Made available in DSpace on 2016-06-02T19:38:56Z (GMT). No. of bitstreams: 1 1992.pdf: 997906 bytes, checksum: faf5ec95f3899458a0013dcd4d85e08c (MD5) Previous issue date: 2007-10-24 / The research question is: How and under what circumstances, Capoeira Angola´s teachings and learnings contribute to the construction of ethnic-racial belonging in Black professionals with university education? It seeks to identify positive contributions of Capoeira Angola for the construction of the ethnic-racial identity and the overcoming of difficulties in being a professional in an environment mostly white, adverse and hostile to Blacks, such as the university. Theoretical references of the research were based in literature in the field of Education and Psychology, such as: Black Psychology and African Psychology. In order to collect the data two Black angoleiros that made university were visited and detailed conversations was done. Well as, it was made a Circle of Conversations that count on with two mestres and three professores-mestrandos of Capoeira Angola, which contributed to a more collective understanding of how the ethnic-racial belonging can be built inside a group that cultivates African traditions. The study was conducted with inspiration in Phenomenology and data were analyzed based on meanings expressed by the participants. The research shows that Be Black in Brazil is very difficult, but the practice of Capoeira Angola promotes both the psychological health and the strengthening of ethnic-racial belonging both in Blacks and in Non-Black. This happens because the Capoeira Angola educational processes are an anti-racist pedagogy, which encourage both the learning to live in diversity and the learning to fight to transform the society in a place more just, equalitarian and democratic. Thus, it is clear those Capoeira Angola knowledges and their own ways to transmit it, can strengthen the implementation of policies of Affirmative Action in Brazil. / A questão orientadora da pesquisa é: Como, e em que circunstâncias, os ensinamentos e os aprendizados da Capoeira Angola contribuem para a construção do pertencimento étnico-racial em profissionais negros com formação universitária? Busca assim, identificar contribuições da Capoeira Angola para a construção do pertencimento étnico-racial e para a superação de dificuldades em ambiente profissional majoritariamente branco, hostil e adverso aos negros(as), como o da universidade. As referências teóricas da pesquisa constituíram-se em base de literatura do campo da Educação e da Psicologia, neste caso: Black Psychology e African Psychology. A fim de coletar os dados foram realizadas visitas e conversas aprofundadas com dois angoleiros negros que cursaram universidade, bem como, foi realizada uma Roda de Conversa com a participação de dois mestres e três professores-mestrando de Capoeira Angola, que contribuíram para uma compreensão mais coletiva de como o pertencimento étnico-racial pode ser construído em meio a um grupo que cultiva tradições de raiz africana. A pesquisa foi realizada com postura inspirada na Fenomenologia e os dados foram analisados com base em significados expressos pelos participantes. A pesquisa mostra que ser negro no Brasil é muito difícil, mas a prática da Capoeira Angola promove tanto a saúde psicológica quanto o fortalecimento do pertencimento étnico-racial em negros e não-negros. Isto ocorre porque seus processos educativos se constituem em pedagogias anti-racistas, que favorecem tanto o aprendizado de conviver na diversidade quanto o aprendizado de lutar para transformar a sociedade num ambiente mais justo, igualitário e democrático. Deste modo, fica evidente que conhecimentos e formas de transmissão próprios da Capoeira Angola podem fortalecer, a implementação de políticas de Ações Afirmativas.

CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel Superior / Essa dissertaÃÃo tem como titulo: Africanidades no ritual das ladainhas de capoeira angola: pretagogia e produÃÃo didÃtica no quilombo. Os teÃricos que fundamentam essa pesquisa, sÃo: HAMPÃTà BÃ(1987), SODRÃ(1988), OLIVEIRA(2003) OLIVEIRA(2007), CUNHA Jr(2011), MEC(2004), SILVA(2008), (PETIT 2015). Considerando a riqueza da musicalidade da capoeira, fiz a seguintes indagaÃÃes: Como as ladainhas podem contribuir com o fortalecimento do pertencimento afro no quilombo? Quais os principais marcadores das africanidades no ritual da ladainha, considerando o contexto da roda da capoeira? Como o mÃtodo da pretagogia pode contribuir com o fortalecimento do pertencimento afroquilombola? Como as ladainhas podem ser trabalhadas com o mÃtodo da pretagogia? Para tanto realizei uma pesquisa intervenÃÃo com moradores do quilombo da serra do JuÃ, Caucaia-CearÃ, acompanhado por uma equipe de pesquisadores do NÃcleo das Africanidades Cearenses (NACE) formado por Sandra Petit(orientadora), Claudia Oliveira e Eliene MagalhÃes(mestrandas). A pesquisa durou dois anos com estudo de campo entre fevereiro de 2014 e agosto de 2015, envolvendo alunos(as), agricultores(as), donas de casa, mestres(as) e artesÃes da comunidade. A pesquisa foi subdividida em trÃs momentos e dois mÃtodos. Na primeira fase realizamos uma pesquisa diagnÃstica com o mÃtodo sociopoÃtico com o tema gerador capoeira na educaÃÃo no quilombo, com um grupo de quinze Jovens e adultos do Programa Mova Brasil na escola Maria Iracema do Nascimento. Em seguida realizei oito entrevistas com mestres e uma mestra de capoeira angola com o objetivo de extrair desse material, os marcadores das africanidades no ritual das ladainhas, esses marcadores foram agrupados em cinco categorias, quais a saber : ancestralidade, espiritualidade, iniciaÃÃo, linhagem e relaÃÃo com a natureza. A partir dessas categorias, efetivei a terceira fase da pesquisa distribuindo essas temÃticas na tÃcnica da pretagogia chamadas de estaÃÃes da aprendizagem com um grupo intergeracional quilombola, as oficinas permitiram a apropriaÃÃo de conteÃdos relativos a cosmovisÃo africana com a sua relaÃÃo com o quilombo do JuÃ, em seguida foi elaborado um produto didÃtico que junta ensinamentos, memorias e arte na forma de um livro de ladainhas. ConcluÃmos as atividades com uma culminÃncia chamada jornada afroquilombola, onde as pessoas puderam interagir com o produto. Considero que esse trabalho demostrou que os mÃtodos da sociopoÃtica e o da pretagogia podem ajudar no fortalecimento afroquilombola atravÃs do uso pedagÃgico das ladainhas. / This dissertation has the title: Africanidades the ritual of Capoeira Angola litanies: pretagogia and didactic production in the quilombo. The theoretical underpinning this research are: Hampatà Bà (1987), SODRà (1988), Oliveira (2003) OLIVEIRA (2007), CUNHA Jr. (2011), MEC (2004), Silva (2008), (PETIT 2015). Considering the wealth of capoeira musicality, made the following questions: How litanies can contribute to strengthening the african belonging in quilombo? What are the main markers of Africanities the ritual litany considering the capoeira wheel context? As the pretagogia method can contribute to strengthening the afroquilombola belonging? As the litanies can be worked with the method of pretagogia? Therefore I made an intervention research quilombo residents of Jua saw, Caucaia, CearÃ, accompanied by a team of researchers from the Center of Cearenses Africanidades (NACE) formed by Sandra Petit (guiding), Claudia Oliveira and Eliene Magalhaes (Masters students). The research lasted two years with field study between February 2014 and August 2015, involving students (as), farmers (as), housewives, teachers (as) and community artisans. The research was divided into three stages and two methods. In the first phase we conducted a diagnostic survey of the sociopoetic method with the theme capoeira generator in education in quilombo, with a group of fifteen young people and adults Program Move Brazil in school Iracema Maria do Nascimento. Then I conducted eight interviews with teachers and a master of Capoeira Angola in order to extract this material, the markers of Africanities ritual of litanies, these markers were grouped into five categories, which are: ancestry, spirituality, initiation, lineage and relationship with nature. From these categories, efetivei the third phase of the research distributing these issues in pretagogia technique called learning stations with an intergenerational group quilombo, the workshops allowed the appropriation of content for the African worldview with its relationship with the quilombo Jua, then we designed a teaching product that combines lessons, memories and art in the form of a litany book. We concluded the activities with a culmination call afroquilombola journey where people could interact with the product. I believe that this work has shown that the methods of poetics and the pretagogia can help in strengthening afroquilombola through the pedagogical use of litanies.

