Dezenove entrevistas realizadas com professores titulares pertencentes à Faculdade de Filosofia, Letras e Ciências Humanas da Universidade de São Paulo, permitiram examinar a construção de uma memória coletiva sobre o papel desta instituição na transição política da ditadura para a democracia no Brasil. As histórias de vida possibilitaram investigar como os docentes se apropriaram do processo de profissionalização acadêmica determinado pela Lei 5540/68. O objetivo desta tese é demonstrar como o fim das cátedras e a conquista de uma autonomia intelectual baseada na carreira pública foram responsáveis por reorientar os projetos coletivos e resignificar as relações estabelecidas pelos professores com a sociedade no período democrático. A reintrodução da questão democrática no final dos anos 1970 trouxe à tona pautas políticas divergentes que explicitaram diferentes concepções a respeito da função dos intelectuais na sociedade. A intenção desta pesquisa é evidenciar como a comunidade docente forjada em um contexto de modernidade radicalizada, reiterou seu compromisso na defesa do ensino público e o desejo de interferir nos destinos do país / The realization of nineteen interviews with full professors from the Faculty of Philosophy, Language and Human Sciences (FFLCH) in the University of São Paulo provided the possibility to examine the construction of a collective memory concerning the role of this institution in the political transition from dictatorship to democracy in Brazil. The paths of intellectual life allowed the investigation of how the professors appropriated the process of academic professionalization determined by the Law 5540/68. The aim of this thesis is to demonstrate the way the end of the professorship and the conquest of intellectual autonomy based on a public career were responsible to redirect the collective projects and revaluate the relations established between professors and society in the democratic period. The reintroduction of the democratic issue in the end of the seventies brought to light divergent political contexts that emphasized different conceptions related to the function of intellectuals in society. The objective of this research is to clarify how the docent community established in a context of radical modernity reaffirmed its commitment in defense of public education and the desire to interfere in the destinies of the country

No description available.

Cette thèse mène une enquête sur le concept d’imagination tel qu’il est abordé dans la réflexion littéraire de la période 1924-1948, dans le cadre plus vaste des rapports entre imagination et littérature à partir du romantisme. Elle interroge plus spécifiquement l’évolution du lien théorique établi entre la faculté imaginative et la définition des pouvoirs de connaissance de la littérature. Cette étude se compose de deux parties : la première, synthétique, met en relief les coordonnées du débat autour de l’imagination, dans la trajectoire qui mène jusqu’au XXe siècle. Quatre thématiques principales y sont développées : l’opposition entre imagination reproductrice et imagination créatrice, la centralité du modèle romantique, l’apport herméneutique des sciences humaines et la dialectique problématique entre ces deux derniers éléments, dans le contexte de la crise de légitimation que la littérature traverse dans l’entre-deux-guerres. La deuxième partie, se fondant sur une démarche analytique, se compose de chapitres monographiques consacrés aux théories de l’imagination élaborées par cinq auteurs principaux : André Breton, Gaston Bachelard, Roger Caillois, Armand Petitjean et Jean-Paul Sartre. Elle vise à étudier à la fois la spécificité de leur production et leur participation à un cadre commun, par l’analyse des différentes stratégies qu’ils emploient afin de préserver, par le concept d’imagination, un espace d’autonomie épistémologique pour la littérature. / This dissertation investigates the concept of imagination in literary theory during the period 1924-1948, in the larger context of the relationship between imagination and literature from the Romantic period on. This work stresses in particular the evolution of the theoretical link between imagination and the cognitive power of literature. The text is composed of two main sections: the first part provides a synthetic consideration of the terms of the intellectual debate around the imagination, through the early twentieth century. Four main subjects are discussed: the conflict between reproductive imagination and creative imagination, the importance of the romantic model, the hermeneutical contribution of human sciences and the problematic dialectics between these latter two elements, in the context of the crisis of legitimacy faced by literature in the interwar period. The second, more analytical part is composed of five monographical chapters dedicated to the theories of imagination developed by five authors: André Breton, Gaston Bachelard, Roger Caillois, Armand Petitjean et Jean-Paul Sartre. This section aims to study both the specificity of these theories and their participation in a common framework. It analyzes the strategies these authors employ to preserve, through the concept of imagination, an epistemological autonomy for literature.

