O objetivo desta dissertação é analisar os diálogos e disputas travadas por Darcy Ribeiro para compreender a sua atuação como Senador. O trabalho foi baseado na compreensão de que as ações de Darcy Ribeiro estavam inseridas em um contexto sócio-histórico específico, concebido de modo ampliado e considerando aspectos como valores e temas em disputa na época. Inicialmente, foi construído um quadro de referência do contexto, abrangendo o período de 1990, ano da candidatura de Darcy Ribeiro ao Senado, até 1997, ano da sua morte. A partir desta interpretação, operou-se a análise do recorte do corpus empírico, compreendido por alguns discursos e apartes proferidos pelo Senador no Plenário, textos da Revista Carta – Falas, Reflexões, Memórias publicada pelo seu Gabinete, material de campanha eleitoral e artigos veiculados na imprensa. As ideias e projetos de Ribeiro analisados na dissertação demonstram a atualidade e permanência de suas realizações. O trabalho foi um resgate inacabado sobre a atuação de Darcy Ribeiro no Senado Federal e necessita ser aprofundado. Do mesmo modo, a abordagem teórico-metodológica da presente dissertação, que aproxima o referencial da Hermenêutica da Profundidade ao Contextualismo Linguístico, precisa ser debatida e aperfeiçoada, restando como sugestão para estudos futuros. / The objective of this dissertation is to analyze conversations and disputes that took place by Darcy Ribeiro to better understand his role as Senator. The work was based on the assumption that the actions of Darcy Ribeiro were part in a specific socio-historical context, conceived as a whole and considering aspects such as values and issues in dispute at the time. Initially, we built a framework of context, covering the year of 1990, Darcy's candidacy for the Senate, until 1997, the year of his death. From this interpretation, it was operated the analysis of trimming the empirical corpus, comprised of some speeches and interventions delivered by Senator the Plenary, texts of the magazine Carta – Falas, Reflexões, Memórias published by his office, campaign material and articles published in press. The Ribeiro´s ideas and projects discussed in this dissertation demonstrate the relevance and permanence of his achievements. The on-going work was a rescue on the performance of Darcy in the Senate and needs to be deepened. Similarly, the theoretical and methodological framework of this dissertation, which approximates the reference Hermeneutics of the Depth and Linguistic Contextualism, must be debated and refined, remaining as future research.

O objetivo desta dissertação é analisar os diálogos e disputas travadas por Darcy Ribeiro para compreender a sua atuação como Senador. O trabalho foi baseado na compreensão de que as ações de Darcy Ribeiro estavam inseridas em um contexto sócio-histórico específico, concebido de modo ampliado e considerando aspectos como valores e temas em disputa na época. Inicialmente, foi construído um quadro de referência do contexto, abrangendo o período de 1990, ano da candidatura de Darcy Ribeiro ao Senado, até 1997, ano da sua morte. A partir desta interpretação, operou-se a análise do recorte do corpus empírico, compreendido por alguns discursos e apartes proferidos pelo Senador no Plenário, textos da Revista Carta – Falas, Reflexões, Memórias publicada pelo seu Gabinete, material de campanha eleitoral e artigos veiculados na imprensa. As ideias e projetos de Ribeiro analisados na dissertação demonstram a atualidade e permanência de suas realizações. O trabalho foi um resgate inacabado sobre a atuação de Darcy Ribeiro no Senado Federal e necessita ser aprofundado. Do mesmo modo, a abordagem teórico-metodológica da presente dissertação, que aproxima o referencial da Hermenêutica da Profundidade ao Contextualismo Linguístico, precisa ser debatida e aperfeiçoada, restando como sugestão para estudos futuros. / The objective of this dissertation is to analyze conversations and disputes that took place by Darcy Ribeiro to better understand his role as Senator. The work was based on the assumption that the actions of Darcy Ribeiro were part in a specific socio-historical context, conceived as a whole and considering aspects such as values and issues in dispute at the time. Initially, we built a framework of context, covering the year of 1990, Darcy's candidacy for the Senate, until 1997, the year of his death. From this interpretation, it was operated the analysis of trimming the empirical corpus, comprised of some speeches and interventions delivered by Senator the Plenary, texts of the magazine Carta – Falas, Reflexões, Memórias published by his office, campaign material and articles published in press. The Ribeiro´s ideas and projects discussed in this dissertation demonstrate the relevance and permanence of his achievements. The on-going work was a rescue on the performance of Darcy in the Senate and needs to be deepened. Similarly, the theoretical and methodological framework of this dissertation, which approximates the reference Hermeneutics of the Depth and Linguistic Contextualism, must be debated and refined, remaining as future research.

