Submitted by Renata Lopes (renatasil82@gmail.com) on 2015-12-09T12:38:04Z No. of bitstreams: 1 julioeduardodossantosribeiroreissimoes.pdf: 1183121 bytes, checksum: 825b28f5e29b3e6022160ae6180aef3d (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2015-12-09T13:50:03Z (GMT) No. of bitstreams: 1 julioeduardodossantosribeiroreissimoes.pdf: 1183121 bytes, checksum: 825b28f5e29b3e6022160ae6180aef3d (MD5) / Made available in DSpace on 2015-12-09T13:50:03Z (GMT). No. of bitstreams: 1 julioeduardodossantosribeiroreissimoes.pdf: 1183121 bytes, checksum: 825b28f5e29b3e6022160ae6180aef3d (MD5) Previous issue date: 2015-02-12 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Os estudos mais recentes sobre a identidade católica têm apontado para o século XVI como o ponto de partida de muitos traços delineadores desta mesma identidade, especialmente pela ação missionária dos jesuítas no contexto das Grandes Navegações. Este trabalho dispõe-se a compreender o motivo pelo qual os mesmos missionários oscilavam entre um discurso tridentino de fechamento doutrinário e a ação evangelizadora inclusiva, especialmente na Ásia. Para tanto, lança mão da análise de um missionário específico, Roberto Nobili (1577-1656), atuante na Índia do século XVII. O mesmo tem sido tomado como exemplo de abertura cultural e alteridade. Pretendemos demonstrar que Nobili pode ser compreendido como um jesuíta típico dentre os não-portugueses no século XVII, que corresponde à segunda geração de missionários da citada Ordem religiosa. Foi possível delimitar esta possibilidade interpretativa como clara, e as ambivalências da ordem ficam igualmente claras ao lidar com as produções literárias de Nobili. / The most recent studies about catholic identity point towards 16th century as the origin of many traces which delineate such identity, specially through the jesuit‟s missionary action in the context of Great Navigations. This essay pretends understanding the motives for the tension between a Tridentine doctrinaire enclosure and a inclusive missionary approach, especially in Asia. For that, we assay a specific missionary, Roberto Nobili (1577-1656), who worked on India during the 17th century. Roberto has being taken as an example of cultural openness and otherness. We aim to demonstrate that Nobili can be comprehended as a typical Jesuit among the non-Portuguese in 17th century, which corresponds to the second generation of missionaries of the quoted religious Order. It became possible to delimitate such interpretative approach as clear, and the ambivalences of the Order are also quite clear when we deal with Nobili‟s literary productions.

This paper explores the Xenogenesis trilogy written by Octavia Bulter and how it presents Otherness as a concept.  It provides several examples of otherness and additionally presents ideas of how it can be seen as something to be celebrated.

Orientador: Elda Rizzo de Oliveira / Banca: Denis Domeneghetti Badia / Banca: Edmundo Antonio Peggion / Banca: Sérgio Augusto Domingues / Banca: Silas Guerriero / Resumo: Esta pesquisa abarca um estudo sobre o processo de constituição de um sujeito social, as rezadeiras de terço, que operacionaliza suas crenças por meio do rosário no interior de um contexto cultural onde o mito, o símbolo e o rito são co-implicados em um vínculo religioso norteado pela experiência da angústia religiosa. Compreendo a angústia religiosa em sua dimensão criativa, de um mundo percebido como imponderável à recondução a um cosmo dotado de intecionalidade. A vivência da angústia religiosa possibilita a experiência da dimensão mítica do vínculo social em meio aos intensos processos de derruição dos códigos de reciprocidade conduzidos pela contemporaneidade. Enfim, trata-se de compreender a dinâmica simbólica implícita e co-implicada no processo de transmutação subjetiva do caos em cosmo, na reelaboração do mito salvacionista do Catolicismo, falando de um lugar também específico, o interior da religião popular. / Abstract: This research includes a study on the process of constituting a social subject, the rosary prayers, which operationalizes their beliefs through the rosary within a cultural context where the myth, symbol and ritual are co-implicated in a religious bond guided by the experience of religious anguish. I understand the religious anguish in his creative dimension, a world perceived as imponderable until a cosmos full of intentionality. The experience of the religious anguish turn possible the experience of the mythic dimension of the social bond among the intense processes of dilapidation of reciprocity codes conducted by contemporaneity. Anyway, this is to understand the symbolic dynamics implied and co-implicated in the process of transmutation subjective of chaos in the cosmos, re-elaboration of the myth of the redeemer in the Catholicism, also talking about a specific place, the interior of popular religion. / Doutor

This dissertation examines the idea of a “phenomenology of the cultural Other” in its two sides: the phenomenological and cultural sides. To address the phenomenological side, this dissertation critically examines phenomenologies of the Other in Hegel, Husserl, Heidegger, Sartre, and Merleau-Ponty, along with their prominent commentators. This group of philosophers has produced works that constitute a category of philosophical literature that may be referred to as a “phenomenology of the Other." To address the second, cultural side, a cultural aspect is added to the phenomenology of the Other. To cover the two sides of the question on the phenomenological appearances of the cultural Other, my study of will have three phases, that are presented in three chapters. In each chapter, I will look at the specific type of relations that are discussed in the phenomenologies of the Other within the philosophical traditions I mentioned above, and accordingly, I will describe a cultural phenomenon which reflects the attitude of the self toward the Other. In chapter one, the Other appears as the negation of the self and vice versa. In chapter two, the Other appears as the opposite pair of the self, and, in the final chapter, the Other appears as the co-existing pair of the self. For these three phenomenological appearances of the Other, I will suggest three considerations of the cultural Other respectively: the dehumanized Other, the Orientalized Other, and the cosmopolitan Other.

