Depuis les premières migrations l'homme a provoqué d'importantes interférences sur l'équilibre environnemental de la planète, souvent irréparables. Avec le développement technologique, surtout depuis la révolution industrielle et plus précisément au XXème siècle, les actions humaines ont gagné une dimension et une intensité à échelle industrielle. Il est alors inévitable d'inter-lier les relations humaines et sociales au développement durable, ainsi qu'au système de production de biens de consommation. L'automobile, l'un des produits les plus présents dans notre quotidien, constitue l'un des principaux vecteurs de la mobilité humaine et du développement industriel de biens de consommation. La mobilité, par le biais des automobiles et des systèmes de transport, a stimulé la formation, l'expansion et la réorganisation des espaces urbains, nous forçant à aller toujours plus loin, plus vite et à consommer toujours plus de ressources naturelles. La voiture efficace écologiquement représente la principale demande de l'industrie automobile de ce siècle. Paradoxalement, en plein XXIème siècle, l'automobile, pleine d'évolutions techniques, stagne dans ses caractéristiques architecturales initiales, datant de la fin du XIXème. Parmi ces archétypes, nous soulignerons dans ce travail trois principaux standards industriels (identifiés au fil de l'histoire de l'automobile), à savoir : le standard de la propulsion (ou standard énergétique) ; le standard de production et le standard de configuration architecturale du produit. En dépit de l'indiscutable évolution technique et dans les relations avec les consommateurs/usagers, l'automobile est pensée pour répondre en priorité à un profil de marché calqué sur les standards cités. Un tel fait contribue à la génération de produits déficients, particulièrement sur le plan socio-environnemental. Orientées par de tels standards, les solutions sont pensées de manière isolée vis-à-vis du contexte de mobilité et des réelles nécessités liées au produit. Quand il est focalisé sur les concepts durables, le résultat du projet favorise les « échanges de valeurs », et ne consiste pas nécessairement en une action de projet qui « ajoute de la valeur ». On note encore que les stratégies corporatives (qui guident les projets) priorisent de plus en plus la phase de développement de produit, quand elles devraient revenir à la phase de conception, et ainsi repenser la fonction principale de l'automobile dans la mobilité individuelle/collective, en associant aux valeurs techniques (tangibles, matérielles et objectives) des valeurs symboliques (immatérielles, intangibles et subjectives). Actuellement l'automobile constitue une formule, une sorte de recette industrielle tournée vers la compétitivité dans la sphère économique (si l'on aborde le concept durable – social, économique et environnemental). Lesdits standards déterminent le profil de la prochaine automobile avant même que ne soit entamé le processus de conception et de développement. Il ne reste à l'équipe du projet qu'à composer, ajuster et à actualiser les « casse-têtes techniques » par le biais de l'adoption des technologies disponibles, des tendances esthétiques et formelles, dans une limite de coûts industriels et visant un profil déterminé de logique du marché et d'usage. Dans le but d' « ajouter de la valeur », les produits dits « verts » doivent se présenter comme étant « normaux » (quant à la technique et aux symbolismes) et, en même temps, ne doivent pas générer de pertes et/ou de déficiences vis-à-vis des consommateurs/usagers quand ils sont analysés selon les actuels standards technologiques. Repenser la stratégie de la mobilité (et ne pas se restreindre uniquement à la voiture) exige l'intégration de tous les acteurs sociaux : l'industrie, le gouvernement et les consommateurs/usagers. Au contraire de ce qu'il est pratiqué communément, les automobiles ne doivent pas être pensées de manière isolée, mais comme une « pièce » d'un système plus grand, c / From the first migration, the human element has caused important interferences in the environmental balance of the planet, some of which are irreparable. Technological development, especially after the Industrial Revolution and more precisely in the 20th Century, has given human action dimension and intensity of industrial scale. It is therefore inevitable that interrelations exist among social human relations, sustainable development and the production of consumer goods. The automobile, one of the most ubiquitous products in everyday life, is one of the main means for human mobility and therefore a vector for the industrial development of consumer goods. Mobility, through the use of automobiles and transportation system, stimulated the establishment, expansion and reorganization of urban spaces, forcing us to go further and faster, consuming increasing amounts of natural resources. An efficient car represents the main demand for the automotive industry for this century. Paradoxically, in the twenty-first century, the automobile, in all its technical evolution, remains engulfed in its initial technical characteristics, as conceived in the late nineteenth century. Within that archetype, three industrial standards are examined for the purposes of the