Esta pesquisa aborda qualitativamente a importância de trabalharmos em escolas brasileiras, em especial no espaço de formação de professores, a Lei 10.639/03 que altera a LDB 9394/96, inserindo no currículo escolar a história e a luta dos negros oriundos da diáspora africana. Problematiza: “O que fazer para que professores e gestores educacionais abordem questões referentes à negritude em sala de aula, com a categoria de pertencimento étnico-racial?” A metodologia utilizada busca dar conta das complexidades étnicas da sociedade brasileira, ao navegarmos num passado não muito longe, e em conjunto com uma comunidade escolar, tornamos possível estabelecermos correlações com ações transformadoras da comunidade negra nestas terras, a partir das práticas educativas, promovendo ações realizadas através de oficinas, dinâmicas, desenhos, escritas e leituras, nas quais construímos novos caminhos. No diálogo com o movimento negro, suas principais bandeiras (Vinte de Novembro e o Estatuto da Igualdade Racial), objetivam dar visibilidade às lutas, nas políticas públicas, na desconstituição do mito da democracia racial, no espaço educativo. Muitas mãos se somaram numa prática pedagógica em que professores permitiram a inclusão temática e expressão de desejos de uma transformação social. Da África para o Brasil reconto um pouco da história apresentada no currículo educacional. Trabalho dialogando permanentemente para a desmistificação de rótulos, mitos e preconceitos, para que coletivamente possamos avançar na implementação de políticas de ações afirmativas para a sociedade brasileira. Foi no espaço de formação de professores, que identifiquei as necessidades de criação de condições para trabalhar as Leis 10.639/03 e 11.645/08 para a nação e suas correlações no currículo escolar, promovendo pertencimentos nos diversos espaços sociais frente às negações, situando questões de gênero, examinando contradições entre teorias e práticas, e as etnias. / This work regards qualitatively the importance of working in the Brazilian schools, specially inside the area of the teacher‟s skills building, the law 10.639/03 which alters the LDB 9394/96, adding to the scholar curriculum the history and the struggle of the black people descending from the African scatter. The given problem: “What is supposed to be done in order to make the teachers and the educational managers regard the matters related to the black people consciousness in the classroom, in the category of ethnic-racial subject?” The methodology applied seeks to consider the ethnical complexities of the Brazilian society, so after navigating not too much far in the past, and together with the school community, making it possible to establish correlations with transformational actions of the black people community in the Brazilian land, and through the education itself, actions can be promoted. These were made through workshops, assessment centers, art works, writings and lectures, in which we built new ways. In the dialogue with the black people movement, and analyzing their main stands (The 20th of November and the Statute of Racial Equalty), our goal is to give visibility to their struggles, in the public policies, in the deconstruction of the myth of the racial democracy, in the educational environment. Many hands were summed in a pedagogical practice in which the teachers permitted a thematic inclusion and an expression of wishes of a social transformation. From Africa to Brazil we retell a little of the history presented in the educational curriculum. We work dialoging permanently in order to demystify labels, taboos and prejudices, so we can collectively advance in the implementation of affirmative action‟s policies to the whole Brazilian society. It was in the area of the teacher‟s skills building that we identified the needs for creating the conditions to implement the Law 10.639/03 and the Law 11.645/08 to the Brazilian nation, in their correlations inside the scholar curriculum, promoting the people‟s feelings of belonging to the various social environments in front of their negative aspects, regarding matters of gender, examining contradictions between theories and practices, and the ethnics.