Participation is present as one of the most important factors to achieve sustainable change in human development. Communication and dialogue are amongst the most important tools to create participation. This qualitative study is trying to find out what methods are being used by development professionals to create communication and dialogue. It also studies the development professionals conception of communication with beneficiaries and their view of the beneficiary itself. The data was retrieved from five semi-structural interviews with development professionals active in community development or empowerment. The most important conclusions were that communication with beneficiaries appears to be perceived as consulting the beneficiary, that beneficiaries only are being involved in decisions concerning their proximate reality on a local level, that the beneficiary is most commonly viewed upon as equal, student or passive and that there seems to be a discrepancy between the development professionals’ official discourse, personal opinion and actual practice.

My research explores the concept of visual art as a form of critical inquiry and the gallery as a site for critical dialogue and social change. I argue that art galleries can be spaces of change and can be used to mount a critique of contemporary society’s dominant narrative of neoliberalism that is being incorporated into our public and private lives. Art galleries are public spheres for civil society that offer citizens opportunities to engage in debate on contemporary issues, where we can expose ourselves to new ideas, stimulate our minds, and explore other ways of knowing and becoming agents of change. My investigation takes the form of researching, developing, and presenting an exhibition of selected photographs as part of the exhibition, Open Conversations. This exhibition explored the art practice of Canadian photographers Carole Condé and Karl Beveridge, who have developed an artistic process that involves direct collaboration in the production of art employing a participatory, socially engaged framework. I claim the role of “insurgent curator” (a person who challenges the current state of affairs) through my attempt to locate my inquiry within my current praxis as curator, that is, within a critical form of creative inquiry. As an insurgent curator, I attempt to insert alternative histories and perspectives in a public art gallery as a means of offering different ways of knowing contemporary society. The concept of critical inquiry and the use of dialogical aesthetics underlie my concept of insurgent curatorial practice. I propose that the use of dialogue has important implications in helping to situate art galleries as public spaces that invite participation, dialogue, and community, and thereby have a profound impact on visitors’ meaning making. Through the use of critical creative inquiry, I ask how this research can generate individual transformation and help create progressive forms of social action. / Graduate / scottmarsden@haidagwaii.ca

Submitted by Isabela Canella Sanches (isabelacan@gmail.com) on 2018-06-29T15:50:55Z No. of bitstreams: 1 dissertação mestrado COM GRIFOS PRONTA OFICIAL.pdf: 11142356 bytes, checksum: 9e7ba990b2158c2d9f13c0a113444bdc (MD5) / Approved for entry into archive by Priscila Carreira B Vicentini null (priscila@fclar.unesp.br) on 2018-06-29T17:16:38Z (GMT) No. of bitstreams: 1 sanches_ic_me_arafcl.pdf: 11071808 bytes, checksum: 03e615990804c4537fe4968ff17a2059 (MD5) / Made available in DSpace on 2018-06-29T17:16:38Z (GMT). No. of bitstreams: 1 sanches_ic_me_arafcl.pdf: 11071808 bytes, checksum: 03e615990804c4537fe4968ff17a2059 (MD5) Previous issue date: 2018-04-27 / Esta proposta de pesquisa está embasada nos estudos bakhtinianos do discurso. De acordo com Bakhtin, pode-se depreender que em todo enunciado há diálogo, ou seja, todo enunciado apresenta uma relação de sentido com outro enunciado, e esse é o princípio do dialogismo. Entendemos que todo discurso é constituído considerando o discurso do outro, estabelecendo, assim, relações de sentido. Destarte, todos os enunciados são dialógicos, sendo todo discurso ocupado pelo discurso alheio. A partir disso, analisamos o aparecimento da palavra do outro nas redações do vestibular da FUVEST, mais especificamente na forma de citações. Focamos nosso estudo na observação do aparecimento de citações nas melhores redações da FUVEST nos anos de 2000, 2001, 2003, 2004, 2005, 2006, 2007, 2008, 2009, 2010, 2011 e 2012. Em seguida, após o levantamento desses dados, procuramos entender de que modo foi feita a apropriação da palavra do outro, ou seja, se por meio do discurso direto ou indireto. Para isso, utilizamos os escritos do Círculo de Bakhtin concernentes ao discurso de outrem e sobre as