Made available in DSpace on 2016-04-04T18:27:26Z (GMT). No. of bitstreams: 1 Miriam Tachibana.pdf: 1018235 bytes, checksum: d260b46d844da4acfd0bb3d85ab02f84 (MD5) Previous issue date: 2006-12-04 / This study aimed at investigating psychoanalytically the mutative potential of a different feature which was called therapeutic meetings , destinated to women who had recently suffered spontaneous abortion. This practice consisted in three or four individual encounters, which were realized a few days after those women had lost their babies, in which the verbal communication was completed by using the Drawing-and-Story Procedure of Trinca, according to the paradigm present in the Squiggle Game of Winnicott, a combination that allowed a mutual interaction. After realizing each one of the therapeutic encounters, psychoanalytical narratives were written, and were presented to the group of researchers, so that it was possible to apprehend the clinical occur by identifying the psychological fields, what would permit the viewing of the movements of integration. It was possible to observe, through constratransferencial feelings, that the two participants of this study could integrate, through the therapeutic encounters realized, aspects that were related to their functions as daughters and women, associated to their difficulties in walking towards the motherhood. It was possible to apprehend the clinical efficacy of this different feature, what indicates its implementation in hospital institutions of the areas of ginecology and obstetrics. / O presente estudo objetivou investigar psicanaliticamente o potencial mutativo de um enquadre diferenciado, denominado encontros terap?uticos, destinado ao atendimento da mulher que sofreu aborto espont?neo recente. Tal pr?tica consistiu na realiza??o de encontros individuais, em s?ries constitu?das por tr?s a quatro sess?es, poucos dias ap?s a ocorr?ncia da perda, durante as quais a comunica??o verbal podia ser complementada pela utiliza??o do Procedimento de Desenhos Est?rias de Trinca, paradigmaticamente inspirada no Jogo do Rabisco, configurando uma intera??o marcada pela mutualidade. Ap?s a realiza??o de cada encontro terap?utico, foram redigidas narrativas psicanal?ticas, que foram compartilhadas no espa?o de interlocu??o do grupo de pesquisa, visando apreender o acontecer cl?nico, pela via da identifica??o dos campos psicol?gico- vivenciais, no contexto dos quais se tornam vis?veis eventuais movimentos de supera??o de dissocia??es. P?de-se observar, a partir dos sentimentos contratransferenciais, que as duas pacientes puderam, a partir do encontro inter-humano que lhes foi proporcionado, integrar aspectos relacionados aos modos de serem filhas e mulheres, associados ?s suas dificuldades em caminhar rumo ? maternidade. Foi poss?vel, dessa maneira, vislumbrar a efic?cia cl?nica deste enquadre diferenciado, o que indica sua implementa??o em institui??es ambulatoriais e hospitalares da ?rea da gineologia e obstetr?cia.

Made available in DSpace on 2017-07-21T14:42:36Z (GMT). No. of bitstreams: 1 MIRIAMNAMUR.pdf: 8144269 bytes, checksum: f187ab0249139bd188e3a3f06ab07150 (MD5) Previous issue date: 2007-09-10 / This master’s thesis is the result a research work that focuses on the cultural encounter between the Arab and the Brazilian world through the prism of literature. It highlights especially two poets that are known for having produced images of women as an indicator of such a cultural relationship. The investigation also includes other aspects of cultural syncretism. Its scenery is the Arab Diaspora in Brazil which has received literary influences by authors which have shown a strong affinity directly derives from Arab literature, but have also developed a specific literature of Mahjar, the emigration sphere. / A discussão que norteia a presente dissertação de mestrado aborda o encontro de culturas árabe e brasileira pelo viés da literatura. São dois os poetas focados para observação. A imagem da mulher por eles produzida é o indicador desse entrelaçamento de culturas. Além da imagem de mulher são apontados também outros aspectos do sincretismo cultural. O cenário é basicamente a colônia árabe no Brasil e as influências literárias recebidas pelos autores tanto do meio onde viveram como das afinidades literárias que tiveram com a literatura árabe e com a literatura do Mahjar (Imigração).