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-10-20T11:37:50Z No. of bitstreams: 1 duartedemagalhaesbarbalho.pdf: 3416286 bytes, checksum: 7ec37cbfb4c5b032f925ae2d2f2ace2d (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-10-25T12:26:15Z (GMT) No. of bitstreams: 1 duartedemagalhaesbarbalho.pdf: 3416286 bytes, checksum: 7ec37cbfb4c5b032f925ae2d2f2ace2d (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-10-25T12:26:26Z (GMT) No. of bitstreams: 1 duartedemagalhaesbarbalho.pdf: 3416286 bytes, checksum: 7ec37cbfb4c5b032f925ae2d2f2ace2d (MD5) / Made available in DSpace on 2016-10-25T12:26:26Z (GMT). No. of bitstreams: 1 duartedemagalhaesbarbalho.pdf: 3416286 bytes, checksum: 7ec37cbfb4c5b032f925ae2d2f2ace2d (MD5) Previous issue date: 2008-06-09 / Este estudo investiga a história institucional e as histórias contadas por alunos do Colégio de Aplicação - CAP/COLUNI, da Universidade Federal de Viçosa, tentando compreender como se construiu uma ‘memória coletiva’ de Histórias de Sucessos sobre essa escola de Ensino Médio. Por intermédio das memórias individuais de alunos e de professores do colégio, buscou-se compreender como esse discurso é produzido, apropriado e atualizado, transformando-se em uma ‘tradição’ que gera um sentimento de pertencimento aos atores sociais envolvidos com esta instituição. Em nossa análise nos valemos principalmente de métodos e instrumentos da História Oral, além do resgate de fontes escritas de cunho arquivístico e bibliográfico. Através de entrevistas, de narrativas de histórias de vida, de depoimentos e de imagens fotográficas, tentamos apreender como o sentimento coletivo de pertencimento, que cria uma identidade singular para essa escola, foi fixado pelas práticas do cotidiano escolar de seus alunos e professores. Como aporte teórico para analisar o significado da tradição escolar nesta instituição, utilizamos o conceito de ‘tradição inventada’, que foi desenvolvido por HOBSBAWM. Para a compreensão do significado da idéia de sucessos inscrita na memória dos ex-alunos do CAP/COLUNI também nos valemos da noção de inculcação de ‘habitus’ inscritas em BOURDIEU, LAHIRE e CHARLOT, as quais nos auxiliaram na explicação das relações dos jovens com o saber nas implicações de situação de sucesso ou de fracasso escolar. / This study investigates both the institutional history and the stories told by the students of the Application High-School – CAP/COLUNI of the Federal University of Viçosa, State of Minas Gerais. The main objective is to have an understanding of how a ‘group memory’ of success stories about this high-school was constructed. From individual memories of students and teachers it aimed to understand how this speech is produced, materialized and kept up dated and then becoming a tradition. This creates a feeling of belonging to the social characters involved in this institution. The methodological issue was the Oral History, written source from archives and bibliography. Through interviews, narratives, statements and images, this study try to grasp how this group felling of belonging, shows a particular identity of this school. This happened mainly because of the daily school practice. As a theoretical support to analyze the meaning of school tradition in this institution concept used was the ‘invented tradition’, which was developed by HOBSBAWM. In order to understand the meaning of the idea of successes inside the CAP/COLUNI’S former students memory, it was issued the notion of ‘habitus’ inquirement found in BOURDIEU, LAHIRE and CHARLOT which helped in the explanation of the teenagers relationship with the knowledge of the school implications.