present work (identified along the history of the automobile), namely: the propulsion standard (or energetic standard); the standard of production and that of the architectural configuration of the product. Despite the unquestionable evolution in terms of technical characteristics and of consumer/user relations, the automobile is thought to cater primarily to a market profile based on the patterns mentioned. This fact contributes to the generation of deficient products, particularly as regards the social-environmental plan. In order to comply with such standards, the solutions are conceived in isolation from the context of mobility, and of the real needs attached to the product. When focused on sustainable concepts, the project results favor “value shifts” and do not necessarily constitute a value adding project action. Thus, corporate strategies (which guide the projects) increasingly prioritize the product development phase, when it should actually return to the conception phase, and rethink the main function of the automobile as concerns individual/ collective mobility, associating technical values (tangible, material and objective) to the symbolic ones (immaterial, intangible and subjective). The automobile presently constitutes a formula, much like an industrial recipe that contemplates competitiveness within the economic sphere (when the sustainable concept is approached – social, economic and environmental). The aforementioned standards determine the profile of the next automobile even before the process of conception and development begins. The project teams may compose, adjust and update this “technical puzzle”, by adopting technological solutions available, formal-aesthetic trends, within a limit of industrial cost, and attending to a certain usage and market profile. With the aim of “adding value”, the so called “green” products must present themselves as “ordinary” (in its technical aspects and in its symbolisms) and, at the same time, cannot generate losses and/or deficiencies to the consumers/users when analyzed in light of the present-day technological standards. Rethinking the mobility strategy (and not restricting it solely to the car) requires the integration of all social actors: industry; government and consumers/users. Contrary to common practice, the automobile cannot be thought of in isolation, but as a “part” of a wider system, as both cause and effect, as motive for and motivating of changes which require new conception standards throughout the stages of its lifecycle, and in a global manner.

A pesquisa que ora apresento toma como objeto de análise muitos sujeitos: os sujeitos indígenas que, a despeito do estabelecimento dos salesianos ter ocorrido em 1902, a partir de 17 de junho de 1903 vieram a se fixar nos limites da aldeia missionária e passaram aos livros e compêndios etnológicos, não apenas salesianos, como os Bororo; os sujeitos missionários salesianos que foram obrigados a se relacionar com aqueles indígenas no momento em que se lançavam no Brasil Central para tornarem a universalidade potencial da mensagem cristã uma universalidade atual e histórica. Todos esses objetos da pesquisa são sujeitos da criação de novos universos simbólicos a partir do compartilhamento das mesmas condições de vida. Mas, igualmente, sujeitos e objetos, uns em relação aos outros, da observação mútua. / The work presented takes as object of analysis many subjects: the indigenous people that from 17th June 1903 on have decided to live among the priests and have been recorded in the ethnological compendiums and books as the Bororo, the Salesian missionaries who have dealt with those Indians. All these objects are active subjects playing that part in the making of new symbolic universes by sharing the same living conditions. But they are equally, subjects and objects, in relation to each other, of the mutual observation. The proposal is a historical ethnography to understand the specificity of teaching practices developed in that context.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2017-04-17T12:36:44Z No. of bitstreams: 1 Fabiana Leticia Sbaraini_.pdf: 5124289 bytes, checksum: cb23d2cbad86ea4ffb96495823b0dc32 (MD5) / Made available in DSpace on 2017-04-17T12:36:44Z (GMT). No. of bitstreams: 1 Fabiana Leticia Sbaraini_.pdf: 5124289 bytes, checksum: cb23d2cbad86ea4ffb96495823b0dc32 (MD5) Previous issue date: 2016-09-27 / Nenhuma / O tema de pesquisa desta tese é a saúde indígena, pensada na trama de políticas, práticas e relações interculturais de cuidados em saúde. Neste sentido, a tese está direcionada a analisar as políticas em torno dos processos de Saúde/adoecimento/cuidado voltadas para a população indígena do estado de Roraima. Explorou-se densamente o microuniverso da Casa de Saúde Indígena de Boa Vista- CASAI-RR, com o intuito de expandir o olhar a outros contextos significativos, como o da implementação da Política Nacional de Saúde dos Povos Indígenas e o do próprio curso das políticas indigenistas no Brasil. O objetivo central da pesquisa foi o de analisar a articulação de políticas do ponto de vista da interculturalidade para pensar a saúde indígena, refletindo a partir dos diálogos e tensões entre atores sociais no contexto da CASAI-RR. Optou-se como