questões de estilo. Nesse sentido, este trabalho justificou-se pela necessidade de descobrir de que maneira as citações aparecem nas melhores redações da FUVEST. Além disso, ainda pensando na constituição dialógica do sujeito, utilizamos escritos sobre a relação constitutiva entre leitura e escrita e como essa relação influi na elaboração do conteúdo citado pelo candidato. Como resultado, entendemos, a partir da análise do corpus, que grande parte das redações apresenta citação, seja de textos da coletânea oferecida pela prova, seja de textos externos à prova e que constituem a bagagem sócio-histórica e cultural do aluno. O uso de citações é mais recorrente em determinados anos do que em outros e defendemos que isso está relacionado ao tema de redação propost. Ademais, depreendemos, com base no que foi estudado, que o conteúdo citado e que é externo à prova ainda se apoia em textos representantes de um discurso reproduzido na escola. Também que o tipo de discurso mais utilizado pelos candidatos quando citam é o discurso indireto. Observamos, portanto, a relação dialógica proposta pelo Círculo de Bakhtin e entendemos que ela se faz presente quando o candidato elabora a redação durante a prova do vestibular, sendo evidenciada pelo uso da citação. / This research proposal is based on Bakhtin's discourse studies. According to Bakhtin, it can be deduced that in every statement there is dialogue, that is, every statement presents a relation of meaning to another statement, and this is the principle of dialogism. We understand that every discourse is constituted considering the discourse of the other, thus establishing relations of meaning. Thus, all statements are dialogic, and every discourse is occupied by the discourse of others. From this, we analyze the appearance of the word of the other in the writing test from FUVEST entrance exam, more specifically in the form of quotations. We focused our study on the observation of quotations in the best compositions of FUVEST in the years 2000, 2001, 2003, 2004, 2005, 2006, 2007, 2008, 2009, 2010, 2011, and 2012. Then, after the survey of these data, we try to understand how the appropriation of the word of the other was made, that is, whether through direct or indirect discourse. For this, we use the writings of the Circle of Bakhtin concerning the discourse of others and about questions of style. In this sense, this work is justified by the need to find out how quotations appear in the best writings tests from FUVEST. In addition, still concerning the individual’s dialogic constitution, we used works about the constitutive relationship between reading and writing and how this relationship influences the elaboration of the content quoted by the candidate. As a result, we understand, from the analysis of the corpus, that most of the writings present a quotation, either from the texts of the collection of texts offered by the exam, or from texts external to the exam that constitute the student’s socio-historical and cultural background. The use of quotations is more used in certain years than in others, and we defend that this is related to the proposed writing theme, since some are more concrete, some more abstract, opening different possibilities to the candidate. In addition, we conclude, based on what has been studied, that the quoted content which is external to the exam is still based on texts representing the literary and cultural canon. Also, the type of discourse most used by the candidates when citing is indirect discourse. We thus observe the dialogical relationship proposed by the Bakhtin Circle and we understand that it is present when the candidate elaborates the essay during the vestibular test, being evidenced by the use of the quotation

This thesis wants to say that Socrates was a teacher of his fellows. He engaged with them through dialogue because he cared for their wellbeing, or as he might have put it: for the state of their souls. He was an intellectual and he had an intellectualist view of people and reality. He felt that right-mindedness was reasonable; and thus he believed that learning and developing understanding brought people closer to being virtuous; to goodness; and so to mental health. Socrates was a philosopher, and he considered this to be the most prudent and exalted approach to life. He taught his fellows how to be philosophers, and he urged them as best he could to take up the philosophical stance. His form of care for others was ‘intellectualist’. He cared ‘for the souls of others’ and for his own with intellectual involvement because he believed that this was the most appropriate way. He had a view of the human soul that produced intellectualist views of what wellbeing is and how it is achieved. He himself was a humble and able thinker, and was fully