Na atuação feminista, em debates com militantes e gestoras de políticas com vivência acadêmica, percebi o desenvolvimento de um raciocínio que me incomodava: a transposição de certos modos de pensar as mulheres e o gênero construídos no campo do trabalho, cidadania e políticas públicas para a educação. Dessas ponderações, desdobraram-se duas grandes questões: 1) Como a categoria gênero vem sendo utilizada nas pesquisas em educação?, 2) Que categorias vêm sendo (re)criadas nesse encontro entre os estudos de gênero e os estudos em educação? Para tanto, propus-me a estudar as teses de doutorado a respeito das relações de gênero e educação produzidas no Brasil no período 1994-2004, tendo realizado o levantamento das teses na base Capes e nos sites dos acervos e bibliotecas das universidades cadastradas na Capes com doutorado em educação. Após operar com alguns recortes, decidi estudar apenas os trabalhos que se propunham a uma revisão ou recriação de categorias explicativas do campo da educação à luz do gênero, em um total de dez teses. Retomando uma longa trajetória de reflexão da Sociologia da Educação, busquei destacar dos estudos de gênero em educação a compreensão da realidade educacional brasileira como uma realidade social específica, em suas matizes e complexidades, e não como qualquer outra realidade social. Por outro lado, estando a educação no meio de campo híbrido, tenso, conflituoso entre o público e o privado, a família e o Estado, o olhar de gênero em suas diversas dimensões pode trazer grandes contribuições para a melhor compreensão da realidade educacional, como: a própria ruptura dessas polaridades; as possibilidades colocadas pelo gênero neutro, pelas formas híbridas; a não desqualificação nem negação do que seria associado ao doméstico, ao privado, ao feminino; a assunção das tensões e conflitos. Foi nesse sentido que me propus a estudar os usos de gênero nas teses escolhidas: investigar como essa categoria vem sendo construída nos estudos em educação, deslocando-me da pergunta sobre os porquês do gênero. Isso só foi possível pois, embora talvez sejam ainda pouco considerados no campo da educação, os estudos de gênero já se constituem em um campo teórico relativamente consolidado embora marginal, guetizado -, o que ficou evidente nas teses estudadas. Por fim, pude perceber a construção de confrontos teóricos fundamentais no campo da educação, como, por exemplo, a discussão de que são diferentes o trabalho docente primário e o trabalho doméstico, o agir coletivo e o sindicalismo, o trabalho docente e o trabalho profissional ou o trabalho proletário, que o trabalho de educadoras na rede clandestina de educação infantil é legítimo - exemplos de um trabalho intelectual apurado, acurado e ousado. / During feminist activism, on debates to activists or politicians related to the university, I noticed certain thought that I disagreeded to: moving certain ways of thinking about women and gender created on the fields of work, citizenship and public politics to education. Thinking about it, two questions were developed: 1) How the category gender has been used on educational researches?, 2) Which categories have been (re)created on this encounter between gender studies and educational studies? Then I decided to study PhD thesis about gender relations and education produced in Brazil from 1994 to 2004, for what I made a research at Capes basis and at the sites from universities. After some choices among the studies that I found, I decided to study those that revised or recreated categories from educational field by using gender propositions, which were ten studies. Considering a tradition from studies of Sociology of Education, I emphasized the comprehension that our educational reality is a specific social reality, on your shades and complexities. Beyond that, as education is situated on the conflicting and hybrid field between public and private, family and the State, gender, into your multiple dimensions, can bring great contributions to a better comprehension of educational reality, such as like: breaking these oppositions; possibilities from using neuter gender and hybrid forms; not to disqualify or deny what could be considered related to domestic, private and feminine; to assume tensions and conflicts. That´s why I decided to study gender uses on those researches I chose: investigate how that category has been created on educational studies, not thinking about the reasons of using gender. That was possible just because, despite gender studies are little considered on educational field, they are consolidated - though they are a marginal field of studies -, what became evident on the researches I studied. At the end, I could notice important theoretical confrontations in the educational filed, such as discussing that teachers´ work at elementary school is different of domestic work, collective actions are different of trade unions, teachers´ work is different either of professionals or to working class, that the work of women in the underground system of educating little children is legitimate examples of an accurate intellectual work.