delineamento da pesquisa a etnografia, porque ela possibilita interações de face a face, fortalecendo as relações interpessoais entre os atores sociais envolvidos na pesquisa. A pesquisa etnográfica era centrada nos gestores das políticas de saúde indígena, profissionais de saúde que atuam na CASAI e indígenas das diversas etnias os quais estavam em fase de tratamento, incluindo neste universo alguns pajés. Ao longo do processo de imersão no microuniverso da CASAI, tornou-se possível construir e reconstruir as práticas e concepções a respeito de saúde e doença, num processo contínuo, abrindo espaço à emergência de novos modelos de atenção à saúde, dando enfoque ao caráter relacional e nas múltiplas vozes que integram o cenário social pesquisado. No que concerne à construção de políticas públicas, estas têm sido permeadas por diálogos, negociações, conflitos, construções históricas e políticas de diferentes grupos socioculturais. Essa característica se acentua na construção da interculturalidade presente na saúde indígena, buscando favorecer espaços de diálogo entre distintas racionalidades e as práticas de saúde, as quais são um tema central na luta dos povos indígenas pela conquista de seus direitos em termos de acessos e serviços com qualidade. Estudos dessa magnitude se tornam essenciais para uma compreensão mais ampla sobre o discurso cultural, igualdade e reconhecimento da pluralidade étnica e cultural das sociedades, em especial, no contexto da atenção diferenciada à saúde indígena. / The research theme of this thesis is the indigenous health, thought in policies, practices and intercultural relations in health care. In that way, the thesis is aimed at analyzing the policies around the processes of health / illness / care aimed at the indigenous population in Roraima. It was deeply explored the microuniverse of Indigenous Health House in Boa Vista, called Casai-RR, to understand other contexts, such as the implementation of National Health Policy of Indigenous Peoples and the course related to this thematic. The objective of the research was to analyze the policy of interculturalism indigenous health, from the dialogues and tensions between social actors in Casai-RR. It was chosen as the study design ethnography, by enabling face to face interactions, strengthening interpersonal relationships between the actors involved. Ethnographic research was focused on managers of indigenous health policies, health professionals working at Casai and indigenous people from different ethnic groups who were undergoing treatment, including some shamans. Throughout the process, it was possible to build and reconstruct practices and conceptions of health and disease, in a continuous process, making room for the emergence of new health care models, with emphasis on character relational and multiple voices that are part of the social scene. As regards the construction of public policies, they have been permeated by dialogue, negotiation, conflict, historical buildings and different socio-cultural groups policies. This characteristic is accentuated in the construction of this interculturalism in indigenous health, which seeks to promote the dialogue between different rationalities and health practices, which by the way, has been a central theme in the struggle of indigenous peoples for the conquest of their rights in terms of access and services with quality.Research like this become essential for broad understanding of the cultural discourse of equality and recognition of ethnic and cultural diversity of societies, especially in the context of differentiated indigenous health care.

La fin du 20e siècle a vu l’émergence de la Chine comme puissance économique, mais le monde francophone connaît l’influence culturelle de la Chine depuis bien plus longtemps. Depuis les années 80, plusieurs écrivains d'origine chinoise ont publié en France des romans écrits directement en français qui ont rencontré un vif succès. Certains d’entre eux comme Dai Sijie, Ya Ding, Wei-Wei, Ying Chen et Shan Sa sont nés en Chine où ils ont vécu toute leur enfance, leur adolescence et parfois une première partie de leur vie adulte. Ils ont réussi à percer dans la littérature francophone grâce au parfum délicatement exotique qui s’est exhalé de leurs romans. Chargées de bagages historiques et traditionnels chinois, leurs œuvres convergent sur des thématiques telles que la mémoire collective de la Chine mouvementée au XXe siècle, le contact voire le choc des cultures chinoise et occidentale, la mise en avant des pensées taoïste, bouddhiste et confucianiste, etc. Avec ces voix originales, la langue française s’ouvrait à de nouvelles poétiques et témoignait de sa capacité à dire la réalité complexe du monde actuel. Partant de cette situation nous allons développer dans cette thèse trois grands axes de recherche qui chacun soulèveront leurs différentes problématiques : Quelle est la position adoptée par ces écrivains migrants chinois dans un contexte littéraire occidental ? Quel est l’impact de la mouvance postmoderne sur leur écriture ? Quelles sont les techniques esthétiques choisies par ces écrivains pour s’adapter à la situation de mixage culturel ? Quelle est l’influence des religions asiatiques (Bouddhisme, Taôisme, Confucianisme) sur