No description available.

No description available.

To determine whether selective immigration policies are influenced by national experience and economic concerns, this research studies Denmark’s The Greencard scheme, and seeks to find the answer if the formulation of the conditions to be qualified will attract or repel the aspiring immigrant. Reasons such as immigration patterns, integration issues, and increasing pressure to the society contributes to the tendency and positive overall impression suggesting repulsive formulation. The content analysis of the research material amicably identified the object of signification and Western values in the definition of parameter to qualify. Although the reduced data showed the application of systematic distinctions in the process of differentiation, the subsequent analysis of the results inferred the intention of the country that is mutually beneficial. That, the basis of evaluation using a point system is designed to assess the likelihood that the immigrant will be able to find qualified work in Denmark. The result of this study revealed an interesting starting point in conducting further research. It will help the researcher to step forward in incorporating either opinion survey or interviews in order to generate an even better strength of results and a more generalized conclusion.

This study underscores the importance of press discourse as means of production and circulation of representations regarding land and people. Considering the press has a strong influence on the construction of social imaginaries, this study explores how textual images in The (London) Times and The New York Times shaped public opinion about Patagonia and Patagonians and how those images relate to the United States and British national and international political agendas and to the historical/cultural context. In other words, this study proposes to analyze the relationship between media and agency. The time period under study is the second half of the nineteenth century the era during which Argentina focused on the need for exercising sovereignty over Patagonia as a way of expanding the state's frontier, incorporating new commercially productive lands to respond to the demands of the international market, contesting in this way the Chilean interests in the area, and responding to the demands of the aspirations of a ruling class "landed aristocrats" who wanted to attract Europeans. The analysis of this research draws on a total number of 669 articles which have been coded with the purpose of assessing the differences between the United States and British imaging of Patagonia and Patagonians, taking into consideration that England was directly linked through financial investment to Argentina while the United States had chosen a military policy to expand its control of western lands (1865-1890), similar to the Argentine policy for controlling northern and southern lands. / Master of Arts

The overall aim of the present study is to investigate how teachers deal with linguistic and cultural otherness in the French foreign language classroom at upper secondary school level in Sweden. The foreign language classroom is seen as a cultural meeting place where images of otherness are natural elements. In this respect, otherness should be regarded as one cultural aspect among others implying human as well as language phenomena. Analyzing the way in which the teachers in the study mediate this otherness to their students is expected to contribute to the pedagogical debate on intercultural understanding in language teaching and learning.   The study is based on empirical data consisting of video recorded observations in three different classrooms. One class (class A) is treated as primary data where two activities are especially focused, namely working with texts and working with grammar. The verbal interaction from these activities has been transcribed and analyzed qualitatively.   The first step of analysis concerns the learning aims which are transmitted to the students in the teacher’s introduction to the two activities. The second step deals with the teacher’s procedures to involve the students in the construction of knowledge which focuses on linguistic and cultural otherness.   Finally, a comparative perspective is adopted. On the one hand, the two different activities are compared with each other, while on the other hand, the findings from class A are compared with class B and C. From a dialogical point of view, the way in which the classroom setting and the teachers’ acting can favour intercultural understanding is discussed.   The results of the analyses highlight the fact that teachers seem to pay more attention to linguistic otherness than to cultural otherness. Furthermore, the study shows that the foreign language classroom has a dialogical potential when it comes to human relations and discourse. More attention could be paid to these aspects of teaching in order to pave the way for better intercultural understanding. The teachers in the present study seem to favour dialogical relationships in the classroom and neglect discursive issues in the situation. Our conclusion is that the way in which teachers deal with otherness is tradition-bound. Texts, for instance, even those with an obvious intercultural content, are treated as pre-texts for studying linguistic phenomena. Cultural phenomena, when dealt with, are limited to a product paradigm and are transmitted without reflection and with no apparent awareness of any intercultural understanding.

The overall aim of the present study is to investigate how teachers deal with linguistic and cultural otherness in the French foreign language classroom at upper secondary school level in Sweden. The foreign language classroom is seen as a cultural meeting place where images of otherness are natural elements. In this respect, otherness should be regarded as one cultural aspect among others implying human as well as language phenomena. Analyzing the way in which the teachers in the study mediate this otherness to their students is expected to contribute to the pedagogical debate on intercultural understanding in language teaching and learning.   The study is based on empirical data consisting of video recorded observations in three different classrooms. One class (class A) is treated as primary data where two activities are especially focused, namely working with texts and working with grammar. The verbal interaction from these activities has been transcribed and analyzed qualitatively. The first step of analysis concerns the learning aims which are transmitted to the students in the teacher’s introduction to the two activities. The second step deals with the teacher’s procedures to involve the students in the construction of knowledge which focuses on linguistic and cultural otherness. Finally, a comparative perspective is adopted. On the one hand, the two different activities are compared with each other, while on the other hand, the findings from class A are compared with class B and C. From a dialogical point of view, the way in which the classroom setting and the teachers’ acting can favour intercultural understanding is discussed. The results of the analyses highlight the fact that teachers seem to pay more attention to linguistic otherness than to cultural otherness. Furthermore, the study shows that the foreign language classroom has a dialogical potential when it comes to human relations and discourse. More attention could be paid to these aspects of teaching in order to pave the way for better intercultural understanding. The teachers in the present study seem to favour dialogical relationships in the classroom and neglect discursive issues in the situation. Our conclusion is that the way in which teachers deal with otherness is tradition-bound. Texts, for instance, even those with an obvious intercultural content, are treated as pre-texts for studying linguistic phenomena. Cultural phenomena, when dealt with, are limited to a product paradigm and are transmitted without reflection and with no apparent awareness of any intercultural understanding.