devoted to being virtuous and to helping his fellows to do the same. This thesis addresses the question of what Socrates did in the agora (his aims) and how he went about doing it (his methodology). Our answer might seem obvious. One might wonder what is new about saying that Socrates was a philosopher, and that he cared for the souls of his fellows and that he urged them to become virtuous. Perhaps nothing of this is new. Nevertheless, we find that making this ‘simple’ statement about Socrates is not that simple at all. We find that in Socratic scholarship there exist a plethora of contrasting voices that make it rather difficult to formulate even such a basic description of what Socrates did. We do not wish to create a novel and different reading of Socrates. We do not think that this is even possible after civilization has been interpreting Socrates for millennia. We do not see innovation for its own sake as desirable. We prefer clear understanding to the eager ‘originality’. Therefore rather, our aim with this work is to defend and clarify a very basic picture of Socrates as an educator. We see this work as clearing away clutter so as to begin our life-long study of Socratic thought and action: by laying a foundation with which we can read Socratic works and discern their meaning.

No description available.

O objetivo de construir possíveis soluções para a crise ambiental mobilizou diferentes setores da sociedade e gerou demandas por atitudes sustentáveis e transparência no tratamento de informações por parte das organizações. Frente esse cenário, cresce a participação do empresariado no debate sobre o futuro do planeta. É nesse contexto que surge a Global Reporting Initiative (GRI), em 1997. Dada a importância assumida pelos relatórios de sustentabilidade, em especial pelo modelo GRI, revela-se fundamental compreendê-los como espaço em que as organizações se definem com relação aos seus públicos (BALDISSERA, 2008b). Nessa direção, a presente dissertação tem como objetivo geral problematizar os sentidos de diálogo atualizados pelo GRI-G4, em perspectiva da comunicação organizacional. Isto é, a intenção é evidenciar a potencialidade do diálogo para desdobramentos e implicações nesse contexto sociocultural. Dessa forma, adotamos, como referencial metodológico, a Hermenêutica de Profundidade (HP), proposta por Thompson (1995), que sugere a utilização de três dimensões de análise: análise sócio-histórica, análise formal ou discursiva e reinterpretação. A fim de compor a fase de análise sócio-histórica (THOMPSON, 1995), iniciamos nossas reflexões sobre diálogo a partir de Buber (2001; 2009) e Bakhtin (1992; 1999). Ao entrarmos no contexto organizacional, partimos dos estudos de Bohm (2005) para pensar as possibilidades do diálogo nas organizações Na sequência, discutimos a conformação da noção de sustentabilidade (LEFF, 2008) e a necessidade de mudança para a compreensão da sustentabilidade em sentido complexo (CAPRA, 2006). Utilizamos a técnica de Análise de Conteúdo (AC), proposta por Bardin (2011), para cumprir com a etapa de análise formal ou discursiva e analisar os relatórios publicados pela Alcoa, Fibria, Itaú e Natura, selecionados conforme critérios que serão apresentados no capítulo seis. Os resultados dessas diferentes dimensões de análise foram cruzados a fim de fazerem emergir novas percepções sobre os relatórios modelo GRI, atendendo à dimensão de reinterpretação (THOMPSON, 1995). Considerando os resultados encontrados, vimos que, de forma geral, há interesse das organizações em estabelecer relações com seus públicos, entretanto, as únicas formas possíveis de contato não permitem que sejam estabelecidas conversações e, muito menos, situações dialógicas. Além disso, atentamos para o fato de que, com base nos autores que acionamos em termos de comunicação organizacional, diálogo, e diálogo nas organizações, o diálogo – no sentido que adotamos nesta pesquisa – pouco se materializa no âmbito organizacional. / The objective of building possible solutions to the environmental crisis mobilized different sectors of society and generated demands for sustainable attitudes and transparency in the treatment of information by organizations. Facing this scenario, the participation of business people in the debate about the future of the planet grows. It is in this context that the Global Reporting Initiative (GRI) arises in 1997. Given the importance of sustainability reports, especially the GRI model, it is fundamental to understand them as a space in which organizations are defined in relation to Its audiences (BALDISSERA, 2008b). In this direction, the present dissertation has as general objective to problematize the (s) the senses of dialogue updated by the GRI-G4, in perspective of the organizational communication. That