O objetivo desta dissertação é analisar os diálogos e disputas travadas por Darcy Ribeiro para compreender a sua atuação como Senador. O trabalho foi baseado na compreensão de que as ações de Darcy Ribeiro estavam inseridas em um contexto sócio-histórico específico, concebido de modo ampliado e considerando aspectos como valores e temas em disputa na época. Inicialmente, foi construído um quadro de referência do contexto, abrangendo o período de 1990, ano da candidatura de Darcy Ribeiro ao Senado, até 1997, ano da sua morte. A partir desta interpretação, operou-se a análise do recorte do corpus empírico, compreendido por alguns discursos e apartes proferidos pelo Senador no Plenário, textos da Revista Carta – Falas, Reflexões, Memórias publicada pelo seu Gabinete, material de campanha eleitoral e artigos veiculados na imprensa. As ideias e projetos de Ribeiro analisados na dissertação demonstram a atualidade e permanência de suas realizações. O trabalho foi um resgate inacabado sobre a atuação de Darcy Ribeiro no Senado Federal e necessita ser aprofundado. Do mesmo modo, a abordagem teórico-metodológica da presente dissertação, que aproxima o referencial da Hermenêutica da Profundidade ao Contextualismo Linguístico, precisa ser debatida e aperfeiçoada, restando como sugestão para estudos futuros. / The objective of this dissertation is to analyze conversations and disputes that took place by Darcy Ribeiro to better understand his role as Senator. The work was based on the assumption that the actions of Darcy Ribeiro were part in a specific socio-historical context, conceived as a whole and considering aspects such as values and issues in dispute at the time. Initially, we built a framework of context, covering the year of 1990, Darcy's candidacy for the Senate, until 1997, the year of his death. From this interpretation, it was operated the analysis of trimming the empirical corpus, comprised of some speeches and interventions delivered by Senator the Plenary, texts of the magazine Carta – Falas, Reflexões, Memórias published by his office, campaign material and articles published in press. The Ribeiro´s ideas and projects discussed in this dissertation demonstrate the relevance and permanence of his achievements. The on-going work was a rescue on the performance of Darcy in the Senate and needs to be deepened. Similarly, the theoretical and methodological framework of this dissertation, which approximates the reference Hermeneutics of the Depth and Linguistic Contextualism, must be debated and refined, remaining as future research.

This study explores the social ‘vision’ of three Shona women writers vis-à-vis their Zimbabwean society, attempting to ascertain whether this vision is entrenched in the post-independence context or has been shaped by the whole canvas of colonization and its impact on Shona society. For this purpose, Tsitsi Dangarembga’s Nervous Conditions (1988), Yvonne Vera’s Why Don’t You Carve Other Animals (1992) and Freedom Nyamubaya’s Dusk of Dawn (1995) have been selected to explore the representation of Zimbabwean society in different artistic genres. The approach is mainly socio-historical, examining the selected texts in the context of Zimbabwean history and paying attention to how the socio-political dynamics in both colonial Rhodesia and post-independence Zimbabwe influence the creative output of Zimbabwean writers, in general, and of the selected writers, in particular. In addition, this study refers to other aspects of literary theory, especially African feminist theories, since all three writers discuss the plight of black African women. This study consists of four chapters arranged according to the historical period in which the texts are set, which coincides with publication date. Chapter One provides a general background to Zimbabwean writing in English to root the study in the socio-historical experiences of the country. This chapter thus considers the works of both white and black writers. Chapter Two discusses Nervous Conditions, critiquing it as a women’s narrative in a social realist mode, because it portrays the social and political forces as significant shapers of human lives. Chapter Three analyzes Why Don’t You Carve Other Animals as a text in the fabulist mode, which re-imagines cultural and literary politics. Nyamubaya’s poetry, discussed in Chapter Four, is autobiographical and ideological. It revisits the Zimbabwean liberation war, situating it within both the private and national spheres, and arguing that such a standpoint emanates from Nyamubaya’s need to make sense of her own experiences during the war and in post-independence Zimbabwe. In conclusion, the study summarizes the major findings of the research, analyzing these against the background to Zimbabwean writing in English given in Chapter One. / Dissertation (MA (English))--University of Pretoria, 2007. / English / unrestricted