Depuis au moins trente ans, les descendants de l’immigration maghrébine sont, en France, l’objet d’interrogations scientifiques et politiques. De la mesure des degrés et rythmes d’intégration à l’identification de pratiques discriminatoires, la sociologie des descendants d’immigrés s’est concentrée sur l’étude des modes de vie et des trajectoires des membres de cette population vue depuis le pays de résidence, également pays de naissance. Pour compléter ces perspectives, ce travail propose d’étudier les liens matériels entretenus avec le pays d’origine des parents à travers une pratique apparemment mineure : les séjours de vacances passées au « bled », dans le pays de naissance de leurs parents – en l’occurrence l’Algérie. Ce travail interroge les enjeux d’appartenances qu’impliquent ces séjours vacanciers en les rapportant aux trajectoires et aux caractéristiques sociales des personnes rencontrées (classe sociale, sexe, âge et génération, situation familiale). Les appartenances ne sont pas appréhendées ici uniquement à travers des pratiques symboliques (comme la pratique de la langue du pays d’origine ou la religion des parents) ou par le biais de déclarations, mais à travers la description et l’analyse de pratiques matérielles mises en œuvre à l’occasion de ces séjours de vacances. Il apparaît alors que ces pratiques sont révélatrices de modes variés de relation aux « origines », entre pratiques mémorielles d’inscription dans une lignée familiale et/ou une histoire nationale, et entretien au présent de sociabilités familiales ou amicales à travers des pratiques de loisir partagées.La recherche s’appuie principalement sur une enquête qualitative menée à la fois en France (dans la région lyonnaise) et en Algérie (particulièrement dans la région de Sétif, première région d’émigration représentée à Lyon), réunissant des entretiens ethnographiques et des observations in situ des pratiques et des relations de vacances. Elle propose de combiner une ethnographie des pratiques présentes avec une perspective longitudinale sur l’évolution de ces pratiques, appréhendée du point de vue des individus et de leur famille, et du point de vue de l’Etat algérien. / For at least thirty years now, descendants of North African immigration in France have been at the centre of scientific and political debates. Defining degrees and rhythms of integration or identifying forms of discrimination, sociological analysis of the descendants of migrants has generally analysed life practices and social trajectories from the perspective of the country of birth and residence. This work proposes an alternative perspective by describing and analysing the material links that are maintained with the country of parental origin through an apparently minor phenomenon: holidays trips to the country of birth of their parents – in this case, Algeria.This thesis explores questions of affiliation and feelings of belonging that are raised in these trips, taking into account the various social backgrounds and trajectories (social class, sex, age and generation, family status) of the descendants who participated. Affiliations are not merely questioned through declarations or symbolical links to the country of origins (such as language or religion), but also through the description and analysis of material practices around holidays trips in Algeria. This analysis of practices reveals different ways of maintaining relations with the country of origin, between roots tourism, consisting of finding one’s place in family or national history, and leisure tourism, in which affiliations are based on current social relationships with family and/or friends.This research is based mainly on qualitative methods (interviews and observations) implemented both in France (around the city of Lyon) and Algeria (specifically in the area of Setif, the main region of origin for Algerian families in Lyon). The description and analysis of present-day practices is completed by a longitudinal perspective on the evolutions of these holidays practices. These evolutions are analysed both from the point of view of the descendants and their families, and the point of view of the source state of emigration, Algeria.

