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Cette recherche, inscrite dans le cadre du « vivre ensemble », consiste à identifier une relation entre construction de savoirs et reconnaissance mutuelle des acteurs en situation d’apprentissage. Identifier cette relation nécessite de problématiser la place du sujet scolaire éducable au « vivre ensemble » et la didactique adaptée à cette éducabilité. Déterminée par un contexte d’apprentissage de plus en plus rationalisé, la place du sujet scolaire ne lui permet plus qu’un accès au savoir ayant perdu tout sens en dehors d’une efficience indispensable aux logiques économiques et technicistes. Une autre place peut-elle permettre un autre rapport au savoir, celle d’un sujet riche de sa complexité psychologique, sociale et émotionnelle ? Ces dimensions n’impliqueraient plutôt pas un apprentissage interactif autorisant des expériences émotionnelles susceptibles d’assurer les conditions d’une reconnaissance mutuelle dans l’apprendre ? La recherche de terrain porte sur une situation interactive de lecture compréhension d’albums par un groupe identique de six enfants sur les trois ans du cycle 2. L’entretien, mené par les professeurs respectifs, se réalise selon le guide d’entretien d’un questionnement. Ce dernier a pour but de favoriser l’interprétation par le canal d’expériences émotionnelles singulières et d’aider à transformer les informations narratives en significations morales ou idéologiques comme outil de l’action de l’élève. Les outils d’analyses portent sur l’identification de l’interface des expériences émotionnelles traduites par le verbal et le non verbal des co-énonciations et leur rôle dans la reconnaissance identification et la reconnaissance mutuelle des acteurs. / The aim of this research, as part of the framework "Living Together", is to identify a relationship between the construction of knowledge and the mutual recognition of actors in a learning situation. To identify this relationship implies questioning not only the situation of the trainable school subject as to the framework "Living Together" but also the suitable didactics for this trainability. Due to an increasing rationalized learning context, the current situation only allows the school subject to acquire a knowledge which has lost all meaning beyond an efficiency dictated by economic and technical logics. Can there be a different approach to knowledge construction - that of a pupil complex and rich in psychological, social and emotional aspects? Should these dimensions not rather imply an interactive construction of knowledge, allowing for emotional experiences to ensure the conditions for mutual recognition in the learning process? The conducted field research has been based on interactive sessions of story reading to the same group of six children during three years of cycle #2. The interviews, conducted by the respective teachers, have been conducted according to the established guidelines for questioning. The purpose of the latter is to facilitate the interpretation through singular emotional experiences and to help transform narrative information into moral or ideological meanings, which can then be used as a tool by the school subject. The analytical tools focus on the identification of emotional experiences interface, through verbal and non-verbal exchanges, and their role in identity construction as well as mutual recognition of the stake holders.

[pt] Este trabalho desenvolve uma visão sobre a construção de identidades no contexto de práticas discursivas vivenciadas na formação de oficiais combatentes do Exército Brasileiro. Tais práticas evidenciam a representação dos sistemas simbólicos que dão forma a esta ecologia e às identidades suscitadas em seus participantes. As principais fontes de análise utilizadas foram textos interpretados como a materialização de um discurso de ordem social superior - o discurso pedagógico, produzidos durante exercícios de adestramento de tropas combatentes para o cumprimento de sua missão constitucional. Considerando-se que a língua carrega o potencial de produzir as ordens de significado que o dispositivo pedagógico está tentando controlar e distribuir, uma análise da organização funcional das práticas pedagógico-discursivas selecionadas, baseada no ferramental da Gramática Sistêmico-Funcional de Halliday (1985), principalmente no que tange à metafunção ideacional da linguagem e à transitividade, evidenciou que as escolhas lexicogramaticais, semânticas, fonológicas e entoacionais instanciadas constituem-se de sistemas semióticos não arbitrários de construção e representação do mundo. Essas escolhas funcionam produzindo significados particulares no âmbito da formação militar combatente, ideologicamente compartilhados e apropriados pela comunidade