos registros além dos conceitos de paisagem sonora de Murray Schafer e escuta sensível de Barbier para pensar os sons como forma de linguagem e reverberação. A composição dos registros para análise se deu a partir dos enunciados produzidos pelos alunos, professora e pesquisadora em seus diários de bordo e interlocuções, nos registros de vídeo e fotografias colecionados pelos sujeitos da pesquisa. Nesta proposta de formação a professora torna-se pesquisadora a partir da problematização de sua prática e das interações dialógicas que estabelece produzindo sentidos que lhe possibilita mergulhar no universo da autoria. Os resultados da pesquisa nos permitem pensar que é possível a coexistência de diferentes práticas na escola a partir de uma proposta de formação docente, realizada em pequenos grupos buscando o diálogo entre os desafios cotidianos do professor e a teoria. A produção de sons para a cidade imaginária criada pelos alunos reafirma que a formação pode reverberar na sala de aula mediante diferentes experimentações e vivências quando o professor se permite uma prática que aceita situações inusitadas. / This work proposes a reflection about teacher education that utilizes a dialogic interaction approach mostly. From my research work, I explore reverberations that may be produced in teacher education practices utilizing a methodology based on problematisation of everyday life and on an invention that analyses sounds produced by the students. These sounds compose the soundscape of an imaginary city. This proposal embraces the coexistence of different school conceptions and practices which propose to the school teacher to carry out experiments emerging from reverberations that the teaching education instigates in its own practice not ignoring its history and the rigidity of school curricula. The study setting is a fourth year class whose teacher takes part in the CIVITAS project that takes place in a district school in a rural area in Sobradinho town, located in the Central-Mountain Region of RS. The project is linked to LELIC - Laboratory Studies in Language and Cognition of PPGEDU - Graduate Program in Education at UFRGS. The research is based on an analysis referenced to the dialogic theory of Mikhail Bakhtin. The dialogical analysis considers as its premise the research about its different subjects, regarding them as important voices in the dialogues that flourish between theory and the empirical field. I seek to study - in the Bakhtinian theory - the concepts of dialogism, dialogical relationship, authorship, outsidedness, production of meaning and intonation to examine records besides Murray Schafer’s soundscape and Barbier’s sensitive attention concepts to think sounds as language form and reverberation. The record composition to the analysis comes from utterances made by students, teacher and researcher in their logbooks and dialogues, video records and photographs collected by research subjects. In this proposed training the teacher becomes researcher from the questioning of their practice and the dialogic interactions, establishing meaning production that enables one to dive into the world of authorship. The survey results allow us to think that it is possible to attain the coexistence of different practices in the school from a teacher’s education proposal held in small groups seeking dialogue between the teacher's daily challenges and theory. The production of sounds for the imaginary town created by the pupils restate that the training may reverberate in the classroom through various trials and experiences when the teacher is allowed to propose pedagogical practices that accept unusual situations.