Véritable icône mondiale des loisirs, Las Vegas est souvent associée au strass et aux paillettes du Strip, grand boulevard le long duquel se concentrent les casinos et les attractions touristiques. La ville est généralement associée à une licence festive et aux extravagances architecturales, et pourtant près de deux millions d’habitants vivent et travaillent dans cette capitale économique du Nevada.Dans une démarche alliant géographie urbaine et géographie culturelle, cette thèse propose d’étudier l’urbanité et la citadinité végasiennes afin de déconstruire l’image monobloc de la Las Vegas touristique. L’étude identifie l’existence d’imaginaires touristiques qui façonnent les représentations de Las Vegas dans l’opinion commune américaine et qui sont un des facteurs explicatifs des jugements de valeur et des analyses partisanes qui dominent les écrits universitaires qui lui sont consacrés. Ce travail de décryptage des discours produits sur Las Vegas constitue la première étape d’un examen dépassionné de l’urbanité et de la citadinité végasiennes. La recherche met en évidence une tension fondamentale entre la banalité urbaine et l’exceptionnalité qui résulte de la pratique légale des jeux d’argent et de la spécialisation touristique. En s’appuyant sur une articulation entre des données quantitatives et des entretiens qualitatifs auprès des habitants, cette thèse identifie une citadinité de la déficience, caractérisée par la faiblesse des relations de voisinage et du sentiment de communauté. Cette vision synchronique est complétée par une vision diachronique qui interroge les processus de transformation de la citadinité. La notion d’appropriation est plus particulièrement mobilisée, à travers les dynamiques de patrimonialisation et de transformation urbaine du centre-ville, afin d’identifier les pistes utilisées localement pour (re)construire Las Vegas. / As a world-renowned and iconic entertainment center, Las Vegas conjures up images of glitz, glitter and the Strip, the long boulevard featuring all the large hotel-casinos and entertainment options. Las Vegas is usually considered to be a free-wheeling, anything-goes kind of place and an architectural extravaganza. And yet, almost two-million people live and work in the economic capital of Nevada.Combining the approaches of urban and cultural geographies, this dissertation aims to study the “urbanité” and “citadinité” of Las Vegas in order to deconstruct the uniform image of the touristy Las Vegas. This study identifies the existence of tourism imaginaries shaping the Las Vegas perceptions in the American public opinion and explaining the value judgments and partisan analyses that dominate the academic literature dealing with the city. The decoding of the discourses produced on Las Vegas forms the first step of a neutralized study of the Las Vegas’s “urbanité” and “citadinité”. The research reveals a fundamental tension between urban banality and the originality of the specialization in tourism around gaming. This dialectic represents the main interpretation key to understand Las Vegas’s “urbanité” and “citadinité”. Going back and forth between quantitative data and qualitative interviews, this dissertation identifies what is called a “citadinité of defiency”, defined by the weakness of neighborhood interactions and sense of community. This synchronic vision is complemented by a diachronic one that questions the “citadinité” transformation processes. The notion of appropriation is particularly brought to bear through the dynamics of heritage and the transformations of downtown Las Vegas, so as to highlight the means used locally to (re)construct Las Vegas.

Mitt arbete handlar om körsång och att stärka sitt jag genom att sjunga. Men det handlar inte om körsång generellt utan en speciell kör som jag arbetat med under många år, den samiska kören Vaajmoe –sjung för livet. Det här projektet har två ingångar, dels att kören finns för ungdomar med samma samiska tillhörighet och dels för att skapa ett sätt för dessa ungdomar att träffas och må bra genom att sjunga. Den andra ingången har att göra med körens syfte. Den startades för att det är så många samiska ungdomar som mår dåligt och för att det är många som tagit sitt liv. Vaajmoe vill lyfta denna tunga fråga och synliggöra de problem som finns, men göra det på ett glädjefyllt sätt. Jag vill med denna uppsats undersöka vilka psykosociala effekter som projektet Vaajmoe haft på såväl deltagare som publik och även politiskt. / My work is about choral singing and to reinforce his ego by singing. But it's not about choral singing in general but a special project that I worked with for many years, Sami choir Vaajmoe-sing for life. This project has two inputs, and the choir is for young people with the same Sami belonging and to create a way for these young people to come together and feel great by singing. The second input has to do with the choir's purpose. It was started because there are so many Sámi youth who feel bad and that there are many who have taken their lives. Vaajmoe want to lift this heavy question and visualize the problems that exist, but do it in a joyful way. I want this essay examine the psychosocial effects of the project Vaajmoe had on both participants and audience and also politically.