de prática estudada, facilitando processos de formação e representações sociais. As análises trouxeram à tona a crença de que o imaginário, o simbólico e o mítico marcham na mesma cadência que a racionalidade pretendida pelo discurso pedagógico enquanto veiculador de uma verdade e fator de construção de identidades no cotidiano das práticas discursivas que emergem nesta academia militar. / [en] This dissertation focuses on discourse, understood as an ideological practice of meaning and as a practice evocative of social identities at an institution of undergraduate military education. A particular view is developed on the identity construction process in the context of discursive practice enunciations taking place along the education of combatant officers of the Brazilian Army. Such practices reflect the representation of the symbolic systems which contribute to the shaping of this ecology and of the identities evoked from its members. The main source for analysis comprises texts interpreted as the materialization of a superior social order discourse - pedagogic discourse, produced during military maneuvers aiming at skilling combatant troops to accomplish their constitutional mission. Considering that language carries the potential of producing the orders of meaning which pedagogic discourse tries to control and distribute, the functional organization of the pedagogic-discursive practices was analyzed. Based on Halliday´s (1985) Systemic-Functional Grammar, with special focus on the ideational metafunction and transitivity, these analyses support that choices of lexicogramatical, semantic, phonological and intonation patterns build nonarbitrary semiotic systems of construction and representation of the world. These choices function producing particular meanings in the military combatant educational scope, besides being ideologically shared and appropriated by the studied community of practice, enabling social formation and representation processes. The analysis has risen the belief that the imaginary, the symbolic and the mythical march in the same cadence as that intended by the pedagogic discourse, medium which materializes the truth and factor of identity construction during the daily discursive practices that flourish at this military academy.

Made available in DSpace on 2016-04-26T18:11:15Z (GMT). No. of bitstreams: 1 Josenilde Silva Souza.pdf: 6248944 bytes, checksum: fa63aabbb890022265048d0cdbb95c6d (MD5) Previous issue date: 2011-10-20 / This work analyzes to what extent the choice of a certain city space for the performance of fashion shows is decisive to establish a new plastic and semantic configuration. In the transition of the conventional space formed by an indoor room to an outdoor and unconventional space for example, a viaduct, a street or a garden we investigate the fashion show s ways of organizations in different spaces and in what ways they modify their structuring and at the same time they redefine the city. In these modalities organizations the parameters of public and private spaces significantly intervene as much as the engagements of these poles with the basic category open vs. closed space. The narrative semiotics of Algirdas Julien Greimas and the postulations of Eric Landowski are the theoretical and methodological frameworks used to handle the problem of how the presence modes of the fashion show in the urban space act in the production of visuality, visibility and identity, as well as on the performances communicative and interactive processes. A set of fashion shows was analyzed from the hypothesis: 1) the fashion shows compose syncretic processes that articulate heterogeneous languages distinctly in order to generate communicational developments promoted by the aesthetic arrangement of the expression plan by accomplishing the semantic investments of the content; 2) the discursive constructions build new visuality, visibility and identity modes of the fashion creators and their brands; 3) the city places unfolds produce sensible and intelligible apprehensions in the public inserted in the discourse and 4) these enunciative choices define the identity of the fashion creator and the brand, as much as its user and the city. Photographic records of the researcher outlined the imagetic corpus of four fashion shows observed in the period between 2005 and 2010: Maria Garcia (SPFW Winter/2010), Cavalera (SPFW Summer/2010), Fashion Mob (Casa dos Criadores/2010) and Karla Girotto (Fashion Rio, Summer/2005). The object of this research results from the researcher s direct observation of the performances, highlighting the criteria for analysis - the experience of aesthetic and aesthesic order that the types of interaction produced in the spaces build among brand, fashion creator and public. The