''À la rencontre de l’œuvre de Frédéric Bruly Bouabré, mise en espace d’une écriture contemporaine’’ est le sujet de cette thèse qui nous a guidé dans nos différentes recherches. Artiste plasticien et ancien étudiant des écoles des beaux-arts d’Abidjan (Côte d’ivoire), et de Marseille (France), notre rencontre avec Frédéric Bruly Bouabré, l’autodidacte, l'artiste et l'inventeur d’une écriture dite purement africaine, a été l’occasion de questionner notre pratique artistique par l’analyse de sa démarche de création. A travers ces recherches, c’est un double hommage rendu à sa personne et à son œuvre. En effet c’est dans l’objectif de conserver les savoirs de son peuple les Bété, et de tout peuple qui ne dispose pas d’une écriture qu’il crée un syllabaire fait de pictogrammes. Partir des sons humains, de différents bruits, des contes et légendes en pays Bété, pour produire des signes graphiques, a été un procédé qui a motivé nos recherches. Il s’agit pour nous dans le questionnement de notre pratique d’une mise en abîme de nos peintures, par le passage de l’espace illusionniste du tableau à un espace tridimensionnel. Des bruits, des sons, et des syllabes qui sont immatériels, Frédéric Bruly Bouabré est arrivé à produire des signes graphiques d'un langage nouveau. Nous inspirant de cette démarche, nous déconstruisons l’œuvre picturale pour en extraire ses constituants qui sont mis en espace pour traduire cette volonté de faire cohabiter différentes techniques, la peinture, l’écriture, la sculpture, et l’installation. / ''At the meeting of the work of Frédéric Bruly Bouabré, putting in space of a contemporary writing '' is the subject of this thesis which guided us in our various researches. Visual artist and former student of the Schools of Beaux Arts of Abidjan (Côte d'Ivoire), and Marseille (France), our meeting with Frédéric Bruly Bouabré, the self-taught artist and inventor of a so-called purely African writing was the opportunity to question our artistic practice by analyzing its approach to creation. Through this research, it is a double homage to his person and his work. Indeed, it is in the objective of preserving the knowledge of his people the Bété, and of all people who do not have a writing he creates a syllabary made of pictograms. Starting from human sounds, different sounds, stories and legends in Bété countries, to produce graphic signs, was a process that motivated our research. It is for us in the questioning of our practice  making in an abyss our paintings, by the passage from the illusionist space of the painting to a three-dimensional space. Noises, sounds, and syllables that are immaterial, Frédéric Bruly Bouabré has come to produce graphic signs of a new language. Inspired by this approach, we deconstruct the pictorial work to extract its constituents which are put in space to translate this desire to make different techniques coexist.painting, writing, sculpture, and installation.

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Na atuação feminista, em debates com militantes e gestoras de políticas com vivência acadêmica, percebi o desenvolvimento de um raciocínio que me incomodava: a transposição de certos modos de pensar as mulheres e o gênero construídos no campo do trabalho, cidadania e políticas públicas para a educação. Dessas ponderações, desdobraram-se duas grandes questões: 1) Como a categoria gênero vem sendo utilizada nas pesquisas em educação?, 2) Que categorias vêm sendo (re)criadas nesse encontro entre os estudos de gênero e os estudos em educação? Para tanto, propus-me a estudar as teses de doutorado a respeito das relações de gênero e educação produzidas no Brasil no período 1994-2004, tendo realizado o levantamento das teses na base Capes e nos sites dos acervos e bibliotecas das universidades cadastradas na Capes com doutorado em educação. Após operar com alguns recortes, decidi estudar apenas os trabalhos que se propunham a uma revisão ou recriação de categorias explicativas do campo da educação à luz do gênero, em um total de dez teses. Retomando uma longa trajetória de reflexão da Sociologia da Educação, busquei destacar dos estudos de gênero em educação a compreensão da realidade educacional brasileira como uma realidade social específica, em suas matizes e complexidades, e não como qualquer outra realidade social. Por outro lado, estando a educação no meio de campo híbrido, tenso, conflituoso entre o público e o privado, a família e o Estado, o olhar de gênero em suas diversas dimensões pode trazer grandes contribuições para a melhor compreensão da realidade educacional, como: a própria ruptura dessas polaridades; as possibilidades colocadas pelo gênero neutro, pelas formas híbridas; a não desqualificação nem negação do que seria associado ao doméstico, ao privado, ao feminino; a assunção das tensões e conflitos. Foi nesse sentido que me propus a estudar os usos de gênero nas teses escolhidas: investigar como essa categoria vem sendo construída nos estudos em educação, deslocando-me da pergunta sobre os porquês do gênero. Isso só foi possível pois, embora talvez sejam ainda pouco considerados no campo da educação, os estudos de gênero já se constituem em um campo teórico relativamente consolidado embora marginal, guetizado -, o que ficou evidente nas teses estudadas. Por fim, pude perceber a construção de confrontos teóricos fundamentais no campo da educação, como, por exemplo, a discussão de que são diferentes o trabalho docente primário e o trabalho doméstico, o agir coletivo e o sindicalismo, o trabalho docente e o trabalho profissional ou o trabalho proletário, que o trabalho de educadoras na rede clandestina de educação infantil é legítimo - exemplos de um trabalho intelectual apurado, acurado e ousado. / During feminist activism, on debates to activists or politicians related to the university, I noticed certain thought that I disagreeded to: moving certain ways of thinking about women and gender created on the fields of work, citizenship and public politics to education. Thinking about it, two questions were developed: 1) How the category gender has been used on educational researches?, 2) Which categories have been (re)created on this encounter between gender studies and educational studies? Then I decided to study PhD thesis about