les écrivains migrants d'origine chinoise ? Par quelles voies l’esprit des écrivains chinois est imprégné de pensées orientales ? Comment ces écrivains se situent-ils par rapport à l’héritage ancestral ? Quel rôle les pensées chinoises jouent-elles dans leur création littéraire ? La quête de l’identité des écrivains migrants. Existe-t-il un itinéraire commun pour les écrivains migrants d’origine chinoise? Où en sont-ils dans le processus de la reconstruction identitaire ? Quelles sont leurs démarches littéraires pour une quête identitaire ? En conclusion nous verrons en quoi certains des auteurs du corpus que nous avons étudiés sont restés ancrés à leurs origines dans le cadre de leur œuvre littéraire, et a contrario comment certains autres ont su et ont même mis un point d'honneur à mettre une distance la plus importante possible entre leurs origines et leur travail littéraire. D'autre aussi, sont à la lisière de ces deux conceptions et ont un positionnement moins claires voir même parfois cycliques. / The late 20th century saw the emergence of China as an economic power, but the french-speaking world knows the cultural influence of China for much longer. Since the 80s, many Chinese writers have published in France novels written directly in French that have met a great success. Some of them as Dai Sijie, Ya Ding, Wei-Wei, Chen Ying Shan Sa were born in China, where they have lived all their childhood, their adolescence and sometimes the first part of their adult lives. They managed to break into the french literature through the delicately exotic perfume that was exhaled from their novels. Responsible for Chinese traditional and historical baggage, their works converge on topics such as the collective memory of China's turbulent twentieth century, the contact or the collision of Chinese and Western cultures, the emphasis of Taoist thought, Buddhist and Confucianist, etc. With these original voices, the French language was open to new poetic and showed his ability to tell the complex reality of today's world. Based on this we will develop in this thesis three major research areas, each of which will raise their various problems : What is the position of these chinese migrants writers in a western literary context? What is the impact of the postmodern movement on their writing? What are the aesthetic techniques chosen by these writers to adapt to the mixed cultural situation? What is the influence of asian religions (Buddhism, Taoism, Confucianism) on chinese migrant writers? Through what channels the spirit of chinese writers is steeped in oriental thoughts? How these writers stand in relation to the ancestral heritage? What role the chinese thoughts play in their literary creation? The quest for the identity of migrant writers. Is there a common route for migrants writers of chinese origin? Where are they in the process of identity reconstruction? What are their literary approaches to a quest for identity? In conclusion we will see how some of the authors of the corpus we studied remained anchored to their origins as part of their literary, and on the contrary how some others knew and even made a point to put the largest possible distance between their origins and literary work. Also some others are on the edge of these two concepts and have a less clear positioning, sometimes even a cyclical one.

Il est question dans cette recherche de lire les contributions de l’interlangue dans les romans de l’Afrique francophone subsaharienne. Cette notion linguistique et sociolinguistique voit sa première orientation de recherche avec Sélinker (1972). Chercheur américain attaché aux aspects linguistiques et psycholinguistiques de l’apprentissage d’une langue étrangère par les adultes avec l’élaboration du terme « interlanguage » (traduit interlangue en français) pour rendre compte des connaissances intermédiaires de l’apprenant en langue étrangère. Pour cet auteur tout comme pour d’autres chercheurs qui ont orienté les recherches sur la notion, l’interlangue est une « compétence transitoire » (Coder, 1967), « une « langue approximative » (Nemser, 1971) caractérisée par une véritable instabilité d’autant plus que les règles grammaticales de l’interlangue ne correspondent pas aux règles retrouvées dans la langue maternelle de l’apprenant ni celles observées dans la langue cible : en général, l’interlangue n’est pas destiné à évoluer vers une meilleure pratique de la langue.Or, l’observation de l’interlangue dans les textes des romanciers de l’Afrique subsaharienne d’expression française remet en cause cette définition des premiers chercheurs : dans les textes, l’nterlangue fait accroître le lexique du vocabulaire, elle réutilise les structures syntaxiques pour innover la syntaxe, en plus de cela, elle diversifie les figures de styles pour embellir la stylistique existante. Le rajeunissement lexical est visible à travers l’introduction des emprunts, alternances codiques, calques et néologies. Au niveau syntaxique, l'on y observe un emploi inhabituel des outils syntaxiques comme par exemple la détermination, les pronoms, la ponctuation et une insistance des traits morphosyntaxes. A ces structures s'ajoutent les maximes et les proverbes présentant de fait la stylistique