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O presente estudo tem por objetivo identificar, analisar e comparar as representações culturais de estudantes brasileiros em mobilidade estudantil sobre a França: antes e depois dos primeiros seis meses da experiência de intercâmbio no país estrangeiro. A pesquisa foi realizada com um grupo de estudantes da Escola Politécnica da Universidade de São Paulo (Poli-USP), selecionados para realizar o programa de Duplo Diploma em uma instituição de ensino superior na França e que fizeram o Curso de Francês para Iniciantes (CFI), módulo Mobilité France, oferecido pelo Centro Interdepartamental de Línguas da Faculdade de Filosofia, Letras e Ciências Humanas. O referencial teórico desta pesquisa baseia-se nos conceitos de representações sociais e culturais presentes em Moscovici (1990) e Jodelet (1990), também retomados por Seca (2003) e Castellotti & Moore (2002), que trazem a definição de estereótipo. Relações entre língua e cultura, e abordagem intercultural no contexto de ensino-aprendizagem de Francês Língua Estrangeira (FLE) são temas apresentados e discutidos com base em Abdallah-Pretceille (2005), Castellotti & Moore (2002), Windmüller (2011), Puren (2005), Cuq (2003), De Carlo (1998), Beacco (2000). A metodologia de pesquisa é qualitativa e consiste em uma coleta inicial de informações sobre o contexto e a demanda atual para a internacionalização, seguida pela coleta de dados por meio de pré-teste, entrevistas semiestruturadas e questionários com os alunos do grupo participante da pesquisa e, por fim, pela análise de conteúdo dos dados obtidos. Pretende-se, com isso: 1) identificar e comparar as representações culturais dos participantes; 2) discutir os impactos da experiência de intercâmbio na formação desses estudantes; 3) fornecer dados de reflexão para a preparação linguística e cultural de estudantes que almejam participar de um programa de mobilidade internacional universitária na França. / This study aims to identify, analyze and compare the cultural representations of Brazilian students in student mobility over France: before and after the first six months of the experience of exchange in the foreign country. The survey was conducted with a group of students from the Polytechnic School of the University of São Paulo (Poli-USP), selected to perform the Double Degree program at an institution of higher education in France and who have taken the French for Beginners Course (CFI), France Mobility module, offered by the Language Centre of the Faculty of Philosophy, Letters and Human Sciences. This research theoretical framework is based on the concepts of social and cultural representations, presented by Moscovici (1990) and Jodelet (1990), also taken up by Seca (2003) and Castellotti & Moore (2002), which brings up the notion of stereotype. Relations between language and culture, and intercultural approach in the teaching and learning context of French as Foreign Language (FLE) are themes presented and discussed based on Abdallah-Pretceille (2005), Castellotti & Moore (2002), Windmüller (2011), Puren (2005), Cuq (2003), De Carlo (1998), Beacco (2000). The research methodology is qualitative and consists of an initial collection of information about the context and the current demand for internationalization, followed by collecting data through pre-test, semi-structured interviews and questionnaires with the students of the participating group research, and finally the content analysis of the data. The aims are these: 1) identify and compare the cultural representations of the participants; 2) discuss the impact of the experience of exchange in these students education; 3) provide reflection data for linguistic and cultural preparation of students who aim to join a university international mobility program in France.

Made available in DSpace on 2016-04-26T20:24:22Z (GMT). No. of bitstreams: 1 Dissertacao Marcelo Camargo Magano.pdf: 533789 bytes, checksum: db2344b79ea9b83c4e754939195fc243 (MD5) Previous issue date: 2006-05-18 / The present work aims to delimit the essential aspects of double degree of jurisdiction, analyzing it since its creation, in Brazil, up to the current stage of development. Double degree of jurisdiction will be studied in light of constitutional principles. Furthermore, this study will investigate whether or not the possibility of its extinction causes losses to the right of the parties and to the lawsuit. In this context, the advantages and disadvantages of the maintenance of the principle of double degree of jurisdiction are discussed, as well as its relation to the devolutive effect of the appeals. The recognition that it is a constitutional principle does not mean granting an absolute character to it, as the infra-constitutional legislator is responsible for saying how it should effectively act. Ordinary legislators must balance some values (rule of law and procedural effectiveness) when choosing options to inform their legislative activity. From this derives the need to give greater effectiveness to the lawsuit, in opposition to the idea of the lawsuit as a mere technical instrument. Law no. 10352/2001 relatively mitigated the principle of the double degree of jurisdiction, by allowing, in article 515, paragraph 3, of the Code of Civil Procedure, that the court appreciates the grounds of the action, in cases of abatement of action (final judgment), provided that it is a question of law and of fact and there is no need to present evidence in the trial. These changes reveal that jurisdiction must be studied in the perspective of other elements, related to the duration of the lawsuit or by means of mechanisms that guarantee access to justice. Therefore, jurisdiction must be exercised in a more rationalized and effective way for the solution of the legal controversies between the parties. It is considered that timely jurisdiction is more effective than tardy jurisdiction / O presente trabalho tem por propósito demarcar os aspectos essenciais do duplo grau de jurisdição. O instituto é analisado desde sua criação no Brasil até o seu desenvolvimento atual na legislação. O duplo grau será estudado à luz dos princípios constitucionais, bem como a possibilidade de sua supressão causar ou não prejuízo ao direito das partes. Nesse contexto, também são discutidas as vantagens e desvantagens do princípio do duplo grau de jurisdição e sua relação com o efeito devolutivo dos recursos. O reconhecimento de que se trata de princípio constitucional implícito não significa conferir-lhe caráter absoluto, pois compete ao legislador infraconstitucional balizar o seu campo de atuação. A Lei 10.352/2001 imprimiu certa mitigação ao princípio do duplo grau de jurisdição ao inserir o parágrafo terceiro no art. 515 do CPC, permitindo que o tribunal aprecie o mérito nos casos de extinção do processo (sentença terminativa), desde que a causa esteja madura para o julgamento, isto é, inexista controvérsia ou haja provas suficientes para a solução da lide. Essas mudanças revelam a necessidade de a tutela jurisdicional ser estudada sob a perspectiva de outros elementos, sejam eles relacionados com a razoável duração do processo ou por meio de mecanismos que garantam o acesso à justiça. Portanto, a tutela jurisdicional deve ser exercida de forma mais racionalizada e efetiva para a solução das lides

