A presente pesquisa descreve, analisa e discute a exequibilidade de efetiva comunicação oral entre aprendizes em nível inicial de aprendizagem de FLE. Fundamentando-nos em Kerbrat-Orecchioni (1990; 1996) e Marcuschi (2003; 2008) descrevemos o funcionamento da interação verbal, explicitando seus fatores internos bem como as condutas que determinam esta prática. Apoiando-nos ainda em obras que defendem um ensino pautado na interação e na espontaneidade, como, por exemplo, Kramsch (1984), Schiffler (1991) e Massaro (2008) expomos suas contribuições para a área da didática do francês língua estrangeira. Analisando efetivas interações entre aprendizes inscritos em um Curso Experimental que oferecemos junto ao Serviço de Cultura e Extensão da Faculdade de Filosofia, Letras e Ciências Humanas da Universidade de São Paulo, detectamos procedimentos de validação interlocutória (de caráter verbal, paraverbal e não verbal) utilizados para assegurar o sucesso da troca comunicativa espontânea na execução de tarefas linguageiras. A análise dos turnos de fala dos aprendizes evidenciou que a interação espontânea conduz naturalmente à colaboração na solução de problemas. Recorrendo frequentemente a reguladores e captadores, os aprendizes asseguram o pacto com o interlocutor, demonstrando assim seu engajamento discursivo na troca interacional em curso, ainda que pautado por restrições linguísticas características do nível inicial de aprendizagem de língua estrangeira. / The present research describes analyses and discusses the feasibility of effective oral communication of FFL (French as a Foreign Language) learners at an early stage. It is based upon Kerbrat-Orecchioni (1990; 1996) and Marcuschi (2003; 2008) and it describes how verbal interaction works, evincing its internal factors as well as the conducts that determine this practice. It also relies on books that defend the teaching grounded on interaction and spontaneity, as, for instance, Kramsch (1984), Schiffler (1991) and Massaro (2008) and it exposes their contribution to the teaching area of French as a foreign language. Analyzing effective interactions between learners enrolled in an Experimental Course offered in the Center of Culture and Extension of the Philosophy, Languages and Human Sciences College of the University of São Paulo, it has been noticed procedures of interlocutory validation (of verbal, paraverbal and non-verbal character) used to reassure the success of the spontaneous communication exchange in the execution of language tasks. The appraisal of the speaking turns of the apprentices has evidenced that the spontaneous interaction results in the collaboration of problem solving. Frequently recurring to regulators and receivers, learners ensure the agreement with the interlocutor, demonstrating, thus, their discoursive engagement in the interactional exchange in progress, despite its being based on linguistic restrictions, which are characteristic of the early stage of foreign language learning.

Relying mainly on R. B. Pippin’s and D. Moggach’s interpretative works on Kant and Hegel, the thesis tackles the problem of the reception of Kant by Hegel. It does so by looking into the impact of Kant’s first critique on the Preface, the Introduction and the first part of the section Self-consciousness of the Phenomenology of Spirit. Three Kantian conditions for there to be freedom are identified and shown to be reinterpreted by Hegel in a continuist perspective. These three conditions are spontaneity, reflectivity and negativity which propels and retains the free Kantian subject in the Hegelian becoming of reality.

Inger Ekdahl was a female painter at the center of Swedish Abstract Expressionism in the fifties. This essay investigates how her art was received in Stockholm and Paris. We conclude that although her type of art dominated the avant-garde in Paris during the late fifties, she was too early for the Swedish avant-garde and did not amass enough support to transform it. The analysis used Actor-Network Theory following Latour.