comme un élément textuel diversifié.La sociocritique de Zima est l'approche autour de laquelle nous tenons ces informations. Elle se présente ici comme une perspective qui cerne le mieux la socialité du texte littéraire. Elle ouvre la voie à l'analyse de l'interlangue qu'elle a su identifier dans les oeuvres. Grâce à elle, l'on découvre que ce concept fait appel à la cohabitation culturelle des peuples aux microscopes différents. Il suscite la diversité des cultures et évoque le multilinguisme et l'interculturalité, deux poumons importants pour définir la Francophonie institutionnelle, linguistique et littéraire. Les principes auxquelles prône la notion de l'interlangue peuvent restructurer la relation France/Afrique / This research seeks to read the contributions of interlanguage in the novels of Francophone sub-Saharan Africa. This linguistic and sociolinguistic notion sees its first research orientation with Selinker (1972). American researcher attached to the linguistic and psycholinguistic aspects of the learning of a foreign language by adults with the elaboration of the term "interlanguage" to account for the intermediate knowledge of the learner in a foreign language. For this author, as for other researchers who have oriented research on the notion, the interlanguage is a "transitional skill" (Coder, 1967), an "approximate language" (Nemser, 1971) characterized by real instability Especially since the grammatical rules of the interlanguage do not correspond to the rules found in the mother tongue of the learner or those observed in the target language: in general, the interlanguage is not intended to evolve towards a better Practice of the language.However, the observation of interlanguage in the texts of novelists in French-speaking sub-Saharan Africa calls into question this definition of the first researchers: in the texts, the interlanguage increases the lexicon of vocabulary, reuses structures Syntactics to innovate the syntax, in addition to that, it diversifies the figures of styles to embellish the existing stylistics. The lexical rejuvenation is visible through the introduction of borrowings, codical alternations, layers and neologies. At the syntactic level, there is an unusual use of syntactic tools as well as determination, pronouns, punctuation and insistence of morphosyntax features. To these structures are added the maxims and proverbs presenting in fact stylistics as a diversified textual element.The sociocritic of Zima is the approach around which we hold this information. It presents itself here as a perspective that best identifies the sociality of the literary text. It opens the way to the analysis of the interlanguage which it has identified in works. Thanks to it, it is discovered that this concept calls for the cultural coexistence of peoples with different microscopes. It raises the diversity of cultures and evokes multilingualism and interculturality, two important lungs to define the institutional, linguistic and literary Francophonie. The principles advocated by the notion of interlanguage can restructure the France / Africa relationship.

This thesis is a socio-political analysis of the United Kingdom’s contemporary national identity, as expressed through an intercultural examination of eight Anton Chekhov’s productions presented in the country between 2009 and 2011, characterised by their aesthetic and socio-political diversity. The introduction presents a theoretical exploration and definition of the notions of interculturalism and national identity, which serve as the theoretical pillars of this work. A historical contextualisation summarises the reception, assimilation and reinterpretation processes of British Chekhovian discourses from the early 20th century onwards, as well as the urban and regional transformations that the country experienced during the same time frame. The first chapter explores traditional views of national identity through the analysis of double-bill performances, connecting Chekhov’s pieces to ‘national’ works by Terence Rattigan and William Shakespeare. The second chapter discuses international discourses and their influence in the creation of local imaginaries, using foreign Chekhovian productions presented on the British stage to scrutinise reception processes, importation models and the power of sponsors and festivals. The third chapter approaches Scottish and female discourses, emphasising their ‘otherness’ and value in the construction of more plural notions of national identity, through rewritings of the Russian author done by playwrights born and raised within the UK. The fourth chapter reflects on politically progressive and intercultural understandings of nation through new British experimental performances inspired by Chekhov’s iconographies and symbolisms. Finally, the conclusion re-examines Chekhovian dramaturgy, national identity and interculturalism, proposing an abstract outline to understand processes of reception, assimilation and/or reinterpretation of foreign dramatic discourses within any given geographical construct, and highlighting the importance of building a plural and hybrid post-Brexit British society, focused on a constant intercultural negotiation between superimposing cultural forces.