gender relations and education produced in Brazil from 1994 to 2004, for what I made a research at Capes basis and at the sites from universities. After some choices among the studies that I found, I decided to study those that revised or recreated categories from educational field by using gender propositions, which were ten studies. Considering a tradition from studies of Sociology of Education, I emphasized the comprehension that our educational reality is a specific social reality, on your shades and complexities. Beyond that, as education is situated on the conflicting and hybrid field between public and private, family and the State, gender, into your multiple dimensions, can bring great contributions to a better comprehension of educational reality, such as like: breaking these oppositions; possibilities from using neuter gender and hybrid forms; not to disqualify or deny what could be considered related to domestic, private and feminine; to assume tensions and conflicts. That´s why I decided to study gender uses on those researches I chose: investigate how that category has been created on educational studies, not thinking about the reasons of using gender. That was possible just because, despite gender studies are little considered on educational field, they are consolidated - though they are a marginal field of studies -, what became evident on the researches I studied. At the end, I could notice important theoretical confrontations in the educational filed, such as discussing that teachers´ work at elementary school is different of domestic work, collective actions are different of trade unions, teachers´ work is different either of professionals or to working class, that the work of women in the underground system of educating little children is legitimate examples of an accurate intellectual work.

O presente trabalho tem por objeto o estudo dos conhecimentos obtidos de forma fortuita, através da realização legal de um meio de obtenção de prova autorizado judicialmente, que não se reportam ao crime cuja investigação legitimou a medida restritiva. A fim de viabilizar essa abordagem foi necessário rever alguns conceitos relacionados à noção de prova no processo penal, que se colocam como pontos de partida para o enfrentamento do assunto. Na sequência, os conhecimentos fortuitos são inseridos no tema da obtenção da prova criminal, ligada à proteção da intimidade e da privacidade, tendo como foco principal a interceptação das comunicações telefônicas e a busca domiciliar. Para tanto, toma-se em consideração o princípio da especialidade da prova, que justifica que a limitação a direitos fundamentais esteja restrita e vinculada à apuração do crime que ensejou tal intervenção, motivo pelo qual o direito ao sigilo das comunicações e o direito à inviolabilidade da intimidade e do domicílio são analisados sob a perspectiva do panorama constitucional e legal brasileiro. A questão passa necessariamente pela análise do tema no Direito Comparado e pelo levantamento das diversas manifestações encontradas na doutrina e na jurisprudência nacional sobre a problemática, sobretudo em razão do silêncio legislativo quanto à solução jurídica da questão no ordenamento pátrio. Assim, após afastar as teses que defendem a negação absoluta dos conhecimentos fortuitos ou sua valoração sem restrições, conclui pela necessidade de se delimitar as fronteiras entre os conhecimentos imputados à própria investigação e aqueles que, inversamente, se levam em conta de conhecimentos fortuitos, socorrendo-se para tanto de um critério objetivo que concretize essa distinção. Isto porque, dela dependerá o tratamento a ser conferido aos conhecimentos obtidos em investigação de crime diverso, no que se refere à sua admissibilidade no processo e sua valoração pelo julgador como elemento de prova, apto à demonstração do delito casualmente descoberto, ou sua eventual utilização como mera notícia de crime formadora de indício. Por fim, são enfrentadas questões específicas suscitadas durante o desenvolvimento do estudo, e que colocam à prova o critério adotado. / The present paper has as its aim the study of knowledge obtained from fortuitous way through a legal means of obtaining evidence legally authorized, that does not relate to the crime which investigation legitimized the restraint measure. In order to make this approach it was necessary to review some concepts related to the notion of evidence in criminal proceedings, which arise as starting points for the confrontation of the subject. In the continuation, the fortuitous knowledge is inserted into the topic of obtaining criminal evidence, linked to the protection of privacy and intimacy, having as its main focus the interception of telephone communications and home search. To do so, it is taken into account the principle of specialty of evidence, which justifies that limiting the fundamental rights is restricted and tied to the investigation of the crime that resulted in such an intervention, which is why the right to confidentiality of communications and the right to inviolability of domicile and intimacy are analyzed from the perspective of constitutional and legal Brazilian panorama. The question goes necessarily through by examining the topic in Comparative Law and the survey of various manifestations found in doctrine and national case law on the issue, especially in view of the legislative silence as to the legal solution of the matter in land use. So, after removing the arguments defending the absolute denial of the fortuitous knowledge or its valuation without restrictions, it is concluded by the need to delimit the boundaries between imputed knowledge to the research itself and those that, conversely, are taken into account of fortuitous knowledge, helping to as much of an objective criterion that achieves this distinction. This is because from it will depend the treatment to be given to information obtained in the investigation of crime, as regards its admissibility in the process and its valuation by the Court as evidence to the demonstration of the offense or its possible use discovered fortuitously as mere forming crime news clue. Finally, specific issues are faced raised during the development of the study, and that put to the test the adopted criterion.