O presente trabalho, que se insere num conjunto de pesquisas voltadas à busca e fundamentação teórica de enquadres clínicos diferenciados capazes de responder a necessidades emocionais e existenciais geradas pela vida contemporânea, apresenta a narrativa de uma experiência clínica não convencional bem como reflexões que esta suscita, numa interlocução muito próxima com o pensamento de Winnicott. A estrutura do texto busca manter-se fiel, enquanto narrativa e reflexão, ao modo concreto como foi realizado o trabalho, na medida em que consistiu numa sucessão de encontros: com os adolescentes, com a memória do acontecido que foi registrado por escrito pela psicanalista após cada encontro, com os textos finalizados de cada peça, com demais psicanalistas do “Ser e Fazer": Laboratório de Saúde Mental e Psicologia Clínica Social e com a obra winnicottiana. Inspirando-se no jogo de rabiscos, o enquadre diferenciado pesquisado caracteriza-se pelo emprego do teatro da espontaneidade como procedimento “apresentativo-expressivo" de maneira a estabelecer um campo lúdico capaz de sustentar o acontecer adolescente. Tendo à disposição uma mala contendo objetos variados adequados à confecção de fantasias, é oferecida aos jovens a oportunidade de um brincar que consiste na possibilidade de produção coletiva de dramatizações. No intuito de oferecer ao leitor uma noção do tipo de experiência clínica estudada, são apresentados relatos de nove peças que abordam os temas do casamento e da morte. Pode-se constatar que esses encontros favorecem o estabelecimento de um diálogo lúdico entre os jovens, oferecendo-lhes a oportunidade de expressar alguns dos dramas que os preocupam no momento e de experimentar novas formas de ser e de agir perante as questões levantadas. Uma vez que não se tratou de produzir conhecimento sobre psicologia da adolescência, mas de estudar a fecundidade clínica de um enquadre diferenciado, não há pretensão de trazer conclusões sobre a adolescência ainda que o teatro da espontaneidade tenha permitido vislumbrar os dramas enfrentados pelos jovens. É legítima a conclusão de que se trata de enquadre de trabalho adequado e poderoso, porque, por meio do brincar, permite expressão, surpresa e articulação simbólica de aspectos de self. / This work is part of researches interested in developing different clinic features of work based on theory, and capable to attend emotional and existential necessities created by contemporary life. It presents the narrative of a non-conventional clinic experience, and the reflections that came up during that experience, in a very close interaction with Winnicott´s thoughts. The structure of the text, in what it concerns the narrative and the reflections, tries to follow very closely, the way this work has been accomplished, consisting of a succession of different meetings: with the teenagers, with the memories of what happened during the plays while writing down the experience after each play, with other psychoanalysts from: “Ser e Fazer": Laboratory of Mental Health and Social Clinic Psychology, and with Winnicott´s thoughts. Inspired in the squiggle game, this different kind of work that has been developed, is characterized by the use of the Theatre of Spontaneity as a “Presentation-Expression" procedure in order to establish a playful atmosphere capable of supporting the teenager happening. Using a suitcase full of several different objects available for the creation of costumes, the teenagers have the opportunity of acting some plays in group. Nine narratives of plays about weddings and death are presented in order to give the reader a better idea of the clinic experience we have been studying. It is possible to observe that these meetings provide the establishment of a playful dialogue among the teenagers, offering them the opportunity for expressing some of the dramas that worry them, and for trying new ways of being and of behaving in front of the situations brought up in the group. Since the focus of this study is not to produce psychological know-how about adolescence, but to study the acceptance of this different clinical feature of work, there aren’t any intentions of bringing any conclusion about adolescence, even though the theatre of spontaneity has permitted observing some of the dramas those teenagers have been facing. It’s correct to conclude that it refers to a very powerful and suitable clinical proposal of work, since, by playing, it permits expression, surprise and symbolic articulation of self-aspects.

Made available in DSpace on 2016-04-04T18:27:45Z (GMT). No. of bitstreams: 1 Daniella Machado de Oliveira.pdf: 396135 bytes, checksum: 07fa599b2fb68dd74ce28df147030f47 (MD5) Previous issue date: 2009-02-04 / The aim of research is to show up Winnicott main conceptions about the teenage years stages, especially as a contribuition for the work of teenagers educators, who must have a particular care about them. His Teoria do Amadurecimento Pessoal will be taken as reference is this analysis. Winnicott has been interpreted as a hostess of a new psychanalystic theory to the understanding of the human being psych-affection improvement, which it is considered, beside the instinctive motors (or sexuals), others determinant of this process, which are: the needing of being and the unquestionable tendency to the integration, both being in a deep environment dependency. In this way, we intend to analyse the several stages of this process, with their respectives traineeships which go from totally dependency toward the relative independency, because to Winnicott these childhood stages from the beginning come back with a new potency (physics and sexual). Winnicott points out the teenage years as a time which the teenage is essentially a lonely human being, who does not agree with fake solutions and who wants to be real, who wants to be found by him/herself. Among others, these are the formulations which are leaded to the teenage years and which will be explained in this work. With this study, we hope contribute, through this Winnicott work clipping, to the teenagers understanding, which can be to themselves or their parents, teachers, educators and all people who lead with them. / Esta pesquisa tem como objetivo apresentar as principais concep??es de Winnicott sobre a fase da adolesc?ncia, com vistas, especialmente a uma contribui??o para o trabalho dos educadores de adolescentes. Esta an?lise ser? feita tendo sua Teoria do Amadurecimento Pessoal como refer?ncia. Winnicott tem sido interpretado como apresentando uma nova teoria psicanal?tica para a compreens?o do desenvolvimento psico-afetivo do ser humano, que considera, al?m dos motores instintuais (ou sexuais), outros determinantes deste processo, a saber: a necessidade de ser e a tend?ncia inata ? integra??o, ambos em profunda depend?ncia do ambiente. Neste sentido, pretende-se analisar as diversas fases deste processo, com seus respectivos est?gios que v?o da depend?ncia absoluta em dire??o ? independ?ncia relativa, dado que na adolesc?ncia, para Winnicott, estes est?gios infantis do in?cio retornam acrescidos de uma nova pot?ncia (f?sica e sexual). Winnicott enfatiza a adolesc?ncia como um per?odo em que o adolescente ? essencialmente um ser isolado, que n?o aceita falsas solu??es e que procura sentir-se real, que quer ser descoberto por si mesmo. S?o estas formula??es, dentre outras, dirigidas ? adolesc?ncia que ser?o explicadas nesta disserta??o. Com este estudo, espera-se contribuir por meio deste recorte da obra de Winnicott, para a compreens?o dos adolescentes, seja para eles mesmos seja para pais, professores e todos aqueles que lidam com eles.