[pt] A presente Tese de Doutorado tem como objetivo investigar como os sujeitos do contexto escolar constroem discursivamente o conceito de (in)disciplina, compreendendo a linguagem como prática social, onde os indivíduos, situados sócio-historicamente, negociam significados (Fairclough, 1989; Moita Lopes, 1996 e 1998). Partindo da perspectiva bakhtiniana de linguagem (Bakhtin, 1992[1929]), busco reconhecer as vozes que ecoam nos enunciados construídos pelos participantes do contexto escolar - professores, funcionários técnico-administirativos e alunos, bem como a construção da alteridade na escola, isto é, como o outro é representado no discurso dos participantes da instituição analisada. O estudo das diferentes teorias sobre (in)disciplina baseou-se, principalmente, em Foucault (2000[1975]), Aquino (1996), De La Taille (1996) e Vasconcellos (2000 e 2003). Uma descrição da instituição escolar ao longo do tempo é apresentada (Dussel e Caruso, 2002; Hilsdorf, 2006; Bauman, 1998; Sennet, 2004), situando a escola em uma dimensão sócio-histórica, no sentido de melhor compreendê-la, e perceber como certos padrões da vida escolar foram sendo construídos social, cultural e politicamente. A pesquisa baseia-se em um estudo de caso de um colégio público federal de Ensino Fundamental e Médio do Rio de Janeiro e faz um recorte profundo na realidade social desta escola, buscando as diferentes visões dos participantes do contexto escolar sobre questões disciplinares. Entrevistas semiestruturadas e documentos institucionais foram os instrumentos utilizados para gerar os dados da pesquisa. Foram entrevistados professores de diferentes idades, áreas de conhecimento e experiência docente; alunos de diferentes séries; funcionários técnico-administrativos; a diretora adjunta e o diretor da unidade escolar na qual a pesquisa foi desenvolvida. A análise dos dados mostrou que existe na escola analisada uma crise de paradigmas em relação à questão disciplinar, uma vez que esta é uma instituição onde predomina uma visão moderna de educação, embora esteja inserida em um contexto sócio-histórico pósmoderno. Além disso, o discurso documental da escola ecoa a disciplina tradicional, que associa a disciplina à obediência e submissão. Contudo, acompanhando as características da sociedade pós-moderna - fluidez, velocidade, reorganização do tempo e do espaço, adaptabilidade, coexistem atualmente nas escolas a disciplina tradicional e outras visões de (in)disciplina, a saber: liberal, psicologizante e consciente/interativa. A análise dos dados mostrou também que existem diferentes discursos acerca da (in)disciplina no contexto escolar analisado, dentre os quais estão: o discurso dos acordos, que compreende a disciplina como o estabelecimento de contratos negociados entre os participantes da sala de aula; o discurso único, que busca uma consonância monológica, inviável em um mundo polifônico; e o discurso acusatório, através do qual o eu da relação pedagógica é geralmente representado de forma positiva, enquanto o outro, em muitos casos considerado como a família, é representado de forma negativa e responsabilizado pelos problemas disciplinares que ocorrem na escola. Alguns outros temas emergiram nas entrevistas e nortearam o trabalho de análise dos dados: as vozes sociais, que demonstram haver um agitado balaio de vozes no discurso de cada indivíduo (Bakhtin, 1992[1929]), bem como uma multissonância de vozes no discurso dos diferentes participantes do contexto escolar, estando, por exemplo, os alunos satisfeitos com a disciplina da escola, ao passo que os professores demonstram o oposto. As consonâncias, dissonâncias e multissonâncias discursivas observadas no contexto escolar indicam a urgência de uma reflexão ampla, por parte de todos os seus participantes, sobre as questões envolvidas no discurso disciplinas. / [en] This thesis aims at investigating how subjects in the school context discursively construct the concept of (in)discipline. In this research, language is viewed as social practice through which socio-historically situated individuals negotiate meaning (Fairclough, 1989; Moita Lopes, 1996 e 1998). Using the Bakhtinian language perspective (Bakhtin, 1992[1929]), this study aims at recognizing the voices that echo in the discourses constructed by teachers, administrative staff and students. The construction of otherness at school, i.e., how the other is represented in the discourse of different participants of the analyzed school context, is also observed. The discussion of the different theories about (in)discipline was mainly based on Foucault (2000 [1975]), Aquino (1996), De La Taille (1996) and Vasconcellos (2000 and 2003). A historical description of the school institution in different moments is presented (Dussel and Caruso, 2002; Hilsdorf, 2006; Bauman, 1998; Sennet, 2004), situating it in a socio-historical dimension, so as to better understand it and to observe how certain characteristics of school life have been constructed socially, culturally and politically. The research is a case study with focus on a public federal school in Rio de Janeiro, which allows for a deep perspective on the social reality of this specific school through the analysis of different subjects` views about (in)discipline matters. Semi-structured interviews and institutional documents were the research instruments used to gather data for the analysis. Teachers of different ages, areas of knowledge and with different working experience were interviewed, as well as students from different grades, administrative staff, the school principal and a vice-director. The analysis of the data showed that there is a paradigm crisis concerning (in)discipline in the observed school, since this institution reflects a