analytical conclusion allowed the elaboration of four description categories and the analysis of this construction that make the fashion show, the creator and the brand exist, which will be able to be reoperated in other communicational processes / Este trabalho analisa em que medida a escolha de um dado espaço da cidade para a realização dos desfiles de moda é determinante para instaurar uma nova configuração plástica e semântica. Na mudança do desfile de espaço convencional, constituído por uma sala fechada, para um espaço aberto e não convencional por exemplo, um viaduto, uma rua ou um jardim , investigamos os modos de organização dos desfiles em distintos espaços, e de que maneira estes modificam a sua estruturação, ao mesmo tempo em que redefinem a cidade. Nessas modalidades de organização, intervêm significativamente os parâmetros de espaço público e privado, assim como combinatórias desses pólos com a categoria de base espaço fechado vs. espaço aberto. A semiótica narrativa de Algirdas Julien Greimas e as conceituações de Eric Landowski são o arcabouço teórico e metodológico para dar conta do problema de como os modos de presença do desfile no espaço urbano agem na produção da visualidade, da visibilidade e da identidade, bem como nos processos comunicativos e interativos das performances. Um conjunto de desfiles foi analisado a partir das seguintes hipóteses: 1) os desfiles constituem processos sincréticos que articulam distintamente linguagens heterogêneas, a fim de gerar desdobramentos comunicacionais promovidos pelo arranjo estético do plano da expressão ao concretizar os investimentos semânticos do conteúdo; 2) as construções discursivas edificam modos de visualidade, de visibilidade e de identidade dos criadores de moda e das marcas; 3) os desdobramentos dos lugares da cidade produzem apreensões sensíveis e inteligíveis no público inserido no discurso e 4) essas escolhas enunciativas são definidoras da identidade do criador de moda e da marca, assim como do usuário e da cidade. Registros fotográficos da pesquisadora delinearam o corpus imagético de quatro desfiles de moda, observados no período compreendido entre 2005 e 2010: Maria Garcia (SPFW, inverno/2010), Cavalera (SPFW, verão/2010), Fashion Mob (Casa dos Criadores/2010) e Karla Girotto (Fashion Rio, verão/2005). O objeto deste trabalho resulta da observação direta da pesquisadora das apresentações, destacando, entre os critérios de análise, a experiência de ordem estética e estésica que os tipos de interação produzidos nos espaços montam entre marca, criador de moda e público. Como conclusão analítica, chegou-se à elaboração de quatro categorias de descrição e análise dessa construção que faz ser o desfile, o criador de moda e a marca, as quais poderão ser reoperadas em outros processos comunicacionais

Le nombre de familles monoparentales dirigées par des pères isolés atteint un niveau record non seulement en France mais aussi dans la majorité des pays occidentaux. Dans le cadre de la présente recherche doctorale, nous nous intéressons à la consommation familiale assurée par des pères en situation de cumul de rôles, celui du père et de la mère. Nous nous interrogeons sur la façon dont les pères isolés assurent et éprouvent l’achat familial et la sphère domestique traditionnellement perçue comme féminine. Nous identifions trois types de pères isolés selon leurs stratégies d’assurer et/ou de déléguer le rôle de la mère. Notre recherche montre que l’achat familial, les tâches domestiques ainsi que le soin des enfants constituent des éléments constructifs de l’identité paternelle de ces pères. Le shopping et la consommation familiale contribuent à la (re)construction du rôle du père. En outre, notre recherche montre que la consommation contribue à la construction d’une nouvelle famille à travers notamment la création de nouvelles relations entre les pères isolés et leurs enfants. / Nowadays, a record number of households are runned by single fathers not only in France but also in most of western societies. Our research aims to explore how single fathers experience the domestic sphere, a traditionally feminized field, while accomplishing their role of fathers. These fathers are living a situation of cumulating roles: the role of the father and the role of the mother. We identify three main categories of single fathers depending on their strategies to copy and/or delegate the role of the mother. Household duties such as shopping, cooking and housekeeping in addition to the nurturing role are experienced by many of the respondents as constructing elements of their fatherhood. Moreover, we identify the role of the marketplace and consumption in building a new family, particularly by creating new relationships between single fathers and their children.

