Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

This study is a qualitative content analysis which sets out to examine the representation of stereotypic masculine traits amongst the main characters in two films from The Swedish Institute of Film's (Svenska Filminstitutets) selection for ”School Cinema” (Skolbio). The study is operationalised through the use of a scheme, constructed by Lorraine Evans and Kimberly Davies for their study No sissy boys here, which maps stereotypical masculine and feminine traits and originates from Sandra Lipsitz Bems ”Sex Role Inventory”. The masculine traits in the scheme are: aggressive, competitive, argumentative, decisive, assertive, risk-taking, self-reliant and adventurous, and the feminine are: affectionate, emotionally expressive, impetuous, nurturing, panicky, passive, tender, and understanding. A background is provided through the presentation of previous work within the fields of Hegemonic masculinities, Masculinities in teaching aids, Film as teaching aid, Representation and Discourse. Through the analysis several instances of masculine – as well as some feminine – traits are detected, and the findings ultimatley shows that even though there is a big agent with a lot of credibility behind the distribution of these films, and the related tutor-material to go with them, it is not enough to ensure that the material does not reproduce stereotypic, hegemonic masculinity and a normative way of thinking about gender.

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Les relations entre la Chine et la France ne cessant de se développer, la problématique de la communication interculturelle entre les deux pays devient un enjeu important. Dans ce contexte, cette thèse a pour objectif de mettre en place une approche interculturelle dans l’enseignement du français en milieu universitaire chinois pour sensibiliser les étudiants à la diversité culturelle et les préparer aux contacts interculturels. Avec un cadre de référence méthodologique élaboré essentiellement sous les aspects pragmatique et ethnographique, nous avons essayé donc de cerner l’origine des difficultés communicationnelles et relationnelles entre Chinois et Français en identifiant les principales variables culturelles exprimées sous forme d’allusions dans la langue, d’usages sociolinguistiques et socioculturels qui régissent les interactions verbales et dans les comportements inhérents au langage non-verbal, etc. Les différences culturelles sino-françaises relevées dans notre analyse comparative et descriptive aident d’une part à expliquer les éventuels problèmes/obstacles de compréhension liés aux implicites culturels de ces deux communautés et d’autre part, nous servent de repère important pour proposer des pistes pédagogiques en vue de l’amélioration dans l’enseignement de la culture et la formation d’une compétence de communication interculturelle. / Since relations between China and France are forever growing, the issue of intercultural communication between the two countries is becoming an increasingly important art. In this context, the objective of this thesis is to put in place an intercultural approach of teaching French in Chinese Universities, to sensitize students to cultural diversity and prepare them for intercultural contacts. With a methodological reference framework developed essentially under the pragmatic and ethnographic aspects, we have tried to identify the origins of communication and relational difficulties between Chinese and French people by identifying the main cultural variables expressed by allusions in language, in sociolinguistic and sociocultural uses that govern verbal interactions and behaviour inherent to non-verbal language, etc. The Sino-French cultural differences revealed by our comparative and descriptive analysis helps on one hand to explain eventual problems/obstacles to understanding linked to implicit cultural meanings of two communities, and on the other hand, they can be used as an important mark to propose pedagogic clues aiming to the better teaching of culture and training of an intercultural communication competence.