How did Romantic poets react to Wordsworth's preoccupation with immateriality, an illusion of poetic experiences in which the form of poetry itself becomes ironically unnecessary? To what extent is Romantic poetry involved with a counter-tradition of self-exposure, with an awareness of literary experience and meaning as essentially inseparable from its physical form? To address these questions, my dissertation looks in three directions: first, at the evidence of contradictions in Coleridge's lyric poems and, second, at Keats's reflexive alertness to the techniques that Wordsworth often uses to achieve the lyric effects of immediacy and, third, at the changing nature of the Romantic notions of the self and the materiality of text in the wake of Charlotte Smith's experiment with paratext. Chapter I explores the critical implications of Wordsworth?s emphasis on the mind and individual subjectivity, which involves a myth of Romanticism that genuine poetry can be attained when its production and existence in the material world become paradoxically invisible. Examining the publishing history of Coleridge's poems of poetic failure, and his conflicting motives for re-writing them, Chapter II argues that Coleridge's self-conscious poems have been considered, erroneously, in terms of a deeply private genre in which the poet describes a moment of personal crisis involved with the breakdown of his creative power. In Chapter III, I show how Keats debunks Wordsworthian notions of solitary authorship in the Hyperion poems via his persistent references to the act, artifice and materiality of writing. Reading Beachy Head as a challenge to the Romantic fiction of a unified self, Chapter IV argues that Smith's preoccupation with print apparatuses and discursive modes highlights her refusal to integrate the competing voices and styles she displays in the poem, preventing readers from easily associating the hybrid poetic persona with her earlier lyric ethos. Chapter V builds on the concept of hypermediacy, an awareness and artistic representation of mediation, in order to argue that the ways in which Coleridge, Keats and Smith represent the act, process and materiality of writing indicate a counter-tradition in Romantic literary culture that challenges the predominant Wordsworthian logic of immateriality.