O presente trabalho procura demonstrar a evolução do conceito jurídico de cidadania, buscando compreender qual conceito melhor reflete o panorama democrático do século XXI. A democracia atual implica o envolvimento de múltiplos personagens, caminhando para a ampliação das formas de participação e do espaço de compartilhamento do poder entre a população e seus representantes. O conceito jurídico tradicional de cidadania se diferencia do conceito adotado pelas demais áreas do conhecimento, pois a limita aos direitos políticos ativos e passivos. Essa concepção clássica parece não corresponder ao atual estágio democrático, em que os governos passam a sofrer maior influência externa e interna, além da crescente possibilidade de participação dos personagens estranhos. É inegável o desconforto em conferir aos não detentores dos direitos políticos a condição de não-cidadãos, mesmo se esse conceito for considerado estritamente técnico. As ciências não-jurídicas desenvolveram o conceito de cidadania a partir do período pós-guerra, especialmente com a concepção de direito a ter direitos, introduzida por Hannah Arendt, a partir da qual os direitos políticos já não se resumem mais ao direito de votar e de ser votado. A possibilidade de participação e de compartilhamento do poder demonstra ser a cidadania um elemento democrático de significado muito mais amplo, cujo conceito deve ser construído não apenas à luz do direito positivo vigente, mas também considerando a necessária afirmação dos Direitos Humanos. Assim, pode-se dizer que o conceito jurídico de cidadania que fundamenta o Estado Democrático de Direito da República Federativa do Brasil deve ser entendido como o \"princípio da máxima inclusão possível\" dos indivíduos nas esferas política, econômica, cultural e social. / This present work aims at showing the evolution of the citizenship legal concept, seeking to comprehend which concept better reflects the democratic panorama of the 21st Century. Current democracy implicates the involvement of multiple characters walking towards the enhancement of participation forms and power sharing space between population and its representative. The traditional legal concept of citizenship differentiates from the concept adopted by other knowledge areas because it limits active and passive electoral rights. This classic conception seems not to relate to the current democracy stage, in which governments suffer greater external and internal influences, other than the possibility of foreign characters participation. It is undeniable how uneasy it is to grant non-citizen status to those not holding electoral rights, even if this concept is considered strictly technical. Non-legal sciences have developed the concept of citizenship from the post-war period, particularly with the conception of right to have rights introduced by Hannah Arendt, from which political rights are no longer narrowed to the right to vote and to be voted. The possibility of participation and sharing power evidences that citizenship is a democratic element with a much broader meaning, which concept must be built not only at the light of the positive right in force but also considering the required affirmation of Human Rights. Therefore, one can say that the legal concept of citizenship providing grounds to the Democratic State based on the rule of Law of the Federative Republic of Brazil must be understood as principle of maximum possible inclusion of individuals in the political, economical, cultural and social branches.

Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2018-02-21T14:41:11Z No. of bitstreams: 2 Jackson_Schreiner2016.pdf: 1376313 bytes, checksum: 38b34fc350f2b97fa8f9461d63cc3363 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-21T14:41:11Z (GMT). No. of bitstreams: 2 Jackson_Schreiner2016.pdf: 1376313 bytes, checksum: 38b34fc350f2b97fa8f9461d63cc3363 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-07-04 / This work aims to investigate how academics of teacher training in Biological Science from State University from west Paraná (UNIOESTE), students from the Teaching Initiation Scholarship Institutional Program (Programa Institucional de Bolsas de Iniciação à Docência - PIBID) develop learning assessment in the STS Movement perspective. To this end, we used the concepts of evaluation and dialogical learning evaluation. The research involves 22 academics who met weekly in videorecorded meetings, where they discussed and reflected on texts that will guide their work at the university. It was also in these meetings that they socialized the activities (development of didactic modules, etc.) intending to deploy in the school in which they practice the initiation on teaching. The data used for the study were collected from transcripts of the video recordings of these collective study meetings during the year 2014, and 11 didactic modules (with evaluation tools) produced by the 22 scholarship students. Data were analyzed according to the theoretical and methodological assumptions of content analysis proposed by Bardin (2011). The main result is evident in the wide variety of evaluation tools used by the students investigated. It was also observed that these tools used by the undergraduates were built in order to promote the autonomy of the students by them evaluated, making that they can build by themselves, their ideas about the themes discussed in the didactic modules. It was also observed a good link between initial assessment, diagnostic and summative present in the proposals of PIBID students. Was at last also possible to observe a smooth relationship between context and questioning, but the students did not present a proposal for interdisciplinarity, which is highly important in the STS approach. / O presente trabalho tem por objetivo investigar como acadêmicos de Licenciatura em Ciências Biológicas da Universidade Estadual do Oeste do Paraná (UNIOESTE), bolsistas do Programa Institucional de Bolsas de Iniciação à Docência (PIBID) desenvolvem a avaliação da aprendizagem na perspectiva do Movimento CTS. Para isso foram utilizados os conceitos de avaliação e avaliação dialógica da aprendizagem. A pesquisa envolveu 22 acadêmicos que se reuniram semanalmente, em encontros videogravados, onde discutiram e refletiram sobre textos que nortearão seus trabalhos na universidade. Também foi nesses encontros que socializaram as atividades (desenvolvimento de módulos didáticos e outros) que pretendem implantar na escola em que realizam a iniciação à docência. Os dados utilizados para a pesquisa foram coletados de transcrições das videogravações desses encontros de estudo coletivos ocorridos durante o ano de 2014, além de 11 módulos didáticos (com instrumentos avaliativos) produzidos pelos 22 alunos bolsistas. Os dados foram analisados de acordo com os pressupostos teóricos e metodológicos da análise de conteúdo propostos por Bardin (2011). Como principal resultado evidencia-se a grande variedade de instrumentos avaliativos utilizados pelos alunos investigados. Observou-se também que esses instrumentos utilizados pelos licenciandos foram construídos de maneira a promover a autonomia dos alunos por eles avaliados, fazendo com que eles possam construir, por si próprios, as suas ideias a respeito dos temas trabalhados nos módulos didáticos. Observou-se, também, uma boa articulação entre avaliação inicial, diagnóstica e somativa presentes nas propostas dos alunos do PIBID. Enfim, também foi possível observar uma boa articulação entre contextualização e problematização, porém os alunos não apresentaram uma proposta de interdisciplinaridade, que é de grande importância na abordagem CTS.