is, the intention is to highlight the potential of the dialogue for unfolding and implications in this sociocultural context. As a methodological reference, we use the Hermeneutics of Depth (HP), proposed by Thompson (1995), which suggests the use of three dimensions of analysis: socio-historical analysis, formal or discursive analysis and reinterpretation. In order to compose the socio-historical analysis phase (THOMPSON, 1995), we began our reflections on dialogue from Buber (2001; 2009) and Bakhtin (1992; 1999) When we enter the organizational context, we start with Bohm's (2005) studies to think about the possibilities of dialogue in organizations. In the sequence, we discuss the conformation of the notion of sustainability (LEFF, 2008) and the need to change to the understanding of sustainability in a complex sense (CAPRA, 2006). We used the Content Analysis (CA) technique, proposed by Bardin (2011), to comply with the formal or discursive analysis stage and to analyze the reports published by Alcoa, Fibria, Itaú and Natura, selected according to criteria that will be presented in chapter six. The results of these different dimensions of analysis were cross-referenced in order to create new perceptions about the GRI model reports, given the reinterpretation dimension (THOMPSON, 1995). Considering the results found, we have seen that, in general, there is an interest of the organizations in establishing relations with their public, however, the only possible forms of contact do not allow to be established conversations, and still less, dialogical situations. In addition, we take into account the fact that, based on the authors that we operate in terms of organizational communication, dialogue, and dialogue in organizations, dialogue - in the sense we have adopted in this research - does not materialize at organizational level.

[pt] O Teatro do Oprimido (TO) é um método de alfabetização estética, sistematizado por Augusto Boal, que visa à transformação da realidade e à humanização através de meios estéticos e a partir do diálogo. Este trabalho analisa o papel do diálogo no TO. A primeira parte apresenta uma análise de algumas pesquisas sobre o TO, buscando revelar as interpretações dadas ao papel do diálogo. A segunda parte analisa a obra de Augusto Boal apresentando o desenvolvimento histórico da dimensão pedagógica do TO e revela as influências dos processos históricos nos quais se inseriu. Os textos de Boal foram analisados como fontes historiográficas a partir do referencial materialista cultural. A partir dessa análise, a perspectiva de diálogo do TO, diferente do que apontavam os trabalhos analisados, revelou-se baseada em dois pilares: a Pedagogia do Oprimido e a maiêutica socrática. Essas duas referências são, então, investigadas para definir os limites entre as concepções originais e a interpretação de Boal. A última parte, a partir da análise de entrevistas, apresenta o pensamento sobre o diálogo dos curingas do Centro de Teatro do Oprimido (CTO). Conclui-se, então, que a perspectiva maiêutica, tal como utilizada por Boal e o CTO, impôs alguns limites para alcançarem-se os objetivos do TO, produzindo uma nova perspectiva dialógica. No entanto, percebe-se o interesse e o esforço do CTO na investigação e na construção de um TO cada vez mais dialógico, comprometido com suas origens, fiel ao pensamento de Boal, mas coerente às demandas atuais. / [en] Theatre of the Oppressed (TO) is an aesthetic alphabetisation method, organized by Augusto Boal, which aims at promoting social change and humanization through dialog and aesthetic means. This work analyses dialogs place inside TO. The first part presents an analysis of some researches about TO, seeking to reveal how they place dialog inside TO. The second part analyse the work of Augusto Boal presenting the historical development of TO pedagogic dimension and reveals the influences of the historical process. Boal texts were analysed as historical documents in the perspective of Cultural Materialism. This analysis reveals that TO dialog perspective, on the opposite way of the analysed works, is based in two pillars: Pedagogy of the Oppressed and Socratic Method. These two perspectives are investigated in order to define the limits between theirs original conceptions and Boal own interpretation. The last part presents the Cento de Teatro do Oprimido (CTO) jokers thought about dialog inside TO, through the analyses of interviews. It then concludes that the Socratic perspective, as used by Boal and CTO, set some limits in order to reach their objectives, producing a new dialogical perspective. Nevertheless, CTO effort to investigate and build a ever more dialogical and faithful to its origins and Boal thoughts, as well as able to deal with the new demands of nowadays.