Diese Dissertation handelt von Grenz- und Fremdheitskonstruktionen in iranischen Reiseberichten (sowohl Europa- als auch Russlandreiseberichte) des 19. Jahrhunderts. Durch die Untersuchung der zentralen sozialen und kulturellen Strukturen und Prozesse der Grenz- und Fremdheitserzeugung ist in dieser Studie, die iranische Gesellschaft, in den Besonderheiten ihrer eigenen Geschichte, durch ihre äußeren Begegnungen und Interdependenzen geforscht worden. Anhand der theoretischen Fokussierung auf zwei Konzepte, nämlich Fremdheit und kulturelle und soziale Grenze, wurde die Entwicklung der iranischen Gesellschaft in Anbetracht ihrer Beziehung zu den europäischen Ländern im Laufe des 19. Jahrhunderts rekonstruiert. Zwar ist die Arbeit primär eine soziologische Studie, konnte aber den historischen Kontext der Ereignisse und die literarische Beschaffenheit der Reisetexte nicht unbeachtet lassen. / This work is a comprehensive sociological study on travelogues, specifically with focus on the Iran’s 19th century history (Qajar Dynasty). It presents an analysis that sociologically and systematically registers the staging of cultural boundaries and the socio-historical construction of foreignness in the Iranian society, on the basis of selected Persian travel literature. This study has tried to show that cultural and social boundaries are relational and historical constructs which, in case of Iran, are dramatically affected by the encounters of Iranians (statesmen, students, tourists, etc.) with western countries (Western Europe and Russia).

Cette recherche a pour objet l’étude de la question de la rencontre dans l’œuvre italienne de Matteo Ricci, à partir d’une lecture biographique des Lettere et du Della entrata della Compagnia di Giesù e Christianità nella Cina. Le propos entend ajouter à la figure de l’écrivain sino-chrétien, celle d’un Matteo Ricci auteur d’une œuvre italienne digne intérêt, tant d’un point de vue civilisationnel que littéraire. Notre démarche s’appuie sur une lecture de ses écrits comme anatomie de sa rencontre avec le Céleste Empire et comme biographie d’un voyage littéraire, ce corpus étant appréhendé comme phénoménologie littéraire de la rencontre. Une réflexion autour du concept d’altérité permet d’analyser les textes ricciens en tant que biographie d’un regard particulier sur la Chine et les Chinois, une vision qui promeut, à partir d’une interprétation humaniste et chrétienne, la rencontre sensible avec l’Autre lointain, portée par le désir. Nous avons voulu mettre en évidence la façon dont Matteo Ricci, au fil de son œuvre missionnaire et littéraire, élabore une nouvelle herméneutique du monde chinois, en rupture avec l’imagologie issue de l’Europe médiévale. Le dernier volet de notre analyse entend l’écriture de Ricci comme la biographie d’une parole et comme la proposition d’une mystique et d’une esthétique de la rencontre. Fidèle à la tradition chrétienne, il redéfinit néanmoins les rapports entre l’Occident et l’altérité païenne par la promotion d’un nouveau langage : l’inculturation. D’un point de vue littéraire, son écriture propose une démarche stylistique singulière qui mêle esthétique du divers, historiographie en tension vers l’épique et apologétique chrétienne. / This thesis aims at studying the question of the encounter in Matteo Ricci’s Italian work, starting from a biographical reading of Lettere and of Della entrata della Compagnia di Giesù e Christianità nella Cina.This study supplements the figure of the Sino-Christian writer with that of Matteo Ricci as the author of an Italian work that is worthy of interest both from the point of view of civilisation and of literature. My approach relies on a reading of his writings as an anatomy of his encounter with the Celestial Empire and as a biography of a literary travel, the set of texts being apprehended as a literary phenomenology of the encounter.Reflecting on the concept of alterity allows one to analyse Ricci’s texts as the biography of a particular look on China and Chinese people — a vision which, from a Humanist and Christian interpretation, promotes the tangible encounter with a distant Other, born by desire. Throughout his missionary and literary work, Matteo Ricci constructs a new hermeneutics of the Chinese world that breaks away from the imagology produced by medieval Europe.The final section of the analysis envisages Ricci’s writing as the biography of a discourse, as putting forward a religious interpretation and an aesthetics of the encounter. Being faithful to the Christian tradition, he however redefines the relationships between the Western world and pagan otherness by promoting a new language — inculturation. From a literary point of view, his writing proposes a singular stylistic approach, one that mingles aesthetic diversity and historiography which gestures towards the epic and Christian apologetics.