modern view of education, although socio-historically pertaining to a post-modern context. Besides that, the documental school discourse echoes the traditional discipline, which associates discipline with obedience and submission. However, in present day schools, there are also other views of (in)discipline, such as liberal, psychological and interactive, which accompany society`s post-modern characteristics - fluidity, speed, reorganization of time and space. Data analysis also showed that different discourses about (in)discipline are represented in the analyzed context, such as: the discourse of agreements, which considers discipline as the establishment of agreements negotiated by the subjects in the classroom; the uniform discourse, which searches for a monological consonance, impossible in a polyphonic world; and the accusatory discourse, through which the I in the pedagogical relation is constructed positively, while the other, in many cases taken as the family, is represented in a negative way and blamed for the discipline problems. Some other themes appeared in the interviews and guided the data analysis: the social voices, that demonstrate there is a mix of voices in each subject`s discourse (Bakhtin, 1992[1929]), as well as a multissonance of voices among the discourses of the different participants in the school context, showing, for instance, that students are satisfied with the discipline of the school, while teachers demonstrate the opposite. Discursive consonances, dissonances and multissonances observed in the school setting point towards the need for an urgent, comprehensive and reflexive discussion on disciplinary discourse issues, involving all those participating in the educational context.

This study aims to point out the literary and socio-historical relationship between the prayers of Esther (Est.4.17.11-26 (Addition C) (14)) and Judith (Jdt.9). By making use of a literary analysis in terms of syntax, discourse structure, language, style, rhetorical figures, form and tradition, a comparison is made between the prayers to point out the literary agreements and differences. Subsequently an attempt is made to interpret the prayers against the social background(s) within which they originated. The events in the prayers are especially brought into relation with the Maccabaean era (168 BCE – 37 CE) with the purpose of determining how the authors of each prayer associated their own historical situation with the events of the Maccabaean crisis (168 BCE – 162/161 BCE). The characters that each of the authors introduces to the readers have a definite influence in the interpretation of Esther and Judith’s prayers. It is for this reason that the author, or at least what is learned about him through the text, and his interpretation of the events within his social situation, is investigated. A further investigation concentrates on the strategy that the authors used in terms of ‘genre’, contents and organization with the purpose of conveying their message to their readers. Further, an attempt is made to combine the results of this study with the intention of identifying the possible Grundlage, which may be the basic form of the prayers as they were accepted into the LXX. A hypothesis is also stated at the end of this study about how the Grundlage may have developed and which possible events throughout history could have played a role in the final form of Esther and Judith’s prayers, as accepted into the LXX. The theory of Moore (1982: 594) that the close relation of Esther and Judith with Daniel can best be explained by a possible common biblical heritage, is discussed and measured at the hand of the hypothesis of a common Grundlage for the prayers. Zeitlin’s argument (1972: 14, 15-21) that the prayers existed on polemical grounds, is also measured against the proposal of a common Grundlage. The eventual purpose of this study is then to point out what details can be derived from texts that are compared with each other by means of a literary and socio-historical comparison. / Dissertation (Magister Artium (Ancient Languages and Culture))--University of Pretoria, 2006. / Ancient Languages / unrestricted

Using an analysis of the creation of the character Dan Kelly in my play, risk, I argue that fairytale characters work as more than personage representations. They function on a big canvas for the audience; they carry large chains of association. Given this, I then propose that the human response is to infer additional meaning, meaning beyond the scope of plot and immediate character interaction - the audience infers symbolic meaning, ‘amplifying’ what is there into more. They enter a ‘generative empty space’ within the play where they infer or ‘unfold’ more meaning. In creating this ‘greater tale’, they are engaged beyond their personal ‘horizon of understanding’, and so, ‘take in’ the work through a heightened perceptual acuity. Therefore, I pursued the idea of making space for the operation of this process, of leveraging the creation of meaning around a character. My inquiry led me to believe that a powerful way to do this was through absence rather than presence and silence rather than sound; and this had a profound impact on my choice of form for Dan Kelly: he progressed, through a number of stages, from reportage to a digital representation.