Educomunicação e escola: o cinema como mediação possível (desafios, práticas e proposta) busca compreender qual é o espaço que o cinema, entendido como cultura e linguagem artística, pode ocupar a educação formal. Entendemos que, em geral, o cinema é aproveitado como ilustração dos conteúdos das disciplinas, perdendo sua dimensão artística, com potencial para uma prática educativa humanista e dialógica. Olhamos para relação cinema e educação na perspectiva da Educomunicação, observando experiências passadas e presentes, buscando indicadores que nos auxiliem na construção de uma relação mais igualitária e interdisciplinar entre os dois campos. / Educommunication and school: cinema as a possible mediation (challenges, practices and proposals) try to comprehend what is the space that cinema understood as artistic culture and language can achieve in formal education. We understand that, in general, cinema is taken as an illustration of the disciplines content, missing its artistic dimension and its humanistic and dialogic potential. We observed the relation between education and cinema in the perspective of Educommunication, analyzing past and actual experiences, searching for indicators that could help us to develop a much equal and interdisciplinated relation between both areas.

This study presents a detailed analytical examination of formal organization in Anton Bruckner’s early instrumental slow movements: from the String Quartet, WAB 111, to the Third Symphony, WAB 103. It proposes an analytical methodology and conception of the formative process of musical works that seeks to 1) reappraise the development and idiosyncrasies of his slow movements’ form, and 2) turn the textual multiplicity often associated with Bruckner’s large-scale works (a scholarly issue often referred to as the “Bruckner Problem”) into a Bruckner Potential. In addressing traditional and innovative formal aspects of Bruckner’s music, critics have tended to overemphasize one side or the other, consequentially portraying his handling of form as either whimsical or excessively schematic. By way of a reconstruction of Bruckner’s early experiments with slow-movement form (1862–1873), this study argues that influential lines of criticism in the reception history of Bruckner’s large-scale forms find little substantiation in the acoustical surface of Bruckner’s music and its dialogic engagement with mid- and late-19th-century generic expectations. Because the textual multiplicity often associated with Bruckner’s works does not sit comfortably with traditional notions of authenticity and authorship, Bruckner scholarship has operated under aesthetic premises that fail to acknowledge textual multiplicity as a basic trait of his oeuvre. The present study circumvents this shortcoming by conceiving formal-expressive meaning in Bruckner’s symphonies as growing out of a dual-dimensional dialogue comprising 1) an outward dialogue, characterized by the interplay between a given version of a Bruckner symphony and its implied genre (in this case, sonata form); and 2) an inward dialogue, characterized by the interplay among the various individualized realizations of a single Bruckner symphony. The analytical method is exemplified through a detailed consideration of each of the surviving realizations of the slow movement of Bruckner’s Third Symphony, WAB 103.

The purpose of this study is to investigate, from a dialogical perspective, what messages are conveyed about the Swedish Police Agency's reorganization in the big city press for a limited period in the autumn of 2016. Dialogical analysis provides a tool to not only investigate each text individually, but also to examine the internal relationships between the texts in our selection. The study answers the following questions: What image of the Police Agency's reorganization is conveyed in the media? How does the message about the reorganization of the police agency change by the interplay of the media texts? The result shows that different messages emerge depending on how the reorganization is put into context when different actors' voices and different content topics are highlighted. The results also shows several examples of intertextual relationships between the different texts. Intertextual relationships are shaped when a text uses information or quotes from other texts and puts it into a new context. This study shows how information from a significant news article about the Swedish Police Agency’s effectivity is re-used in other articles and how this leads to a shift of message. The method used is dialogical analysis and partly also a discursive perspective. This study, which emerges from a social constructivist perspective, contributes to the understanding of how media texts interact and the effect this have for the reader(s).