Philosophiae Doctor - PhD / The primary intent of this study was to seek solutions to the practical problems experienced by practitioners in their management of child abuse cases. A fundamental problem regarding the current management of child abuse is that there is no guarantee that a child entering the child protective system will be dealt with in terms of a set procedure and/or protected against further abuse. To address this problem in the Western Cape, the Intervention Research (IR) methodology (Rothman & Thomas, 1994) was used to develop a Protocol for the Multi- Disciplinary Management of Child Abuse and Neglect. The protocol was designed for agencies that intervene in instances of child abuse. It establishes criteria and procedures for interdisciplinary co-ordination and effective case management, delineates the professional roles and responsibilities and provides step-by-step intervention procedures. The Intervention Research Design and Development methodology provided a useful framework to apply social science research methods to child protective practice and policy reform. IR focuses on the design of practice guidelines for intervention and policy reform. It can be conducted in a diversity of practice settings and therefore enhances collaborative efforts and inter-agency exchange among practitioners and among practitioners and universities. The study evolved through six phases involving inter-as well as intra-disciplinary activities. These activities were guided by systematic and deliberate research procedures, techniques and instruments. The research phases included: problem analysis; information gathering and synthesis; the development and design of the protocol; testing the protocol through a process of workshops and finally, the launch and dissemination of the protocol. A core element of the study was the active participation and collaboration of a broad range of key stakeholders, including: victims of child abuse, their families, service providers, and policy makers. The methods and instruments used were therefore designed to enhance participation and included interviews, workshops and observation of court processes. The bottom-up approach and collaborative design enhanced the level of contextual relevance, ownership and the commitment of stakeholders. As a demonstration of this commitment, the protocol has been endorsed by the Ministry of Justice and the Ministry of Health and Social Services of the Western Cape. The Department of Social Services has committed financial support to the project and is pilot testing it in three districts. The study cautions that protocols alone cannot eradicate and solve all the problems in the child protective field and asserts that there is an urgent and critical need to develop and to implement a National Strategy on Child Abuse. Such a National strategy should include legislation that supports and enforces all aspects of a national policy on child abuse. At minimum, national policy should ensure consistent political will and leadership. This means that broad statements about the obligations of politicians and state officials is not enough. These should be followed by specific accountability and measuring mechanisms for enforcement. State policy should also provide guidelines for standardized and appropriate working conditions, recruitment and training of staff. Furthermore, it should provide for a broad array of effective and accessible services to all children and families and the co-ordination of such services. Finally, legislation should include specific obligations regarding the appropriation of adequate and flexible funding to see that commitments made to children are realised.

Ce mémoire porte sur la situation du domaine d’apprentissage de l’univers social au primaire dans la hiérarchisation des matières. En effectuant une recherche de type qualitative dans une démarche descriptive, nous avons identifié des éléments qui influencent le statut de cette matière à l’aide des réponses qui ont émergé lors d’un questionnaire de pré-entretien, ainsi que d’un entretien semi-dirigé menés auprès de cinq enseignants au primaire. Ces données nous ont permis de faire ressortir les éléments d’influence suivants : la formation initiale, le développement professionnel et le sentiment de compétence; le curriculum formel et les ressources didactiques; ainsi que le temps et la prise de décision. Les résultats vont dans le même sens que la littérature existante au sujet de la situation de l’univers social dans la hiérarchisation des matières soit qu’elle se situe au centre ou au bas de celle-ci, puis qu’elle est considérée comme moins importante que le français et les mathématiques. En revanche, notre recherche permet d’apporter des nuances à la situation de l’univers social en classe parmi les autres matières à l’aide des éléments d’influence. Notre travail avance également que le concept de stratification des matières serait plus adéquat étant donné les éléments qui expliquent la situation de la discipline dans le curriculum réel, puis qu’un simple classement n’est pas assez pour expliquer cette situation. Finalement, quelques recommandations et pistes de recherche sont présentées afin d’améliorer la situation de l’univers social au primaire, puis de poursuivre le travail entamé. / This thesis focuses on the situation of the social and human sciences in primary school in the subject matter hierarchy. By executing a qualitative research with a descriptive approach, we identified factors that influence the status of this subject through the responses that emerged during a pre-interview questionnaire and a semi-structured interview conducted with five primary school teachers. These data allowed us to highlight the following influencing factors: initial training, professional development and the feeling of competence; formal curriculum and didactic resources; as well as time and decision-making. The results align with existing literature about the social and human sciences in the hierarchization of subjects, placing it either at the center or towards the bottom of the hierarchy, as this subject is considered less important than French (primary language) and mathematics. However, our research brings nuances to the situation of the social and human sciences in the classroom with the help of the influencing factors. Our work also suggests that the concept of subjects stratification might be more appropriate given the elements explaining the subject’s situation in the reel curriculum. A simple ranking is insufficient to explain this situation. Finally, some recommendations and research avenues are presented to improve the situation of the social and human sciences in primary education and continue the work initiated.

No description available.