This dissertation for the M.A. in Creative Writing consists of a full-length play, titled Last Laugh and a mini-dissertation. The mini-dissertation explores the phenomenon of Theatre-for-Development, which differs significantly from the performance tradition of classical African drama. The study identifies ways in which Theatre-for-Development practitioners, animators or catalysts, (interchangeable names given to agents who teach target community members theatre-for-development skills) abandon the conventions of classical African drama performances, in terms of the form of plays, stage management and costumes. They find different and less formal ways to tackle the social problems which the target communities experience. The origins of Classical African drama are traced from the western tradition, from which it borrows heavily, and there is some discussion of the socio-historical conditions that prevailed during the time when African playwrights performed those plays, and the rise of nationalism in colonised African states, which in part influenced their production. This study then examines how the socio-political dynamics in the Zimbabwean post-farm-invasions era gave rise to Theatre-for-Development projects in the newly resettled farming communities that faced social development challenges. Despite the land gains peasants enjoyed, the resettled communities found themselves in places far away from schools, hospitals, shops and social service centres. That was the source of their problems. It will be shown how government sponsored Theatre-for-Development groups to mobilise the people, through theatre, to initiate home-groomed solutions to their social and economic problems during a time when the government was bankrupt and the country’s economy was shattered by the destruction of the agricultural and mining sectors, triggered by the invasions of the white commercial farms. The Ziya Community Theatre’s production of Sunrise is analysed in the light of these considerations. / Dissertation (MA)--University of Pretoria, 2012. / English / unrestricted

[pt] É especialmente importante para a Terapia de Família relacionar o indivíduo, a família e o contexto sócio- histórico. Três perspectivas da relação família-indivíduo são destacadas, salientando uma compreensão Interdisciplinar e acrescentando algumas considerações a respeito do Brasil. O processo sócio-histórico da cultura ocidental indica que o indivíduo busca constituir-se como pessoa, enquanto a família se define como um grupo que permite a realização de personalidades individuais. Uma compreensão filosófica e histórica da família e do sujeito, entretanto, assinala uma separação entre eles. Para discutir esta separação, é realizado um mapeamento, em três sentidos. Primeiro, o projeto científico para as Ciências Humanas, caracterizado pela exclusão da subjetividade, é discutido, distinguindo-se a história da Psicologia e a da Terapia de Família. Segundo, os contextos e transformações de teorias e práticas terapêuticas, em que a formulação da exclusão entre relacional e intrapsíquico revela-se, principalmente, no embate entre a Teoria Sistêmica e a Psicanálise. Por conseqüência, examina-se o conjunto de alternativas diferenciadas, incluindo os sistêmicos influenciados pela Psicanálise, as terapeutas de família feministas, a Terapia de Família psicanalítica, o Construtivismo, o Construcionismo Social e a Psicologia da Família; e discute-se a fragmentação, a unificação e a integração de teorias e práticas, tanto na Psicologia quanto na Terapia de Família. Terceiro, os estudos sobre família, terapias e terapeutas de família no Brasil, em que são analisados alguns artigos de periódicos nacionais, os cadernos de resumos dos Congressos Brasileiros de Terapia de Família e as entrevistas realizadas com cinco terapeutas de família do Rio de Janeiro. Apresenta-se uma visão panorâmica deste campo de estudos, destacando algumas características e enfatizando o movimento de integração entre diversas teorias e práticas na Terapia de Família. Por fim, desenvolve-se uma proposta teórica de articulação que permite relacionar o indivíduo, a família e o contexto sócio-histórico, no qual os primeiros se inserem, e, ainda, aproximar a teoria e a experiência pessoal. Estas relações são relevantes à construção do conhecimento para as Ciências Humanas, apoiando-se em analogias e metáforas constitutivas, tais como a do espaço exterior e a do espaço interior. / [en] It's specially important for Family Therapy to relate the individual, the family and the socio-historical context. Three perspectives concerning the family-individual relationship are identified, emphasizing an interdisciplinary comprehension, and adding some considerations about Brazil. The socio-historical process of the western culture indicates that the individual seeks to constitute