Comment concevoir l'« intégration » à l’ère de la mondialisation ? Dans quelle mesure le mot « intégration » demeure-t-il encore pertinent pour les migrants eux-mêmes à notre époque dite « mondialisée » et « transnationale » ? En soulignant les caractéristiques normatives, désormais performatives et interactives, du concept d’« intégration », cette thèse se propose de fournir une réponse partielle à partir d'expériences de politisation des nouveaux migrants chinois dans la région parisienne. Grâce à une ethnographie multi-située dans plusieurs communes chinoises et plusieurs quartiers parisiens, nous reconstituons le processus dynamique d’intégration via des actions politiques collectives. Arrivés avant tout avec des motivations économiques, les migrants en viennent à s'impliquer dans divers quartiers, ce qui les conduit à se mobiliser et se confronter aux règles tacites du système sociopolitique français. À travers leur apprentissage politique à plusieurs niveaux, ils créent une conscience de minorité désirant une reconnaissance politique en tant que membre de la société française. Un tel désir n’affaiblit pas pour autant leur sentiment d’appartenance à la communauté chinoise. Plus leur statut social est élevé, plus les migrants semblent capables de s'approprier leur origine chinoise comme une ressource en vivant des expériences à la fois « transnationales » et « translocales ». L’accès à la citoyenneté est donc inégal au sein d’une même communauté et ne peut être mesurée qu'en croisant les origines migratoires et le statut social. / How to grasp the notion of “integration” in an era of globalization? To what extent does the word “integration” remain relevant for migrants themselves in “globalized” and “transnational” times? By emphasizing the normative, thereby performative and interactive, characteristic of the concept of “integration”, my dissertation proposes a partial answer to these questions based on the experiences of political mobilization of Chinese migrants in Paris. Drawing on a multi-sited ethnography in several towns in China and neighborhoods in Paris, I reconstitute Chinese migrants’ dynamic processes of integration through collective actions. Arriving in Paris with primarily economic motivations, their involvement in different neighborhoods pushes them to engage in a political process of mobilization while confronting the tacit rules of the French political system. Through their political learning process, they create a minority consciousness with a desire for their political recognition as members of the French political community. However, such a desire does not weaken their feelings of belonging to the Chinese community. The higher their social status is, the more the migrants prove capable of capitalizing on their ethnic origin and use it as a resource to live a “transnational” as well as “translocal” experience. The access to political rights and citizenship is thus unequal within the Chinese community and cannot be measured without crossing ethnic origins and social class positions.

Cette recherche est le récit, à vocation conceptuelle, d’une rencontre – rencontre de la philosophie avec l’ethnopsychiatrie, pratique clinique destinée à la prise en charge psychothérapeutique des patients migrants. Elle s’est déroulée au centre Georges Devereux dont l’équipe a accueilli l’auteure pendant deux ans. Rencontrer l’autre n’est jamais indifférent, cela fait quelque chose :à celui ou celle qui rencontre, à sa pensée et à l’héritage qui est le sien. La question principale est donc celle-ci :qu’est-ce que cela fait – à la pensée philosophique et à celle qui ici la représente – de rencontrer l’ethnopsychiatrie et les mondes qu’elle convoque ?<p> <p> Cela implique une double exigence :décrire les transformations que subissent, dans la rencontre, des notions comme celles d’« identité », de « personne » ou de « relation », mais aussi de « collectif », de « croyance » et de « transmission », tout en montrant en quoi le récit de ces transformations n’équivaut pas à une enquête introspective et à sa restitution subjective. <p><p> La transformation principale réside dans le passage d’une pensée générale à un autre régime de pensée (qualifié de « générique » (I. Stengers, La Vierge et le neutrino, Paris, Les Empêcheurs de penser en rond / Le Seuil, 2006)) qu’il s’agit de caractériser dans la mesure où la pratique clinique, en particulier dans le contexte de multiplicité qu’imposent les passages entre les mondes, semble le supposer. Dans le cadre thérapeutique d’une contrainte à la transformation en effet, les paroles, actes et gestes doivent prendre une consistance propre afin d’être opérants. Cette consistance clinique et le plan de pensée qui l’accompagne sont ce dont ce travail propose de dessiner les principaux traits :immanence, nouveauté et caractère spéculatif.