Cette recherche s’intéresse à la Formation Professionnelle Continue des adultes. Elle questionne la portée de la dynamique qui se crée pendant qu’ils apprennent et se perfectionnent à l’occasion de stages de courte durée. Notre recherche a été réalisée auprès de 24 professionnels du secteur sanitaire et médico-social qui ont suivi au moins un stage entre les années 2008 et 2011. Nous les avons rencontrés dans le cadre d’un entretien semi-directif dont le guide a été élaboré à partir d’un modèle permettant de considérer l’attitude et le comportement en référence au Soi (Hamel et al., 1999). A partir d’un cadre épistémologique socioconstructiviste, l’analyse a contribué à relever non seulement, nombre d’idées forces corroborant la nécessité des stages comme espaces d’acquisition de compétences, mais aussi certaines indiquant des « transformations silencieuses » (Jullien, 2009) intervenant sur la « croissance de la vie adulte » (Bédard, 1987). Nous avons tenté de modéliser en quoi la FPC participe potentiellement de la construction identitaire du sujet. / This research focuses in training adults. We question the impact of the dynamics developed while they learn together. Our research was conducted with 24 people who followed at least one internship between 2008s and 2011. We met the participants within the framework of a semi-directive interview. This technique was developed from a model which consider attitude and behavior in respect to the Self (Hamel, et al., 1999). The analysis made in a socioconstructivist epistemological frame, has contributed to underline a number of ideas which supports the necessity of the internships as a space for the acquisition of skills, and other ideas which indicate that " silent transformations " (Jullien, 2009) can occur on the " growth of adult life " (Bédard, 1987) also thanks to the internships. The diverse elements of our research allowed us to show that the training potentially contributes to the construction of identity of the subject.

Made available in DSpace on 2016-04-28T18:22:13Z (GMT). No. of bitstreams: 1 Sandra Helena Goncalves Nogueira.pdf: 2563411 bytes, checksum: 48a4db08444370d884e9047759981273 (MD5) Previous issue date: 2010-10-15 / Secretaria da Educação do Estado de São Paulo / This thesis focuses on the study of reading comprehension of literary texts by means of the practice of group think-aloud (Zanotto, 1998), thus allowing for the creation of room for critical reading to take place by students of the 8th grade Elementary School in Sao Paulo. Since literary texts often present metaphors, and considering that a number of Brazilian public schools do not train students on such reading abilities (Kleiman, 1998), I sought deeper theoretical background on the new view of conceptual metaphor (Lakoff & Turner,1989) with the aim of contributing to the development of reading comprehension of literary texts. The research carried out followed the critical action research methodology (Kincheloe, 1997), within the qualitative research paradigm, interpretative in nature (Bortoni-Ricardo, 2008). The investigation focused on my own actions as a mediator of the students voices whilst these were thinking aloud in groups on the subjects of the literary texts being interpreted in the classroom. The instruments used to collect data were the technique of group think aloud as well as reflective diaries. Data analysis investigated the paths taken by the students of this Elementary School class, considering the importance of metaphors as revealing instances of the human aptitude for making sense (Steen, 1994), and taking into account that the reader, within their cultural context, has the subjective freedom to understand the metaphoric effect. The school universe, stage of great cultural diversity, is the appropriate environment for the development of the social, cultural and identity nature of