himself/herself as a person, while the family defines itself as a group that allows the realization of individual personalities. A philosophical and historical comprehension of the family and of the subject, however, points out a separation between them. In order to discuss this separation, a three-course map was outlined. The first one discussed is the scientific project for the human sciences, characterized by the exclusion of the subjectivity, highlighting the histories of Psychology and of Family Therapy. In the second one, the focus of the discussion is turned to the contexts and transformations of theories and therapeutical practices, in which the formulation of the exclusion of either the relational or the intrapsychic concepts is revealed, specially in the confrontation between Systemic Theory and Psychoanalysis. Consequently, the group of differentiated alternatives that include the systemic therapists influenced by Psychoanalysis, the feminist family therapists, the psychoanalytic family therapy, the Constructivism, the Social Constructionism and the Family Psychology is examined, and a discussion on the fragmentation, the unification and the integration of theories and practices in both Psychology and Family Therapy is conducted. The third one focus on the analysis of studies about family, therapies and Family Therapy in Brazil. It's done through some articles in Brazilian journals, the abstract notebooks of the Brazilian Congresses of Family Therapy and through interviews made with five family therapists from Rio de Janeiro. Thus a panoramic view of this field of studies is presented, distinguishing some characteristics and emphasizing the integration movement among the various theories and practices in Family Therapy. Finally, a theoretical proposal of articulation is developed. The objective of the proposal is to relate the individual, the family and the socio-historical context in which he/she is included, in addition to associate the theory and the personal experience. These relationships are relevant to the construction of the Human Sciences knowledge, that find support in constitutive analogies and metaphors, such as the ones about exterior and inner spaces. / [fr] Il est particulièrement important pour la Thérapie Familiale de mettre en relation l individu, la famille et le contexte sociohistorique. Trois perspectives de relation famille-individu se détachent, en mettant en evidence une compréhension interdisciplinaire et en tenant compte de certaines considérations dues au Brèsil. Le processus socio-historique de la culture occidental indique que l individu cherche à se constituer comme une personne, allors que la famille se dèfinit comme un groupe qui permet la réalisation de personnalités individuelles. Une compréhension philosofique et historique de la famille et du sujet, cependant, signale une séparation entre eux. Pour discuter cette séparation, une carte est élaborée, en trois sens. Premièrment, le projet scientifique que pour les Sciences Humaines y caractérisé par l exclusion de la subjectivité, est discutée, en se distingant de l histoire de la Psychologie et de la Thérapie Familiale. Deuxièmement, les contextes et les transformations des théories et pratiques thérapeutiques, dans lesquelles la formulation de l exclusion entre le relationnel et le intrapsychique se révéle, principalement, dans la discusión entre la Théorie Systémique et la Psychanalyse. En conséquence, on observe un ensemble d alternatives différenciées, incluant les systémiques influencés par la Psychanalyse, les thérapeutes familiale féministes, la Thérapie Familiale psychanalytique, le Constructivisme, le Construccionisme Social et la Psychologie de Famille; et on discute la fragmentation, l unification et l intégration de théories et de pratiques, autant en Psychologie qu’en Thérapie Familiale. Troisièmement, les études sur la famille, les thérapies et les thérapeutes familiale au Brèsil, dans lequels sont analysés: quelques articles des journaux nationaux; les cahiers des résumés des Congrès Brèsiliens de Thérapie Familiale; et les entretiens realisés avec cinq thérapeutes familiale de Rio de Janeiro. On present une vision panoramique de ce champ d études, détachant quelques caractéristiques et emphatisant le mouvement de l integration entre diverses théories et pratiques dans la Thérapie Familiale. En fin, le développment d une oriéntation théorique, l articulation, permet de mettre en relation l individu, la famille et le contexte socio-historique, dans lequel les premiers s insèrent et, de plus, rapprocher la théorie et l expérience personnelle. Ces relations sont determinantes dans la construction de la connaissance pour les Sciences Humaines, en s appuyant sur des analogies et des métaphores constitutives, telles que celle de l espace extérieur et de l espace intérieur.