In this thesis I explore the relation in Buber's and Levinas's understanding. Both of these Jew philosophers endeavoured to describe an essence of genuine dialogue and both saw in dialogue the word that turns to a Thou, the primal deed of spirit. Nevertheless in spite of these similarities there are also a differences in their understanding of a dynamics within the genuine dialogue. Whereas Buber talks about a reciprocity in such a relation Levinas asserts that there is an asymmetry there and therefore he radicalizes Buber's conception and responsibility towards the other. In the first part of my thesis I focus on important influences on Buber's and Levinas' lives and introduce a "poetics" of their understanding of a genuine dialogue based particularly on their main piece of work: Buber's I and Thou and Levinas's Totality and Infinity. Although there was a communication between these two thinkers according to some philosophers it often exhibited a lack of dialogue and a failure to understand each other. Therefore I outline the similarities and differences in detail in the final chapters. Keywords Buber, Levinas, Rosenzweig, I - Thou relationship, face, reciprocity, asymmetry, responsibility, ethics, infinity

[pt] Esta tese é uma reflexão sobre a possibilidade de um discurso sobre a religiosidade a partir da morte de Deus. Procurei escavar interpretações a respeito da sentença Deus está morto!, presente nos aforismos 125 e 343, de A gaia ciência, de Friedrich Nietzsche (1844-1900) e confrontei-as com as ressonâncias desta proclamação na obra do filósofo francês Gabriel Marcel (1889-1973). Sobre os sentidos interpretativos da assertiva nietzschiana, apresento três aspectos fundamentais do Deus assassinado, nomeadamente: (a) o Deus metafísico; (b) o Deus moral; (c) o Deus cristão. Os textos de Marcel analisados na tese apontam a acolhida e a ressignificação do vaticínio nietzschiano. Nessa acolhida, as noções de drama, situação, universal concreto, transcendência e intersubjetividade mereceram especial cuidado investigativo. Esta última, calcada na relação eu-tu, constitui-se como verdadeira condição de possibilidade de abertura ao outro enquanto mistério. A partir deste confronto, procurei oferecer uma síntese própria que não é nem nietzschianismo, nem marcelianismo. Uma vez que não se segue como necessário de nossa situação histórica, marcada pelo deicídio, a ilegitimidade da religião, perseverei em repensá-la, ainda que sob aspectos e configurações não usuais. Disto seguiu-se uma reinterpretação de aspectos vários, situados entre metafísica e religiosidade, bem como entre moralidade e religiosidade, o que levou a reflexão sobre alguns desdobramentos éticos e sócio-políticos aí envolvidos. / [en] The present work sets forth a discussion on the possibility of a religious speech following the death of God. It was in my interest to dig for interpretations concerning Friederich Nietzsche s (1844-1900) statement found in The Gay Science s 125th and 343th aforisms - God is dead! - and to compare them to its echoes in Gabriel Marcel s (1889-1973) works. Upon the interpretative meanings to Nietzsche s statement, I present three fundamental aspects to the murdered God, namely: (a) the metaphysical God, (b) the moral God and (c) the christian God. The Marcelian texts analyzed here point out both the reception and ressignifications of Nietzsche s prediction. In this reception, the notions of drama, situation, concrete universe, transcendence and intersubjectivity deserved a very careful analysis. The latter, based on the I-thou relationship, became a real condition for an opening towards the others as some sort of mystery. From this confrontation, I tried to offer my own synthesis that is neither akin to Nietzscheism or Marcelism. Since the ilegitimacy of religion is not a necessary fact on our days, branded by the experience of this deicide, I strived to rethink it, albeit by non usual aspects and configurations. From that followed a reinterpretation of several aspects, situated between metaphysics and religiosity, as well as between morality and religiosity, which lead to the reflexion on some of the ethical and social-political developments that lie within the discussion.

Movement in Gestalt therapeutic intervention, using structured activities and free improvisations, is a successful alternative to punishing adolescents with disruptive behavioural tendencies in the classroom. An overview of the existing literature regarding the therapeutic value of movement in Gestalt therapeutic intervention for adolescents with disruptive behavioural tendencies is firstly presented. Various techniques supporting the adolescent in his quest to achieve equilibrium, ultimately improving his relationships with others and his environment, are described. A case study, involving eight adolescents with disruptive behavioural tendencies in group therapy follows, which indicates that movement in Gestalt therapy is an alternative to punishment. In the light hereof it is suggested that movement in Gestalt therapy could be implemented successfully in the formal school environment. This form of intervention can contribute to the adolescent's growth, his ability to communicate and his relationships with self, others and the environment, culminating in improved behavioural tendencies. / Social Work / M. Diac. (Play Therapy)

Movement in Gestalt therapeutic intervention, using structured activities and free improvisations, is a successful alternative to punishing adolescents with disruptive behavioural tendencies in the classroom. An overview of the existing literature regarding the therapeutic value of movement in Gestalt therapeutic intervention for adolescents with disruptive behavioural tendencies is firstly presented. Various techniques supporting the adolescent in his quest to achieve equilibrium, ultimately improving his relationships with others and his environment, are described. A case study, involving eight adolescents with disruptive behavioural tendencies in group therapy follows, which indicates that movement in Gestalt therapy is an alternative to punishment. In the light hereof it is suggested that movement in Gestalt therapy could be implemented successfully in the formal school environment. This form of intervention can contribute to the adolescent's growth, his ability to communicate and his relationships with self, others and the environment, culminating in improved behavioural tendencies. / Social Work / M. Diac. (Play Therapy)