O presente estudo tem por objetivo identificar, analisar e comparar as representações culturais de estudantes brasileiros em mobilidade estudantil sobre a França: antes e depois dos primeiros seis meses da experiência de intercâmbio no país estrangeiro. A pesquisa foi realizada com um grupo de estudantes da Escola Politécnica da Universidade de São Paulo (Poli-USP), selecionados para realizar o programa de Duplo Diploma em uma instituição de ensino superior na França e que fizeram o Curso de Francês para Iniciantes (CFI), módulo Mobilité France, oferecido pelo Centro Interdepartamental de Línguas da Faculdade de Filosofia, Letras e Ciências Humanas. O referencial teórico desta pesquisa baseia-se nos conceitos de representações sociais e culturais presentes em Moscovici (1990) e Jodelet (1990), também retomados por Seca (2003) e Castellotti & Moore (2002), que trazem a definição de estereótipo. Relações entre língua e cultura, e abordagem intercultural no contexto de ensino-aprendizagem de Francês Língua Estrangeira (FLE) são temas apresentados e discutidos com base em Abdallah-Pretceille (2005), Castellotti & Moore (2002), Windmüller (2011), Puren (2005), Cuq (2003), De Carlo (1998), Beacco (2000). A metodologia de pesquisa é qualitativa e consiste em uma coleta inicial de informações sobre o contexto e a demanda atual para a internacionalização, seguida pela coleta de dados por meio de pré-teste, entrevistas semiestruturadas e questionários com os alunos do grupo participante da pesquisa e, por fim, pela análise de conteúdo dos dados obtidos. Pretende-se, com isso: 1) identificar e comparar as representações culturais dos participantes; 2) discutir os impactos da experiência de intercâmbio na formação desses estudantes; 3) fornecer dados de reflexão para a preparação linguística e cultural de estudantes que almejam participar de um programa de mobilidade internacional universitária na França. / This study aims to identify, analyze and compare the cultural representations of Brazilian students in student mobility over France: before and after the first six months of the experience of exchange in the foreign country. The survey was conducted with a group of students from the Polytechnic School of the University of São Paulo (Poli-USP), selected to perform the Double Degree program at an institution of higher education in France and who have taken the French for Beginners Course (CFI), France Mobility module, offered by the Language Centre of the Faculty of Philosophy, Letters and Human Sciences. This research theoretical framework is based on the concepts of social and cultural representations, presented by Moscovici (1990) and Jodelet (1990), also taken up by Seca (2003) and Castellotti & Moore (2002), which brings up the notion of stereotype. Relations between language and culture, and intercultural approach in the teaching and learning context of French as Foreign Language (FLE) are themes presented and discussed based on Abdallah-Pretceille (2005), Castellotti & Moore (2002), Windmüller (2011), Puren (2005), Cuq (2003), De Carlo (1998), Beacco (2000). The research methodology is qualitative and consists of an initial collection of information about the context and the current demand for internationalization, followed by collecting data through pre-test, semi-structured interviews and questionnaires with the students of the participating group research, and finally the content analysis of the data. The aims are these: 1) identify and compare the cultural representations of the participants; 2) discuss the impact of the experience of exchange in these students education; 3) provide reflection data for linguistic and cultural preparation of students who aim to join a university international mobility program in France.

Bart6k's own expanded tonal ("supradiatonic") pronouncements reveal that his music, notwithstanding tonally camouflaging surface details, clearly had a tonal foundation which in many respects is a reaction to the emerging atonalism of Schonberg. Analysis of three piano works (1908 - 1916) reveal that Bart6k's tonal language embraced intuitively the expanded tonal idiom. The harmonic resources Bart6k employed to obscure tonicisation embrace double-degree constructions, quartal formations, chords of addition and omission and other irregular constructions. Diatonic tonal pillars are evident in pedal points, tonic triads and dominant to tonic root movement. Through an application of the Riemann function theory expanded by Hartmann's supposition of fully-chromaticised scales tonal syntax (especially secondphase Strauss cadences or closes) becomes apparent within an expanded tonal product. The analyses conclude that Bart6k's inimitable "sound-world" is a twentieth-century manifestation of traditional tonality's primary tenets. / Musicology / M.Mus.

Bart6k's own expanded tonal ("supradiatonic") pronouncements reveal that his music, notwithstanding tonally camouflaging surface details, clearly had a tonal foundation which in many respects is a reaction to the emerging atonalism of Schonberg. Analysis of three piano works (1908 - 1916) reveal that Bart6k's tonal language embraced intuitively the expanded tonal idiom. The harmonic resources Bart6k employed to obscure tonicisation embrace double-degree constructions, quartal formations, chords of addition and omission and other irregular constructions. Diatonic tonal pillars are evident in pedal points, tonic triads and dominant to tonic root movement. Through an application of the Riemann function theory expanded by Hartmann's supposition of fully-chromaticised scales tonal syntax (especially secondphase Strauss cadences or closes) becomes apparent within an expanded tonal product. The analyses conclude that Bart6k's inimitable "sound-world" is a twentieth-century manifestation of traditional tonality's primary tenets. / Musicology / M.Mus.