Este texto acontece a partir do encontro às formas e forças do mundo andino-indígena equatoriano, em um contexto de emergência institucional da Universidade "Amawtay Wasi". Espécie de testemunho de inquietações e de questões que pedem passagem frente ao desejo de abertura às forças diferenciantes indígenas, à diferença como princípio de produção de outras subjetividades, outras escolhas e modos de viver. Ao acompanhar a constituição da Universidade "Amawtay Wasi" nos encontramos com um espaço de enunciação indígena e de afirmação de suas virtualidades e potências corporais, espaço de produção de um conhecimento aberto e atento aos poderes de criação e transformação do mundo (segundo expressões celebrativas, rituais e xamânicas do mundo andino). Este texto acontece, portanto, em múltiplas conexões às singularidades e aos paradoxos de uma "epistemologia" andina e suas interpelações à subjetividade moral da modernidade ocidental (colocando em evidência as imbricações ontológicas de saber e poder que nela se articula). Através dele, buscamos articular pontes de expressão para as tensões geradas, sejam pelos mecanismos estatais de captura e controle coercitivo da diferença indígena, sejam pelos modos de enunciação (por exemplo, em Sumak Kawsay, interculturalidade e plurinacionalidade), como modos de deslocamento (e resistência) indígena aos códigos e axiomas de transformação do Estado-nação equatoriano, sobretudo no seu principal operador semiótico, a idéia de desenvolvimento. / This work reflects the meeting of form and forces in the Ecuadorian Andean-indigenous world in the context of the institutional rise of the “Amawtay Wasi” University. It represents a number of concerns and issues arising from the opening of the indigenous' differentiating forces, to the difference as a production principle and other subjectivities as well as other choices and lifestyles. On accompanying the foundation of the “Amawtay Wasi” University, we observed a space for the indigenous people enunciation and affirmation of their virtualities and corporal potencies,and a space to produce open knowledge which attends to the power of creation and world transformation (according to the celebrative , ritual and shamanic expressions of the Andean world). This study is therefore connected to the singularities and paradoxes of an Andean “epistemology” and its interpelations to the moral subjectivity of the western modernity (highlighting the ontological imbrications of knowledge and power articulated in it). The aim of this work is to articulate links of expression to the tensions generated either by the State mechanisms of capture and coercive control of the indigenous peoples’ difference or by the enunciation modes (for instance in Sumak Kawsay, interculturalism and plurinationality), such as indigenous peoples’ dislocation methods (and resistance) to codes and transformation axioms of the Ecuadorian nation-State, especially in its main semiotic operator, the idea of development.

Made available in DSpace on 2016-06-02T20:24:02Z (GMT). No. of bitstreams: 1 6067.pdf: 2890292 bytes, checksum: cda06a5cf97795fc53031dbc1cf10bf0 (MD5) Previous issue date: 2014-03-21 / The theme of this research arises from the researcher s experience as a teacher of Spanish as a Foreign Language (SFL). This debate specifically began by problematizing cinema as a supporting and complementary teaching resource to the process of teaching and learning a language. The sociolinguistics of Dell Hymes (1971) subsidizes us with the theoretical elements to link the questions that compound the subject of this investigation. The scope of this research involves: 1) analyzing two films from the New Argentine Cinema, showing them as disseminators of identity and cultural characteristics of the country; 2) answering how cinema as a disseminator of these characteristics can influence intercultural awareness of Spanish as a Foreign Language learners. Examples in Hymes s sociolinguistic theory are scenic and denote the critical point that justifies this investigation. Moreover, this approach reveals an intercultural aspect, considering the exchange between both cultures we will present the expressions Brasilidade and Argentinidade and how these perceptions are understood by the learners of SFL. We used two films: Historias Mínimas (2002) and El Camino de San Diego (2006) both directed by Carlos Sorin. These films were chosen for two reasons: a) Due to references to Brazil that appear in the film; b) both films were shot in regions that are distant from the capital of Argentina, so it broadens the perspectives of the learner about the country s culture. Our intention with the focus on both films was to verify previous social representations about the aspects of the culture of each country Brazil as the country of the learners and Argentina as the country of the selected films. For data analysis we used the theory of social representations of Moscovici (2012). Secondly, a discussion was developed following the methodological guidance of focus group, in order to verify the speech of learners and their perception regarding the intercultural aspects verified in the films. The development of this research was based on the studies of cinema of Sadoul (1960), Pujol Ozonas (2011), Costa (1985), Amado (2009), Tranchini (2007), Ferro (1991), film as a documentary source by Dabul and Bauer (2008), as well as the