L'approche interculturelle en didactique des langues connaît actuellement une crise. Les praticiens rencontrent des difficultés quant à sa mise en place et à son évaluation. En outre, elle montre son incapacité à sortir d'une dérive culturaliste.Cette thèse propose d'abord de clarifier la définition de l'interculturalité, de son rôle dans les échanges verbaux et dans la constitution du sujet parlant.Pour cela, elle s'attache aux relations qui unissent les trois pôles déterminants de la situation de communication : la langue, la culture et le sujet. Une analyse de corpus d'interactions écrites asynchrones tente de déterminer quelles influences les uns peuvent avoir sur les autres. Au final, cela pose la question de la liberté laissée au sujet parlant lors de la genèse du discours.C'est à travers une approche psycho-socio-pragmatique et la considération de la dimension dialogique du langage que des solutions didactiques semblent apparaître. Cette étude suggère de recentrer l'enseignement des langues sur les compétences linguistiques et communicatives et sur un accès indirect à l'interculturalité par la maîtrise de l'intersubjectivité discursive. / The intercultural approach to foreign language teaching is currently undergoing a crisis. It has encountered implementation and assessment difficulties and the major risk is that of falling into the downward spiral of culturalism.This thesis aims to clarify the definition of interculturality, its role in verbal interaction and in the construction of the speaker.It then addresses the relations between the three areas of communicative situations : language, culture and subject. Analysis of a corpus of written asynchronous interaction attempts to determine how these three poles influence each other. More precisely, the question is : how much liberty is left to the subject during speech processing?According to this study, a psycho-socio-pragmatic approach and consideration taken into the dialogic dimension of language would be helpful for some didactic purposes. This study suggests re-focussing language teaching on language and communicative competence and indirect access to interculturality by the mastery of discursive intersubjectivity.

Philosophiae Doctor - PhD / This thesis undertakes an analysis of how six published works by the South African writer Ivan Vladislavić form the perspective of writing the city – Johannesburg – into being. Beginning from the basis that Vladislavić’s writing constitutes what I have coined dialogic postcolonialism, the thesis engages with both broader contemporary urban and postcolonial theory in order to show the liminal imaginative space that the author occupies in his narrations of Johannesburg. Underlining the notion of postcolonialism being a “work in progress” my thesis problematises the issue of representation of the postcolonial city through different aspects like space, urbanity, identity and the self, and thus locates each of the texts under consideration at a particular locus in Vladislavić’s representational continuum of the continually transforming city of Johannesburg. Until the recent appearance of Mariginal Spaces – Reading Vladislavić (2011) the extant critical literature and research on the writing of Ivan Vladislavić has, as far as I can tell, not engaged with his work as a body of creative consideration and close analysis of the city of Johannesburg. Even this latest text largely consists of previously published reviews and articles by disparate critics and academics. The trend has therefore largely been to analyse the texts separately, without treating them as the building blocks to an ongoing and perhaps unending project of imaginatively bringing the city into being. Such readings have thus been unable to decipher and characterise the threads which have emerged over the period of the writer’s literary engagement with and representation of Johannesburg. I suggest that, as individual texts and as a collection or body of work, Ivan Vladislavić’s Missing Persons (1989), The Folly (1993), Propaganda by Monuments and Other Stories (1996), The Restless Supermarket (2006 – first published in 2001), The Exploded View (2004) and Portrait with Keys: Joburg & what-what (2006), are engaged in framing representations of the postcolonial city, representations which can in my view best be analysed through the prism of deconstructive engagement. To this end, the thesis examines contemporary South African urbanity or the post-apartheid metropolitan space (as epitomised by the fictive Johannesburg) and how it is represented in literature as changing, and in the process of becoming. As a consequence, the main conclusion I arrive at is on how the irresolvable nature of the city is reflected in the totality of Ivan Vladislavić’s writing. In that way, it was possible to treat every text in its own right (rather than forcing it to conform to an overarching thesis). This central insight allowed for the effective application of urban theory to the close readings of the texts.