The purpose of the essay is to investigate how today’s multicultural society is reflected in teaching materials for the elementary school’s later years in the subject Swedish. The purpose is also to investigate how the school’s mandate to develop a capacity to live with and realize the values of cultural diversity is evident in the chosen teaching materials in Swedish as a subject. The material consists of 3 teaching materials, all issued for the national curriculum in 2011 and they are also basic books for the elementary school’s later years in the subject Swedish. In addition, the lesson is published by various publishers and these three aspects, published after the 2011 curriculum, the basics and published by various publishers have been the criteria that have led to the choice of material. The idea of the paper is to get an insight into how multicultural is represented in the teaching materials used in the Swedish subject, and therefore the analysis is based on two aspects that are common regardless of teaching materials, names and authors. In order to be able to complete the essay’s purpose, it is a qualitative content analysis with quantitative elements that form the basis of the study and the teaching materials have been manually examined. A literature review shows that there are clear indications that teaching should be based on the pupils’ life worlds to create an inclusive education, where students can relate to real people with both Western and non-Western authors and example names. By reflecting both Western and non-Western, the diversity found in the classroom can identify with the content of the teaching materials. Teaching based on students’ life worlds not only benefits learning but also their self- image, which means that intercultural learning is required to accommodate the multiculturalism of classrooms. However, it turns out that the non-Western is underrepresented in all teaching materials and therefore the teacher’s role is of great importance in the content of, for example, authors and texts from different parts of the world. In addition, teaching that touches authors and texts from different parts of the world, as well as focusing on the cultural diversity events, is something that is emphasized both by the Swedish subject and the school’s value base and mission. The essay’s results suggest that multiculturalism should be better reflected in the teaching materials developed after the 2011 curriculum. / Uppsatsens syfte är att undersöka hur dagens mångkulturella samhälle speglas i läromedel för grundskolans senare år i ämnet svenska. Syftet är också undersöka hur skolans uppdrag för att utveckla en förmåga att leva med och inse de värden som ligger i en kulturell mångfald synliggörs i de utvalda läromedlen i svenskämnet. Materialet består av tre läromedel, alla utfärdade för läroplanen 2011 och de är även grundböcker för grundskolans senare år i ämnet svenska. Läromedlen är dessutom utgivna av olika förlag och dessa tre aspekter, utgivna efter läroplanen 2011, grundbok och utgivna av olika förlag har varit de kriterier som har legat till grund för valet av material. Tanken med uppsatsen är att få en inblick i hur det mångkulturella representeras i de läromedel som används i svenskämnet och därför har analysen utgått från två aspekter som är vanligt förekommande oavsett läromedel, nämligen namn och författare. För kunna fullfölja uppsatsens syfte är det en kvalitativ innehållsanalys med kvantitativa inslag som ligger till grund för undersökningen och läromedlen har granskats manuellt. Forskningsläget visar att det finns tydliga tecken på att undervisningen bör vara baserad på elevernas erfarenhetsvärldar. Detta för att skapa en inkluderad undervisning där eleverna kan relatera till realpersoner både med icke-västerländska och västerländska författare och namnexempel. Genom att spegla både det västerländska och det icke-västerländska kan den mångfald som finns i klassrummet identifiera sig med läromedlens innehåll. Undervisning som utgår från elevernas livsvärldar gynnar inte enbart lärandet utan även deras självbild, vilket innebär att det krävs ett interkulturellt lärande för att kunna bemöta klassrummens mångkulturalitet. Det visar sig emellertid att det icke-västerländska är underrepresenterat i samtliga läromedel och därför blir lärarens roll av stor vikt vid innehåll av exempelvis författare och texter från olika delar av världen i svenskundervisningen. Att undervisningen ska beröra författare och texter från skilda delar av världen, samt fokusera på de möten som sker i en kulturell mångfald är dessutom något som både understryks i svenskämnets syfte och skolans värdegrund och uppdrag. Avslutningsvis är valet av läromedel i svenskundervisningen avgörande för den interkulturella pedagogik som ska prägla undervisningen.

The topic of this diploma thesis is ?Physiognomically we have still been passers - by. Travelling as an intercultural experience in the work of Christoph Ransmayr?. This thesis is divided into seven basic parts. The first four chapters describe theoretical background of the thesis which is the Postmodernism, the Philosophy of the Postmodernism, the Interculturality and the Theory of Essays. The next chapter reports about the poetics of the narration and the aim of the last two parts is to analyze the books "Geständnisse eines Touristen" and "Der Weg nach Surabaya". The ambition of this diploma thesis is to research the relationship of Christoph Ransmayr to travelling and search for the influences of the travelling poetics in his two concrete books.