A un moment de l’histoire où l’émotion se veut l’adjuvant moteur de l’exercice et de l’action publique, ce travail de recherche s’inscrit à rebours d’une conception faisant de l’instantané et de l’événement les modes d’appréhension et d’expression de « sociétés liquides ». Fondé sur une approche critique, interdisciplinaire et humaniste, il étudie le comportement organisationnel dans un monde social lourdement impacté par un « managérialisme » mutilant l’histoire, la culture, et l’identité de cadres dirigeants publics dans les collectivités territoriales. Réhabilitant l’approche biographique comme stratégie d’accès au réel, la recherche met en évidence un « contrat psychologique » fondé sur un « équilibre stable » fruit d’une « double transaction biographique et relationnelle » autour de « l’éthique du bien commun », entre éthique de conviction et éthique de responsabilité. Elle étudie par la suite les logiques d’action qui se construisent aujourd’hui dans les administrations territoriales, où « l’image de l’organisation » comme « prison psychique » fait émerger des comportements allant de la défection à la résistance. / At a time in history when emotion wants to be an auxiliary driver in running local government, this research reverses the concept where snapshots and events are seen as ways of expressing and dealing with "fluid societies." Based on a critical, interdisciplinary and humanistic approach, it studies organisational behaviour in a social world seriously affected by a "managerialism" that is mutilating the history, culture, and identity of managers in local authorities. Reinstating the biographical approach as a strategy for getting to the core of reality, the research highlights a "psychological contract" based on a "stable equilibrium", the result of a "double biographical and relational transaction" which focusses on "the ethics of the common good", the midpoint between the ethics of conviction and responsibility. It then examines the working principles that are surfacing in local government today, where "the organisation's image" as a "mental prison" leads to behaviour ranging from defection to resistance.

La tesi cerca di rispondere alla domanda: 'La libanese intifadha al-Iqtad poteva essere prevista?'. la tesi prima definisce l'evento politico, e. Successivamente esamina le condizioni epistemologiche in base alle quali una predizione del futuro possa essere considerata scientifica. In terzo luogo, propone uno schema di previsione organizzato in funzione del coinvolgimento degli agenti nella creazione della storia umana. Infine, analizza la intifadha al-Iqtad in base allo schema analitico proposto. / The thesis aims to answer the question 'could the Lebanese Intifadha al-Iqtad have been predicted?' In order to do so, it first of all tries to define the political event, in terms of features, dynamic, and outcome. Secondly, it outlines the epistemological assumptions on which a scientific prediction of the future could be based. Thirdly, it puts forward a framework for foreseeing the future organised on different levels and divided into macro-categories. Finally, it analyses the Lebanese Intifadha al-Iqtad according to the proposed framework.