A presente dissertação tem como objetivo analisar as múltiplas dimensões do diálogo experienciado pelos jovens estudantes do Ensino Médio do Instituto Federal do Rio Grande do Sul (IFRS), a fim de identificar as dificuldades encontradas para a promoção da escuta, como prática humana e educativa, que transversaliza as culturas escolares. O problema de pesquisa – que pretende investigar como os jovens percebem e significam o diálogo na experiência do Ensino Médio Integrado do IFRS nos Campus X, Y e Z1 – justifica-se pelo crescimento de estudos acadêmicos que apontam diferentes sentidos atribuídos ao diálogo pelos jovens na trajetória do Ensino Médio. O aporte teórico que fundamenta esta pesquisa está alicerçado em conceitos que estão relacionados a determinados autores, como Dayrell (2003, 2006, 2009, 2011 e 2014), Carrano, (2000, 2009), Sposito (2002), Stecanela (2006, 2010, 2013, 2016), Pais (1990, 2003 e 2005), Tomazetti (2014), Scklickmann (2010, 2012, 2014), Buber (1977, 2009), Carbonara (2013), Gadamer ( 2002, 2004, 2007), Freire (1980, 1992, 2002, 2009), Hermann (2014), que trazem contribuições com seus estudos no campo da sociologia e filosofia. No que diz respeito aos procedimentos metodológicos ancorados na pesquisa qualitativa em Educação, adotou-se a técnica dos grupos focais, que propõe escutar e discutir determinado assunto entre os participantes à luz do pensamento de Barbour (2009), Gondim (2002), Melo e Araújo (2010). Na análise das narrativas, produzida nos grupos focais e orientada pela Análise Textual Discursiva de Moraes e Galliazzi (2006, 2011), emergiram treze categorias de temáticas, as quais indicam elementos que fazem parte do cotidiano do Ensino Médio Integrado, mas que nem sempre são percebidas pelos seus atores. Entre essas categorias estão Juventude: um estado de espírito; Uma geração Interconectada: o receio de ficar sozinho; O encontro geracional: os mais velhos como referências nas relações juvenis; Um Ensino Médio Distinto; Do engajamento á compensação; O “pensar sobre”: um exercício para uma consciência crítica; Um currículo voltado para Interdisciplinaridade; Cultura performativa: uma outra cultura escolar; O diálogo como meio de aproximação; Negação à escuta: um ato opressor; Escutar e ser escutado no GF e a oportunidade de aprender com o grupo. Os resultados da pesquisa sinalizam que, na contramão das hipóteses comumente encontradas, os jovens narram na presença de práticas dialógicas e significativas. Além disso, identifica-se no interior das instituições escolares participantes uma juventude performativa, engajada e que busca ser reconhecida em um Ensino Médio distinto e compensatório em relação às demais instituições que ofertam a etapa final da Educação Básica. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2017-03-07T17:56:10Z No. of bitstreams: 1 Dissertacao Camila Siqueira Rodrigues Pellizzer.pdf: 3243999 bytes, checksum: 620b84f95d3709b718328f4161160b42 (MD5) / Made available in DSpace on 2017-03-07T17:56:10Z (GMT). No. of bitstreams: 1 Dissertacao Camila Siqueira Rodrigues Pellizzer.pdf: 3243999 bytes, checksum: 620b84f95d3709b718328f4161160b42 (MD5) Previous issue date: 2017-03-07 / This dissertation aims to analyze multiple dimensions of dialogue among young students of High School at Instituto Federal do Rio Grande do Sul (IFRS), Brazil, in order to identify difficulties to promote listening, as an educative and human practice, which crosses school cultures. The problem of the research – which intends to investigate how youth realize and mean dialogue in High School at IFRS in Campus X, Y, and Z – is justified by the increasing academic studies that point out several senses attributed to dialogue by youth in High School. Theoretical support for this research is based on concepts related to certain authors, such as Dayrell (2003, 2006, 2009, 2011 e 2014), Carrano, (2000, 2009), Sposito (2002), Stecanela (2006, 2010, 2013, 2016), Pais (1990, 2003 e 2005), Tomazetti (2014), Scklickmann (2010, 2012, 2014), Buber (1977, 2009), Carbonara (2013), Gadamer ( 2002, 2004, 2007), Freire (1980, 1992, 2002, 2009), Hermann (2014), for they contribute with their studies in education, sociology, and filosofy. As for the methodological procedures based on qualitative research in Education, it is adopted the technique of Focal Groups, that proposes to listen and discuss a certain subject among the participants based on Barbour (2009), Gondim (2002), Melo and Araújo (2010). while analyzing the narratives on focal groups and guided by Discursive Text Analysis, according to Moraes and Galiazzi (2006, 2011), thirteen thematic subcategories emerged, and they indicate elements that are parts of day to day of Integrated High School, but they are not always realized by their authors. These subcategories are: Youth: a state of spirit; An interconnected generation: the fear of being alone; The generational meeting: the older ones as references for juvenile relationships; A distinct high school; From engagement to compensation; The “thinking about”: an exercise for a critics conscientious; An interdisciplinary curriculum; Performable culture: a new school culture; Dialogue as a mean of approaching; Denying listening: an oppressor act; Listening and being listened; and The opportunity of learning from the group. Research results point out that, against hypothesis usually found, young people make narratives in presence of dialogue and significant practices. Besides it was possible to identify within participant school institutions a performable engaged youth, which aims to be recognized in a distinct and compensatory High School, as related to other institutions that offer this final step of Basic Education.

O objetivo de construir possíveis soluções para a crise ambiental mobilizou diferentes setores da sociedade e gerou demandas por atitudes sustentáveis e transparência no tratamento de informações por parte das organizações. Frente esse cenário, cresce a participação do empresariado no debate sobre o futuro do planeta. É nesse contexto que surge a Global Reporting Initiative (GRI), em 1997. Dada a importância assumida pelos relatórios de sustentabilidade, em especial pelo modelo GRI, revela-se fundamental compreendê-los como espaço em que as organizações se definem com relação aos seus públicos (BALDISSERA, 2008b). Nessa direção, a presente dissertação tem como objetivo geral problematizar os sentidos de diálogo atualizados pelo GRI-G4, em perspectiva da comunicação organizacional. Isto é, a intenção é evidenciar a potencialidade do diálogo para desdobramentos e implicações nesse contexto sociocultural. Dessa forma, adotamos, como referencial metodológico, a Hermenêutica de Profundidade (HP), proposta por Thompson (1995), que sugere a utilização de três dimensões de análise: análise sócio-histórica, análise formal ou discursiva e reinterpretação. A fim de compor a fase de análise sócio-histórica (THOMPSON, 1995), iniciamos nossas reflexões sobre diálogo a partir de Buber (2001; 2009) e Bakhtin (1992; 1999). Ao entrarmos no contexto organizacional, partimos dos estudos de Bohm (2005) para pensar as possibilidades do diálogo nas organizações Na sequência, discutimos a conformação da noção de sustentabilidade (LEFF, 2008) e a necessidade de mudança para a compreensão da sustentabilidade em sentido complexo (CAPRA, 2006). Utilizamos a técnica de Análise de Conteúdo (AC), proposta por Bardin (2011), para cumprir com a etapa de análise formal ou discursiva e analisar os relatórios publicados pela Alcoa, Fibria, Itaú e Natura, selecionados conforme critérios que serão apresentados no capítulo seis. Os resultados dessas diferentes dimensões de análise foram cruzados a fim de fazerem emergir novas percepções sobre os relatórios modelo GRI, atendendo à dimensão de reinterpretação (THOMPSON, 1995). Considerando os resultados encontrados, vimos que, de forma geral, há interesse das organizações em estabelecer relações com