<p> <p>/ <p><p> This research gives the conceptual account of an encounter: the encounter of philosophy with ethnopsychiatry, a clinical practice which proposes psychotherapeutic treatments to migrant patients. This encounter took place at the centre Georges Devereux whose team accepted the author as an observer and participant during two years. Encountering the other is never indifferent. Something happens – to the one that encounters, to her thought and to her personal and philosophical heritage. The main question is also this: what effect does this encounter with ethnopsychiatry and the worlds it deals with have on philosophical thought and the researcher who represents it here?<p> <p> This question requires a double answer: describing the changes that notions like “identity”, “relation” or “person”, but also “community”, “culture”, “belief” and “transmission” undergo in the encounter and showing at the same time that such an account is not the equivalent of an introspective inquiry and its subjective report. <p><p> The main change consists in the transition from a general way of thinking to another called “generic” (I. Stengers, La Vierge et le neutrino, Paris, Les Empêcheurs de penser en rond / Le Seuil, 2006). The point is to characterize this generic way of thinking in so far as the clinical practice seems to require it – particularly dealing with the multiplicity that crossing between worlds imposes. Indeed, in a therapeutic context requiring change, the words, acts and gestures used have to take a specific consistency to be efficient. This work attempts to draw the mains traits of this clinical consistency and the level of thought that goes with: immanency, novelty and speculative character. <p> / Doctorat en Philosophie / info:eu-repo/semantics/nonPublished

How can political participatory processes online be understood in the dynamic, conflicted and highly mediated situations of contemporary society? What does democracy mean in a scenario where inequality and difference are the norms, and where people tend to abandon situations in which they and their interests are not recognized? How can we accommodate differences rather than consensus in a scenario where multiple networks of people are the starting point rather than a single community? In this thesis, these questions are explored through an iterative process in two studies that have used or resulted in three prototypes and one art exhibition. The first study is of communication practices in a global interest community, which resulted in two prototypes: Actory, a groupware that takes differences rather than equality as the starting point for a collaborative tool, and The Affect Machine, a social network where differences are used as a relational capital. The second study is of communication practices in a local commonality where the art exhibition Performing the Common created a public space and involved participants. This resulted in Njaru, a collaborative tool with integrated decision support and visualization of representativeness. In summary, these works depart from the notion of the importance of belonging for e-participation, where the individual can be seen as a participant in several performative states, more or less interconnected trans-local publics. Here the individuals’ participation in the local public sphere compete with their participation in other communities, and affect the conditions for local democracy. This thesis contributes to a deeper understanding of these processes, and discusses how differences in democratic participation can be managed with the help of ICT. / Hur kan politiskt deltagande på Internet förstås, i de dynamiska, konfliktfyllda och medierade situationerna i dagens samhälle? Vad innebär demokrati i ett scenario där ojämlikhet och skillnad är normen och där människor tenderar att överge situationer där de själva och deras intressen inte erkänns? Hur kan vi hantera skillnader snarare än konsensus i ett scenario där flera nätverk av människor är utgångspunkten i stället för en enda gemenskap? I denna avhandling har dessa frågor utforskas genom en iterativ process i två studier som har använt eller resulterat i tre prototyper och en konstutställning. Den första studien gäller kommunikationen i en global intressegemenskap vilket resulterade i två prototyper: Actory, som tar olikheter snarare än jämlikhet som utgångspunkt för ett samarbetsverktyg, och The Affect Machine, ett socialt nätverk där olikheter används som ett relationskapital. Den andra studien gäller kommunikationen i en lokal gemenskap där konstutställningen Föreställningar om det gemensamma skapat ett offentligt rum och engagerade deltagare. Resultatet resulterade bland annat i Njaru, ett samarbetsverktyg med integrerat beslutsstöd och visualisering av graden av representativitet i processen. Sammanfattningsvis utgår dessa arbeten från en idé om vikten av tillhörighet för e-deltagande, där individen kan ses som en deltagare i flera performativa stater, mer eller mindre sammankopplade translokala målgrupper. Här konkurrerar individernas deltagande i den lokala offentligheten med deras deltagande i andra samhällen, och påverkar förutsättningarna för lokal demokrati. Denna avhandling bidrar till en djupare förståelse av dessa processer, och diskuterar hur skillnaderna i demokratiskt deltagande kan hanteras med hjälp av IKT. / <p>At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: Submitted. Paper 8: Submitted.</p>