studies in which cinema is associated to teaching practice in the context of Foreign Language teaching, such as Lonergan (1984), Ruiz Fajardo (1993), Napolitano (2003), Garcia-De-Stefani (2010), among others. Furthermore, we deal with studies on culture based on Thompson (2011), Geertz (1973), Malinowski (1960,1986) and Viana (2003), on identity perspectives, by Hall (2005, 2009), Cardoso de Oliveira (1976), Barros (2009), Vargas (2007), Shumway (2008) and on intercultural competence by Byram (1995, 1997), Alsina (1999) and Oliveras (2000), that Santos (2004) calls intercultural communicative approach, implying a dialogue of cultures. / O tema desta investigação tem lugar a partir da reflexão acerca da experiência da pesquisadora como professora de Espanhol como Língua Estrangeira. Especificamente, este debate partiu de uma problematização acerca do cinema como recurso didático favorável e complementar ao processo de ensino-aprendizagem, não exclusivo. Sob essa perspectiva, a sociolinguística de Dell Hymes (1971) nos subsidia de elementos teóricos suficientes para vincularmos as questões que compõem o objeto desta investigação. Constitui o escopo desta investigação: 1) analisar dois filmes do Novo Cinema Argentino, mostrando-os como veiculadores de características identitário-culturais desse país e 2) responder como o cinema sob a perspectiva de veiculador dessas características influencia a consciência intercultural de aprendizes de ELE. Os exemplos utilizados na sociolinguística de Hymes são cênicos e denotam o ponto nevrálgico que justifica esta investigação. Ademais, este enfoque assume caráter intercultural, na medida em que existe o intercâmbio entre as duas culturas apresentaremos as expressões brasilidade e argentinidade , e como essas percepções são entendidas pelos aprendizes de ELE. Utilizamo-nos dos filmes: Histórias Mínimas (2002) e O caminho de San Diego (2006) ambos do diretor Carlos Sorin. Nossa intenção, a partir da apresentação dos dois longas-metragens, consistiu em verificar as representações sociais prévias acerca dos aspectos pertencentes à cultura de cada país Brasil, como o país dos aprendizes , e Argentina, como o país dos filmes selecionados. Para a análise dos dados utilizamo-nos da teoria das representações sociais de Moscovici (2012). Para desenvolver esta pesquisa, tomamos como base estudos sobre cinema de Sadoul (1960), Pujol Ozonas (2011), Costa (1985), Amado (2009), Tranchini (2007), Ferro (1991), sobre o cinema como fonte documental, de Dabul e Bauer (2008), bem como trabalhos que associam o cinema à prática docente no contexto de ensino de LE, de Lonergan (1984), Ruiz Fajardo (1993), Napolitano (2003), Garcia-De-Stefani (2010), entre outros. Ademais, tratamos de estudos sobre cultura, embasados em Thompson (2011), Geertz (1973), Malinowski (1960, 1986) e Viana (2003), perspectivas identitárias Hall (2005, 2009), Cardoso de Oliveira (1976), Barros (2009), Vargas (2007), Shumway (2008) e competência intercultural Byram (1995, 1997), Alsina (1999), Oliveras (2000), e Santos (2004), que utiliza os termos abordagem comunicativa intercultural, ou diálogo de culturas.

Submitted by Valquíria Barbieri (kikibarbi@hotmail.com) on 2018-03-22T21:45:23Z No. of bitstreams: 1 DISS_2015_Marta Cecília Rocha da Silva.pdf: 5247907 bytes, checksum: 4e622db8bb16e603c18d306dd2655db1 (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2018-04-17T14:04:14Z (GMT) No. of bitstreams: 1 DISS_2015_Marta Cecília Rocha da Silva.pdf: 5247907 bytes, checksum: 4e622db8bb16e603c18d306dd2655db1 (MD5) / Made available in DSpace on 2018-04-17T14:04:14Z (GMT). No. of bitstreams: 1 DISS_2015_Marta Cecília Rocha da Silva.pdf: 5247907 bytes, checksum: 4e622db8bb16e603c18d306dd2655db1 (MD5) Previous issue date: 2015-12-09 / CAPES / Este trabalho se propõe analisar o Livro Didático de Alfabetização (LDA), da Coleção Girassol – Saberes e Fazeres do Campo, na perspectiva intercultural, no processo de ensino aprendizagem em um contexto em que o português é a segunda língua. Para tanto, o trabalho será realizado com professores da primeira etapa do Ensino Fundamental em três unidades escolares, na Terra Indígena Bakairi, no município de Paranatinga, Mato Grosso. O objetivo geral é analisar os três primeiros volumes de letramento e alfabetização. A Coleção é distribuída e aprovada pelo Programa Nacional do Livro Didático (PNLD) Campo 2013 e sua adequação a um contexto de diversidade pluricultural e linguística como as escolas indígenas no processo de alfabetismo na etnia Bakairi. Busca-se apontar adequação ou inadequação do LDA, em relação aos objetivos para o qual foi elaborado, sua implicação no contexto da escola do campo indígena e as Diretrizes Curriculares Nacionais para a Educação Escolar Indígena (DCNEI) e, neste cenário, contextualizar o ambiente onde o LDA é utilizado, em termos de diversidade cultural e linguística. Pretende-se ainda analisar os aspectos observados gerando contribuição baseada nos apontamentos dos professores sobre a pesquisa. A metodologia para a coleta de dados consiste em analisar, na perspectiva da educação intercultural, o Livro Didático de Alfabetização (LDA), distribuído pelo PNLD Campo, as DCNEI e, complementarmente, o uso de entrevistas com quatro professores. A análise das entrevistas permitiu identificar que os professores entrevistados utilizam o LDA como material de apoio no cotidiano escolar e