O presente estudo pretende ser um contributo à reflexão em torno da identidade da universidade latino-americana na contemporaneidade, sua função e responsabilidade social. Problematiza e questiona perspectivas epistemológicas e racionalidades vigentes no meio acadêmico a partir de autores como Boaventura Santos, Pedro Goergen, Almeida Filho e outros. Apresenta o caso da Pluriversidad Amawtay Wasi, instituição indígena situada no Equador, como objeto de estudo empírico a partir do qual faz a reflexão sobre essas perspectivas. A metodologia incluiu uma análise qualitativa do universo das evidências possíveis. Foram elegidas para o estudo as seguintes fontes de dados: documentos, bibliografias, teses, entrevistas online, palestras, sites e notícias de periódicos e revistas. A análise documental privilegiou quatro caminhos discursivos: (1) idéia de pluriversidade e epistemologias do sul; (2) decolonização universitária; (3) interculturalidade; (4) diálogo entre saberes e intercientificidade. Como conclusões, o estudo critica processos avaliativos padronizadores que não reconhecem universidades emergentes; questiona a monocultura do saber científico produzido nas instituições de educação superior; propõe a criação de espaços plurais de construção de conhecimento, desde uma perspectiva intercultural e descolonizada, como alternativa para superar a conjuntura de crises vivenciada pela universidade. A partir do caso Amawtay Wasi procura visibilizar a luta dos movimentos e comunidades indígenas por uma educação superior própria, que tenha como ponto de partida os conhecimentos, os valores, a cultura e a cosmovisão dos povos ancestrais da América Latina, caminhos também possíveis a serem trilhados por outras instituições de educação superior na busca de conhecimentos plurais, tanto mais efetivos para a sociedade quanto mais humanizados e impregnados de “buen vivir”. / This study intends to contribute to the debate on the contemporary identity, the social responsibility and mission of the Latin American university. This work problematizes and questions current rationalities and epistemological perspectives in academia, based upon authors such as Boaventura de Sousa Santos, Pedro Goergen and Naomar de Almeida Filho. It presents the case of Pluriversidad Amawtay Wasi, an indigenous institution from Ecuador, as an empirical study from which to discuss university perspectives. The methodology included qualitative analysis of the universe of available evidence. The following data sources were selected for the study: documents, bibliographies, dissertations, online interviews, lectures, websites and news from journals and magazines. The documental analysis highlighted four discursive paths: (1) idea of pluriversity and Southern epistemologies; (2) university decolonization; (3) interculturality; (4) dialogue among knowledges and interscientificity. In conclusion, the study criticizes the standardizing evaluative processes that do not recognize the emerging universities; questions the monoculture of scientific knowledge produced at institutions of higher education; proposes the creation of plural spaces of knowledge construction from an intercultural and decolonized perspective, as an alternative to overcome the context of crisis experienced by university. From the case of Amawtay Wasi, this study seeks to evidence the indigenous communities and movements’ struggle for their own higher education, taking as its starting point Latin American ancestral peoples’ knowledges, values, culture and cosmovision. These paths can also be taken by other higher education institutions in search for plural knowledges, the more effective for society the more humanized and impregnated by “buen vivir” they are.

Este artículo presenta y analiza las principales características de la propuesta de interculturalidad desarrollada por una organización indígena amazónica del Perú en la formación de jóvenes indígenas como enfermeros técnicos en salud intercultural. A través de este programa de formación, mostramos cómo la Asociación Interétnica de Desarrollo de la Selva Peruana (Aidesep) se apropia del concepto de interculturalidad, lo resignifica y reconstruye en la práctica. A partir de documentos internos, publicaciones institucionales, testimonios de egresados, dirigentes y miembros del equipo técnico del Programa de Salud Indígena de Aidesep, analizamos la construcción e implementación del concepto de interculturalidad. Este artículo muestra la forma en que una organización indígena se vuelve un actor proponente de la interculturalidad, construyendo una respuesta indígena para la formación de profesionales técnicos, preparados para brindar atención en salud culturalmente apropiada a la población indígena. La propuesta de formación de enfermeros técnicos en salud intercultural demuestra que es posible que la interculturalidad crítica pase del discurso a la práctica cuando los pueblos indígenas construyen propuestas interculturales propias. / This article examines the main characteristics of the proposal on interculturality developed by an indigenous Amazonian organization of Peru for the training of indigenous youth as nurse technicians in intercultural health. It shows how the Interethnic Association for the Development of the Peruvian Jungle (Aidesep) appropriates the concept of interculturality, reconfigures and reconstructs it. Based on internal documents, institutional publications, testimonies of graduates of the intercultural health program, leaders and members of the technical team of the Indigenous Health Program of AIDESEP, we analyze the construction and implementation of the concept of interculturality. We also examin the way in which an indigenous organization becomes a proponent of interculturality, building an indigenous response for the training of health professionals prepared to provide culturally appropriate health services to the indigenous population. The proposal for the training of nurse technicians in intercultural health shows that it is possible for critical interculturality to move from discourse to practice when indigenous peoples develop their own intercultural proposals.