the students. Results show the mechanisms employed by the readers to understand and interpret the texts that develop the students critical reading. Results also show that the group think-aloud fostered spaces for the argumentation of ideas, besides stimulating the reflection of aspects of identity, and facilitating the understanding of the metaphors found in the literary texts / Este trabalho está centrado no estudo da leitura e da interpretação de textos literários por meio da prática do pensar alto em grupo (Zanotto, 1998), propiciando, assim, espaços de leitura crítica feita por alunos da 8ª série do Ensino Fundamental. Como os textos literários apresentam muitas metáforas e boa parte das escolas públicas brasileiras não capacita seus alunos para as habilidades de leitura (Kleiman, 1998), busquei um maior aprofundamento da nova visão da metáfora conceptual (Lakoff & Turner,1989) com o objetivo de contribuir para o desenvolvimento da leitura e compreensão de textos literários. Desenvolvi a pesquisa-ação crítica (Kincheloe, 1997) com metodologia qualitativa, de natureza interpretativista (Bortoni-Ricardo, 2008), focalizando minha ação como mediadora das vozes do alunos pensando alto, em grupo, sobre a interpretação de textos literários em sala de aula. Os instrumentos utilizados para a coleta de dados foram a técnica do pensar alto em grupo e o diário reflexivo. A análise de dados investigou o caminho percorrido pelos alunos do Ensino Fundamental, considerando a importância da metáfora como uma instância reveladora da capacidade humana de fazer sentido (Steen, 1994), levando em conta que o leitor inserido em um contexto cultural possui liberdade subjetiva para compreender o efeito metafórico. O universo escolar, palco de grande diversidade cultural, é o ambiente propício para o desenvolvimento da natureza social, cultural e identitária dos alunos. Os resultados mostram os mecanismos usados pelos leitores para a compreensão e interpretação dos textos que colaboraram no desenvolvimento da leitura crítica dos alunos no qual o pensar alto em grupo propiciou espaços para a argumentação de ideias, estimulou a reflexão de aspectos identitários e facilitou a compreensão das metáforas contidas nos textos literários

台灣自1980年代以來，興起了一波波的社會運動風潮，在這樣的歷史脈絡下，族群運動成為其中的一環。客籍菁英有感於自身語言文化所處的不利地位，乃透過社會運動的方式，提出訴求。二十多個年頭過去了，這些運動所造成的後果，可見的部分是官方族群政策的擬定與執行，不可見的部分則在於對於客家族群認同的文化要求。這類的文化期待隱含著血緣與認同的合一性，並且對於「怎麼做才合乎客家族群身份」，也有著本質化的想像。首當其衝的便是面對這些要求的客家年輕人。 　　然而，本文並不預設客家年輕人「天生」就應該有客家認同，或者應該要對客家「建立」認同感，而是以一種社會建構的觀點，試圖去理解已經觀察到的經驗現象：社會中對於客家的文化想像，是如何被建構起來的？而時常被這些客家文化框架要求的後生客家人，作為被框架要求的主體，他們如何去理解自身的客家經驗？透過本研究，我們發現後客運世代的客家人正處於某種歷史現實之中。他們的客家身份或輕或重地對他們的生活產生不等的影響，而他們的客家文化認同，也沿著世代、地域的軸線而產生分歧，然而，他們現階段所面對的客家文化期待，除了是一種同質化的文化要求，同時也是一種強調傳統卻又包含突兀創新的客家建構。這些要求所形成的文化框架，脫離了日常生活的層次，也窄化了人們對於客家的想像。因此，本文認為，唯有對客家抱持著開放性的文化想像，將差異納入思考，對於後生客家人也才能有更為務實的理解。 / There have been a lot of discussions about the ways how “the Hakka” or “Hakkaness” could be or should be understood and performed ever since the Taiwan Hakka Cultural Movement occurred in the late-1980s. It is implied that, with certain cultural imaginations, the Hakka would develop a new form of ethnic identity. Consequently, members of the Hakka people, especially those of the younger generation, have often been required to live a life that meets these imaginations and expectations. 　　This thesis aims to examine the historical-cultural process whereby the identity of “Hakkaness” has been culturally and socially constructed and to explore how the younger Hakka members born after the Hakka Cultural Movement have been interacting with these constructions. A contrast between the lifestyle expected or suggested in accordance with “Hakkaness” on the one hand and the life world experienced by the post-movement generation on the other is highlighted. Regional and generational differences of the “imagined” Hakka communities are discussed as well.