[pt] É especialmente importante para a Terapia de Família relacionar o indivíduo, a família e o contexto sócio- histórico. Três perspectivas da relação família-indivíduo são destacadas, salientando uma compreensão Interdisciplinar e acrescentando algumas considerações a respeito do Brasil. O processo sócio-histórico da cultura ocidental indica que o indivíduo busca constituir-se como pessoa, enquanto a família se define como um grupo que permite a realização de personalidades individuais. Uma compreensão filosófica e histórica da família e do sujeito, entretanto, assinala uma separação entre eles. Para discutir esta separação, é realizado um mapeamento, em três sentidos. Primeiro, o projeto científico para as Ciências Humanas, caracterizado pela exclusão da subjetividade, é discutido, distinguindo-se a história da Psicologia e a da Terapia de Família. Segundo, os contextos e transformações de teorias e práticas terapêuticas, em que a formulação da exclusão entre relacional e intrapsíquico revela-se, principalmente, no embate entre a Teoria Sistêmica e a Psicanálise. Por conseqüência, examina-se o conjunto de alternativas diferenciadas, incluindo os sistêmicos influenciados pela Psicanálise, as terapeutas de família feministas, a Terapia de Família psicanalítica, o Construtivismo, o Construcionismo Social e a Psicologia da Família; e discute-se a fragmentação, a unificação e a integração de teorias e práticas, tanto na Psicologia quanto na Terapia de Família. Terceiro, os estudos sobre família, terapias e terapeutas de família no Brasil, em que são analisados alguns artigos de periódicos nacionais, os cadernos de resumos dos Congressos Brasileiros de Terapia de Família e as entrevistas realizadas com cinco terapeutas de família do Rio de Janeiro. Apresenta-se uma visão panorâmica deste campo de estudos, destacando algumas características e enfatizando o movimento de integração entre diversas teorias e práticas na Terapia de Família. Por fim, desenvolve-se uma proposta teórica de articulação que permite relacionar o indivíduo, a família e o contexto sócio-histórico, no qual os primeiros se inserem, e, ainda, aproximar a teoria e a experiência pessoal. Estas relações são relevantes à construção do conhecimento para as Ciências Humanas, apoiando-se em analogias e metáforas constitutivas, tais como a do espaço exterior e a do espaço interior. / [en] It's specially important for Family Therapy to relate the individual, the family and the socio-historical context. Three perspectives concerning the family-individual relationship are identified, emphasizing an interdisciplinary comprehension, and adding some considerations about Brazil. The socio-historical process of the western culture indicates that the individual seeks to constitute himself/herself as a person, while the family defines itself as a group that allows the realization of individual personalities. A philosophical and historical comprehension of the family and of the subject, however, points out a separation between them. In order to discuss this separation, a three-course map was outlined. The first one discussed is the scientific project for the human sciences, characterized by the exclusion of the subjectivity, highlighting the histories of Psychology and of Family Therapy. In the second one, the focus of the discussion is turned to the contexts and transformations of theories and therapeutical practices, in which the formulation of the exclusion of either the relational or the intrapsychic concepts is revealed, specially in the confrontation between Systemic Theory and Psychoanalysis. Consequently, the group of differentiated alternatives that include the systemic therapists influenced by Psychoanalysis, the feminist family therapists, the psychoanalytic family therapy, the Constructivism, the Social Constructionism and the Family Psychology is examined, and a discussion on the fragmentation, the unification and the integration of theories and practices in both Psychology and Family Therapy is conducted. The third one focus on the analysis of studies about family, therapies and Family Therapy in Brazil. It's done through some articles in Brazilian journals, the abstract notebooks of the Brazilian Congresses of Family Therapy and through interviews made with five family therapists from Rio de Janeiro. Thus a panoramic view of this field of studies is presented, distinguishing some characteristics and emphasizing the integration movement among the various theories and practices in Family Therapy. Finally, a theoretical proposal of articulation is developed. The objective of the proposal is to relate the individual, the family and the socio-historical context in which he/she is included, in addition to associate the theory and the personal experience. These relationships are relevant to the construction of the Human Sciences knowledge, that find support in constitutive analogies and metaphors, such as the ones about exterior and inner spaces. / [fr] Il est particulièrement important pour la Thérapie Familiale de mettre en relation l individu, la famille et le contexte sociohistorique. Trois perspectives de relation famille-individu se détachent, en mettant en evidence une compréhension interdisciplinaire et en tenant compte de certaines considérations dues au Brèsil. Le processus socio-historique de la culture occidental indique que l individu cherche à se constituer comme une personne, allors que la famille se dèfinit comme un groupe qui permet la réalisation de personnalités individuelles. Une compréhension philosofique et historique de la famille et du sujet, cependant, signale une séparation entre eux. Pour discuter cette séparation, une carte est élaborée, en trois sens. Premièrment, le projet scientifique que pour les Sciences Humaines y caractérisé par l exclusion de la subjectivité, est discutée, en se distingant de l histoire de la Psychologie et de la Thérapie Familiale. Deuxièmement, les contextes et les transformations des théories et pratiques thérapeutiques, dans lesquelles la formulation de l exclusion entre le relationnel et le intrapsychique se révéle, principalement, dans la discusión entre la Théorie Systémique et la Psychanalyse. En conséquence, on observe un ensemble d alternatives différenciées, incluant les systémiques influencés par la Psychanalyse, les thérapeutes familiale féministes, la Thérapie Familiale psychanalytique, le Constructivisme, le Construccionisme Social et la Psychologie de Famille; et on discute la fragmentation, l unification et l intégration de théories et de pratiques, autant en Psychologie qu’en Thérapie Familiale. Troisièmement, les études sur la famille, les thérapies et les thérapeutes familiale au Brèsil, dans lequels sont analysés: quelques articles des journaux nationaux; les cahiers des résumés des Congrès Brèsiliens de Thérapie Familiale; et les entretiens realisés avec cinq thérapeutes familiale de Rio de Janeiro. On present une vision panoramique de ce champ d études, détachant quelques caractéristiques et emphatisant le mouvement de l integration entre diverses théories et pratiques dans la Thérapie Familiale. En fin, le développment d une oriéntation théorique, l articulation, permet de mettre en relation l individu, la famille et le contexte socio-historique, dans lequel les premiers s insèrent et, de plus, rapprocher la théorie et l expérience personnelle. Ces relations sont determinantes dans la construction de la connaissance pour les Sciences Humaines, en s appuyant sur des analogies et des métaphores constitutives, telles que celle de l espace extérieur et de l espace intérieur.