Made available in DSpace on 2016-08-03T16:16:06Z (GMT). No. of bitstreams: 1 SILVANA LOPES SANCHES.pdf: 432547 bytes, checksum: 499c7e194d8b2f6590f067352e25e966 (MD5) Previous issue date: 2008-09-29 / This study is essentially a reflection about participation in a school of the São Paulo state network of schools, based on the life history of the persons that work there, with the purpose of understanding what keeps these persons motivated to sustained participation. It is a qualitative research that reports the background of the author and of two other persons of the school community using the life history method. This study was conducted in three steps. In the first, and by means of the life history interview method, the author got to know the subjects involved in school participation. In the second, current literature on the concepts of participation and volunteering was examined. The third step was a reflective analysis of the life history of the subjects in the light of multicultarility, participation, and volunteering. This analysis showed that the persons involved underwent a significant change evolving from naïve participation to critical participation.(AU) / Esta dissertação consiste essencialmente numa reflexão sobre a participação numa escola pública da rede estadual de ensino de São Paulo, a partir da história de vida dos sujeitos que nela atuam, visando a compreender o que mantém motivadas as pessoas que se destacam por sua participação. É um estudo de natureza qualitativa, em que se relatam as experiências da própria autora e de mais duas pessoas da comunidade escolar, utilizando-se o método da história de vida. Esta pesquisa se estrutura em três etapas. Na primeira, através da metodologia adotada, buscou-se conhecer os sujeitos envolvidos no processo de participação. Na segunda, estudouse a literatura corrente sobre os conceitos de participação e voluntariado. A terceira etapa constitui-se em uma reflexão sobre a leitura das histórias de vida dos sujeitos sob a perspectiva da interculturalidade, da participação e do voluntariado. Na narrativa das histórias de vida, é visível a mudança que viveram as pessoas envolvidas, que, de uma participação ingênua, passaram a ter uma participação crítica.(AU)

O presente estudo pretende ser um contributo à reflexão em torno da identidade da universidade latino-americana na contemporaneidade, sua função e responsabilidade social. Problematiza e questiona perspectivas epistemológicas e racionalidades vigentes no meio acadêmico a partir de autores como Boaventura Santos, Pedro Goergen, Almeida Filho e outros. Apresenta o caso da Pluriversidad Amawtay Wasi, instituição indígena situada no Equador, como objeto de estudo empírico a partir do qual faz a reflexão sobre essas perspectivas. A metodologia incluiu uma análise qualitativa do universo das evidências possíveis. Foram elegidas para o estudo as seguintes fontes de dados: documentos, bibliografias, teses, entrevistas online, palestras, sites e notícias de periódicos e revistas. A análise documental privilegiou quatro caminhos discursivos: (1) idéia de pluriversidade e epistemologias do sul; (2) decolonização universitária; (3) interculturalidade; (4) diálogo entre saberes e intercientificidade. Como conclusões, o estudo critica processos avaliativos padronizadores que não reconhecem universidades emergentes; questiona a monocultura do saber científico produzido nas instituições de educação superior; propõe a criação de espaços plurais de construção de conhecimento, desde uma perspectiva intercultural e descolonizada, como alternativa para superar a conjuntura de crises vivenciada pela universidade. A partir do caso Amawtay Wasi procura visibilizar a luta dos movimentos e comunidades indígenas por uma educação superior própria, que tenha como ponto de partida os conhecimentos, os valores, a cultura e a cosmovisão dos povos ancestrais da América Latina, caminhos também possíveis a serem trilhados por outras instituições de educação superior na busca de conhecimentos plurais, tanto mais efetivos para a sociedade quanto mais humanizados e impregnados de “buen vivir”. / This study intends to contribute to the debate on the contemporary identity, the social responsibility and mission of the Latin American university. This work problematizes and questions current rationalities and epistemological perspectives in academia, based upon authors such as Boaventura de Sousa Santos, Pedro Goergen and Naomar de Almeida Filho. It presents the case of Pluriversidad Amawtay Wasi, an indigenous institution from Ecuador, as an empirical study from which to discuss university perspectives. The methodology included qualitative analysis of the universe of available evidence. The following data sources were selected for the study: documents, bibliographies, dissertations, online interviews, lectures, websites and news from journals and magazines. The documental analysis highlighted four discursive paths: (1) idea of pluriversity and Southern epistemologies; (2) university decolonization; (3) interculturality; (4) dialogue among knowledges and interscientificity. In conclusion, the study criticizes the standardizing evaluative processes that do not recognize the emerging universities; questions the monoculture of scientific knowledge produced at institutions of higher education; proposes the creation of plural spaces of knowledge construction from an intercultural and decolonized perspective, as an alternative to overcome the context of crisis experienced by university. From the case of Amawtay Wasi, this study seeks to evidence the indigenous communities and movements’ struggle for their own higher education, taking as its starting point Latin American ancestral peoples’ knowledges, values, culture and cosmovision. These paths can also be taken by other higher education institutions in search for plural knowledges, the more effective for society the more humanized and impregnated by “buen vivir” they are.