possibilitam aos alunos e a si mesmos, como sujeitos do fazer pedagógico, uma experiência de proximidade com o impresso que possibilita uma maior apropriação dos textos apresentados. O desafio da interculturalidade se faz presente no incentivo à produção cultural, no compartilhamento do LDA no contexto escolar e familiar. Percebe-se também que as experiências vividas nos anos iniciais de escolarização pelos professores lhes permitem participar na “construção” do saber de seus alunos hoje. Nos volumes analisados, a princípio, observa-se que, mesmo tendo sido apresentados como aprovados para a educação do campo, os aspectos para uma educação intercultural precisam ter maior destaque. Percebe-se uma atitude bastante sucinta quanto à diversidade linguística e temática indígena, um dos grupos que compõem a população do campo. Nota-se ainda que este importante recurso de apoio pedagógico, exerce função múltipla no processo de alfabetismo bilíngue. / This study aims to analyze the Textbook Literacy (LDA), the intercultural perspective in the process of teaching and learning in a context where Portuguese is the second language. For this work will be performed with teachers of the first stage of primary school into the three units School in Indigenous Bakairi at the municipality of Paranatinga, Mato Grosso. The overall objective is to analyze the first three volumes Collection Sunflower - Knowledge and Doings Field. Distributed and approved by PNLD Field in 2013 and its adaptation to the context of multi-cultural and linguistic diversity as indigenous schools in the literacy process between Bakairi ethnicity. The aim is to point adequacy or inadequacy of the LDA, in relation to the objectives for which it was prepared and its implications in the context of school of Indian countryside and the National Curriculum Guidelines for Indigenous Education (DCNEI) for this scenario, contextualize the environment where the LDA is used, in terms of cultural and linguistic diversity. The aim is also to analyze the observed aspects generating contribution based on notes from teachers about the problem. The methodology for data collection is to examine, in the context of intercultural education, the teaching of literacy book (LDA), distributed by PNLD Field, the DCNEI and in addition, the use of interviews with four teachers. The data analysis identified that the interviewed teachers use the LDA as collateral in everyday school life and enable students and themselves as subjects of pedagogical practice, a close experience with the form that enables greater ownership of texts presents. The challenge of interculturalism is present in encouraging cultural production, LDA share on school and family experiences. We also noticed that the experiences of the early years of schooling by the teachers allow them to participate in the "construction" of knowledge to their students today. The volumes analyzed, at first, it is observed that, even though it was presented as approved for the education field, the aspects of an intercultural education could have the spotlight. You can see a fairly succinct attitude to linguistic diversity and indigenous issues, one of the groups that make up the rural areas population. Note also that important teaching support resource has multiple functions in bilingual literacy process.

Submitted by Marlene Oliveira de Brito Fernandes null (moliveira4856@bol.com.br) on 2017-05-30T03:49:43Z No. of bitstreams: 1 DIS_MESTR_MARLENE OLIVEIRA DE BRITO.pdf: 2900763 bytes, checksum: 31740cb47f56ab8411dd7dea3cae7ccd (MD5) / Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-05-31T17:05:40Z (GMT) No. of bitstreams: 1 brito_mo_me_bauru.pdf: 2900763 bytes, checksum: 31740cb47f56ab8411dd7dea3cae7ccd (MD5) / Made available in DSpace on 2017-05-31T17:05:40Z (GMT). No. of bitstreams: 1 brito_mo_me_bauru.pdf: 2900763 bytes, checksum: 31740cb47f56ab8411dd7dea3cae7ccd (MD5) Previous issue date: 2017-03-31 / O presente estudo teve por objetivo desenvolver uma proposta de planejamento intercultural, por meio de uma sequência didática direcionada ao quinto ano do ensino fundamental. Trata-se de um plano de ação como meio de potencializar a resistência à discriminação planejada, presente no currículo oficial das escolas públicas estaduais paulistas para os anos iniciais. A intenção é dotar a atuação docente de capacidade de respostas, tanto à engenharia de controle curricular exercido pelas agencias estaduais, quanto aos grupos excluídos pela tradição seletiva do currículo oficial. A proposta é de inspiração freireana aliada às reflexões dos estudos decoloniais, em virtude da sintonia que apresentam na crítica epistemológica à modernidade e seus valores eurocêntricos. / This study aimed to develop a proposal for intercultural planning through a didactic sequence directed to the fifth grade of elementary school. This is a plan for action as a means of enhancing the resistance to planned discrimination in the official curriculum of the São Paulo state public schools for the early years. The intention is to provide responses, both the curriculum of control engineering exercised by state agencies, the was groups excluded by the selective tradition of the official curriculum. The proposal is Freire's inspiration combined with the reflections of decolonial studies, because of the line presenting the epistemological critique of modernity and its Eurocentric values.