seus públicos, entretanto, as únicas formas possíveis de contato não permitem que sejam estabelecidas conversações e, muito menos, situações dialógicas. Além disso, atentamos para o fato de que, com base nos autores que acionamos em termos de comunicação organizacional, diálogo, e diálogo nas organizações, o diálogo – no sentido que adotamos nesta pesquisa – pouco se materializa no âmbito organizacional. / The objective of building possible solutions to the environmental crisis mobilized different sectors of society and generated demands for sustainable attitudes and transparency in the treatment of information by organizations. Facing this scenario, the participation of business people in the debate about the future of the planet grows. It is in this context that the Global Reporting Initiative (GRI) arises in 1997. Given the importance of sustainability reports, especially the GRI model, it is fundamental to understand them as a space in which organizations are defined in relation to Its audiences (BALDISSERA, 2008b). In this direction, the present dissertation has as general objective to problematize the (s) the senses of dialogue updated by the GRI-G4, in perspective of the organizational communication. That is, the intention is to highlight the potential of the dialogue for unfolding and implications in this sociocultural context. As a methodological reference, we use the Hermeneutics of Depth (HP), proposed by Thompson (1995), which suggests the use of three dimensions of analysis: socio-historical analysis, formal or discursive analysis and reinterpretation. In order to compose the socio-historical analysis phase (THOMPSON, 1995), we began our reflections on dialogue from Buber (2001; 2009) and Bakhtin (1992; 1999) When we enter the organizational context, we start with Bohm's (2005) studies to think about the possibilities of dialogue in organizations. In the sequence, we discuss the conformation of the notion of sustainability (LEFF, 2008) and the need to change to the understanding of sustainability in a complex sense (CAPRA, 2006). We used the Content Analysis (CA) technique, proposed by Bardin (2011), to comply with the formal or discursive analysis stage and to analyze the reports published by Alcoa, Fibria, Itaú and Natura, selected according to criteria that will be presented in chapter six. The results of these different dimensions of analysis were cross-referenced in order to create new perceptions about the GRI model reports, given the reinterpretation dimension (THOMPSON, 1995). Considering the results found, we have seen that, in general, there is an interest of the organizations in establishing relations with their public, however, the only possible forms of contact do not allow to be established conversations, and still less, dialogical situations. In addition, we take into account the fact that, based on the authors that we operate in terms of organizational communication, dialogue, and dialogue in organizations, dialogue - in the sense we have adopted in this research - does not materialize at organizational level.

This paper aims to “demonstrate” that whereas man does not have a universalized conceptionof justice based on intercultural consensus, he must seek it dialogically. Nowadays, themulticultural nature of society requires rules to ensure reasonable coexistence among individuals.To achieve this goal, it is necessary to have a consensual conception of justice thatprovides criteria for dialogue and intergroup coexistence. / Este trabajo intenta “demostrar” que si bien el hombre no tiene una concepción universalizablede justicia que posea consenso intercultural, este debe buscarla dialógicamente. Elcarácter multicultural de las sociedades de hoy en día exige normas que permitan garantizarla convivencia razonable entre los individuos. Para alcanzar este objetivo es necesario contarcon una concepción consensuada de justicia que proporcione criterios para el diálogo yla convivencia intergrupal.