<p>Abstract</p><p>During the last decade many female writers of British decent have focused on identity construction and coming of age. These writers have been especially interested in exploring how people living in the diaspora are trying to cope with their ambivalent feelings towards their mixed cultural heritage. Helen Oyeyemi's <em>The Icarus Girl</em> is one of these novels. The novel depicts a young girl's struggle with the dualism within her, being both British and Nigerian, that threatens to dissolve her self-identity. This essay will explore how <em>The Icarus Girl</em> deals with the theme “double consciousness” (imposed binaries) and how the narrative's structure and stylistic devices enable the story to be read (interpreted) from two different perspectives, thus the narrative's structure offers an ambiguous double reading that corresponds to Jessamy's unresolved doubleness. The first reading suggests that the traumatic experience of “double consciousness“ is left in a status quo, or even being fatal, which in the essay is called the Western reading. The second reading suggests a recovery, i.e. that the young protagonist comes to terms with her mixed cultural heritage, the so-called West-African reading. In pursuing this aim I discuss how “double consciousness” in this novel is a traumatic state of mind transferred from mother to daughter, but also how stylistic devices, belonging to the genre of the fantastic, are used to emphasize the theme and make possible the two different readings.</p>

Föreliggande avhandling har som syfte att belysa, analysera och diskutera hur unga människor berättar om sina erfarenheter av att tvingas bryta upp från sitt hemland och börja om i ett nytt land under sin skolgång. Åtta unga vuxna, fyra kvinnor och fyra män, deltog i livsberättelseintervjuer kring detta tema. Den teoretiska referensramen innefattar begreppen identitet i det senmoderna samhället, identitet som berättelse samt globaliseringens olika villkor i form av kategorierna turister och vagabonder, där de förstnämnda har tillgång till världen och de sistnämnda stängs ute. Vidare tas upp begreppet livschanser, vilket berör relationen mellan människors mål och ambitioner och deras möjligheter att realisera desamma. Resultatet presenteras dels i en tematiserad del, dels i en del där tre av deltagarnas berättelser presenteras som profiler. Den tematiserade delen presenterar hur deltagarna berättar om att komma till Sverige, om att börja skolan, och om att skapa ett liv här. Huvudresultaten i denna del rör upplevelser av den första tiden i Sverige, språket som en nyckel, skolans roll, familj, vänskap och identitet samt deltagarnas förhållningssätt till dessa aspekter i berättelserna. Ur några av deltagarnas berättelser uttolkas också mer tydliga strategier, och dessa fokuseras tillsammans med identitet ytterligare i den andra resultatdelen genom tre profiler, vilka har benämnts utanförskap som identitet, en kluven identitet och aktivitet som identitet. I avhandlingens diskussion behandlas metodologiska överväganden, därefter vidtar en resultatdiskussion vilken fokuserar på aspekter av uppbrottets konsekvenser i relation till de teoretiska begreppen livschanser, vagabonder, risk/tillit och identitet. Här behandlas också olika verktyg för identitetsskapande i berättelserna samt hur identiteter berättas i materialet.   Den övergripande slutsatsen är att det inte är fruktbart att betrakta invandrare eller flyktingar som en homogen grupp. Deltagarna i föreliggande studie liknar varandra i stor utsträckning, och det finns likheter mellan deras berättelser, men de berättar också om skilda erfarenheter, förhållningssätt och identiteter. Detta ger liv åt, och empiriskt grundat stöd för, det slitna uttrycket ”vi måste se till individen”, också när det gäller barn och ungdomar med erfarenheter av att kommit till Sverige som flyktingar. / The purpose of this doctoral thesis is to illuminate, analyze and discuss life stories told by young Swedes about their experiences of being up-rooted and forced to leave their home countries and make a new start in a new country during their school years. Eight young adults participated in life story-interviews around this theme. The theoretical framework entails the terms identity in late modernity, identity as story, and the conditions of globalization here represented by the categories tourists and vagabonds, where the first have access to the world and the latter are left out. Furthermore the concept of life chances is used, which is concerns the relation between people’s goals and ambitions and their possibilities to realize these goals. The findings of the study are presented in two chapters. The first is a thematic analysis and the main findings here are experiences of the first meetings with Swedish society, language as a key, the role that school plays, family, friendship and identity and how the participants relate to these aspects in their stories. Some of the stories are interpreted as having more clear strategies, and these are focused along with identity in the second findings chapter.  Here, three profiles are presented as being an outsider as identity, a torn identity and activity as identity. The discussion of the thesis addresses certain methodological considerations and then turns to discuss the findings. This discussion focuses on aspects of the consequences of being up-rooted in relation to the theoretical concepts life chances, vagabonds, risk/trust and identity. Different tools for the construction of identities in the stories are also discussed, as well as how identity can be seen as synonym to telling a story.   The overall conclusion is that it is not fruitful to talk about immigrants or refugees as a homogeneous group. The participants in this study are alike in many ways, and while their stories have mutual traits, they also tell the tale of differing experiences, approaches and identities. This gives life, and empirically grounded support, to the worn out phrase “every child is an individual”, also when it concerns children and young people who have experienced arriving in Sweden as refugees.