廣義而言，「殖民旅行」是指殖民者在從事各類殖民活動時，往返於殖民地與本國之間的旅程。殖民旅行（及各種旅行）最明顯的特徵為「自我」與「他者」的相遇。因此，佛斯特的《印度之旅》處理自我／他者和殖民者／殖民奴的遭遇，充分展現殖民旅行的特色。本論文嘗試援引德勒茲和伽塔利於（千高臺：資本主義與精神分裂》中所提出的旅行理論以解讀這本小說。其中的幾項概念，如靜止與游牧、條紋空間與平滑空間、固著路徑與可彎路徑、再現與遭遇，為本論文的主要論述基礎。同時，以勒維納斯的倫理學中自我對他者的無限尊重及責任為輔，本論文歸納出兩類旅行模式：靜止式及游牧式。 《印度之旅》中，殖民地官員、費爾亭與何德蕾是靜止旅行者。他／她們皆以「再現機器」強化自我／他者和殖民者／殖民奴間的疆界。她／他們遵循條紋空間／殖民地之固著路徑，明顯欠缺對他者／印度人民的責任感。職是，她／他們不可能停止挪用及消除他者，並真正與他者相遇。相反地，摩爾太太是小說中唯一的游牧旅行者。她沿著可彎路徑漫遊平滑空間，培養對他者／印度人民無窮的責任心。她不但僭越自我／他者的藩籬而進化為他者，更於殖民旅途中與無盡他者相遇。 本論文的貢獻在於試圖探究佛氏《印度之旅》中游牧旅行的深義及其存在的可能性，與靜止旅行對旅行者的危害。 / Broadly put, clonial travel refers to the geographical movement between the colonizer's arrival at the colony and return to Empire as they are engaged in various activities with respect to colonialism. In colonial travel(and all travels), one of the most remarkable features is the self's encounter with the other. In this light, E.M. Forster's A Passage to India(1924) manifests the conspicuous traits of colonial travel for it manages to deal with the self/the other, the colonizer/the colonized confrontations. This thesis takes a stab at applying Gilles Deleuze and Felix Guattari's theory relating to travel in their collaborative work, A Thousand Plateaus: Capitalism and Schizophrenia(1987), to read the novel. Such concepts as the sedentary and the nomadic, striated space and smooth space, rigid lines and supple lines, representation and encounter delineated in their book are the paramount focus of critical attention. Moreover, Emmanuel Levinas'ethics championing the self's undiminished respect and responsibility for the other is employed to proffer a model for colonial travel. As a result, this thesis propounds that due to their distinct responses to the other, two different sorts of travel, the sedentary and the nomadic, consist in the colonial travel of the novel. In A Passage to India, the Anglo-Indian administrators, Cyril Fielding and Adela Quested are sedentary travelers who strengthen the self/the other, the colonizer/the colonized boundaries in thier dependence on the representational apparatus. They travel along rigid lines in striated space/the colony and lack a responibility for the other/Indians. They are thereby prohibited from a genuine self/the other encounter without appropriation and sublation. Conversely, Mrs. Moore in the novel proves to be the sole nomadic traveler who journeys across smooth space replete with supple lines and fosters an unlimited obligation for the other/Indians. She traverses the self/the other barriers to “become-other”and further encounters the infinite other in her colonial peregrinations. The contribution of this thesis is to explore the profundity and possibility of nomadic travel in all travels and the damaging results of sedentary travel in A Passage to India.