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2015-11-12T11:58:02Z No. of bitstreams: 2 Dissertação - Darley Alves Fernandes - 2015.pdf: 1106163 bytes, checksum: fb5ca50b603407eb713dbf3b135e8b34 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-11-12T12:01:03Z (GMT) No. of bitstreams: 2 Dissertação - Darley Alves Fernandes - 2015.pdf: 1106163 bytes, checksum: fb5ca50b603407eb713dbf3b135e8b34 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-11-12T12:01:03Z (GMT). No. of bitstreams: 2 Dissertação - Darley Alves Fernandes - 2015.pdf: 1106163 bytes, checksum: fb5ca50b603407eb713dbf3b135e8b34 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-07-02 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Our goal in this work will be to offer a perspective of understanding the problem freedom of the will and, respectively, a possible solution to the question from the Critique of pure reason. In this sense, we will seek to define the problem of freedom of the will as a problem concerning the legislation of act which lead us to ask what are the rules, causes and norms governing human act. What are the laws and causes of human action? Are the natural laws and causes, desires and inclinations, or are the laws and rational motives, practical principles? We are interested in defending the notion of free rational act presuppose, on the one hand, a practical reason that guides the action from prescription that command and impose normative authority and, on the other hand, the practical-deliberative ability of the agent to recognize and judging such prescriptions. All discussion is throughout by the concept of free choice (practical freedom). Therefore, we will investigate exhaustively the characteristics of this concept, the structure, spontaneity, relation with other faculties, and so on. Overall, the conception of free will that we will defend depends, at first, of spontaneity and self- determination capacity of free choice face the sensible inclinations. We get the concept of will (Wille) from an explanation of the reflective characteristics of free choice and faculty of desire, that is, the concept of will arises as necessary to the concept of free choice. By free will we must understanding the human ability to act through representation of laws and practical-rational principles, the ability of self-determination of the desire by means practical reason overcoming of inclinations by the possibility of acting on a pure rational motive. At the end we will see that freedom of the will defense provides us with a fruitful theory of action. / Nosso objetivo neste trabalho será o de oferecer uma perspectiva de compreensão do problema da liberdade da vontade e, respectivamente, uma solução possível para a questão a partir da Crítica da razão pura. Neste sentido, procuraremos definir o problema da liberdade da vontade como um problema a respeito da legislação do agir que nos leva a indagar quais são as regras, causas e normas que regem o agir humano. Quais são as leis e causas do agir humano? São as leis e causas naturais, desejos e inclinações, ou são leis e motivos racionais, princípios práticos? Interessa-nos defender a noção de agir racional livre que pressupõe, por um lado, uma razão prática que orienta o agir a partir de prescrições que comandam e impõem autoridade normativa e, por outro lado, a capacidade prático-deliberativa do agente de reconhecer e julgar tais prescrições. Toda a discussão terá por conceito central o arbítrio livre (liberdade prática). Portanto, investigaremos exaustivamente as características deste conceito, a estrutura, a espontaneidade, a relação com as demais faculdades e etc. No geral, a concepção de vontade livre que iremos defender depende, num primeiro momento, da espontaneidade e capacidade de autodeterminação do arbítrio frente às inclinações sensíveis. Obteremos o conceito de vontade a partir de uma explanação das características reflexivas do arbítrio e da faculdade de desejar, isto é, a vontade surgirá como algo necessário ao conceito de arbítrio livre. Por vontade livre nós devemos entender a capacidade humana de agir por meio da representação de leis e princípios prático-racionais, a capacidade de autodeterminação do querer por meio da razão prática e supressão das inclinações sensíveis mediante a possibilidade de agir por um motivo racional puro. Ao final veremos que a defesa da liberdade da vontade fornece-nos uma profícua teoria do agir racional.

O presente trabalho, que se insere num conjunto de pesquisas voltadas à busca e fundamentação teórica de enquadres clínicos diferenciados capazes de responder a necessidades emocionais e existenciais geradas pela vida contemporânea, apresenta a narrativa de uma experiência clínica não convencional bem como reflexões que esta suscita, numa interlocução muito próxima com o pensamento de Winnicott. A estrutura do texto busca manter-se fiel, enquanto narrativa e reflexão, ao modo concreto como foi realizado o trabalho, na medida em que consistiu numa sucessão de encontros: com os adolescentes, com a memória do acontecido que foi registrado por escrito pela psicanalista após cada encontro, com os textos finalizados de cada peça, com demais psicanalistas do “Ser e Fazer”: Laboratório de Saúde Mental e Psicologia Clínica Social e com a obra winnicottiana. Inspirando-se no jogo de rabiscos, o enquadre diferenciado pesquisado caracteriza-se pelo emprego do teatro da espontaneidade como procedimento “apresentativo-expressivo” de maneira a estabelecer um campo lúdico capaz de sustentar o acontecer adolescente. Tendo à disposição uma mala contendo objetos variados adequados à confecção de fantasias, é oferecida aos jovens a oportunidade de um brincar que consiste na possibilidade de produção coletiva de dramatizações. No intuito de oferecer ao leitor uma noção do tipo de experiência clínica estudada, são apresentados relatos de nove peças que abordam os temas do casamento e da morte. Pode-se constatar que esses encontros favorecem o estabelecimento de um diálogo lúdico entre os jovens, oferecendo-lhes a oportunidade de expressar alguns dos dramas que os preocupam no momento e de experimentar novas formas de ser e de agir perante as questões levantadas. Uma vez que não se tratou de produzir conhecimento sobre psicologia da adolescência, mas de estudar a fecundidade clínica de um enquadre diferenciado, não há pretensão de trazer conclusões sobre a adolescência ainda que o teatro da espontaneidade tenha permitido vislumbrar os dramas enfrentados pelos jovens. É legítima a conclusão de que se trata de enquadre de trabalho adequado e poderoso, porque, por meio do brincar, permite expressão, surpresa e articulação simbólica de aspectos de self. / This work is part of researches interested in developing different clinic features of work based on theory, and capable to attend emotional and existential necessities created by contemporary life. It presents the narrative of a non-conventional clinic experience, and the reflections that came up during that experience, in a very close interaction with Winnicott´s thoughts. The structure of the text, in what it concerns the narrative and the reflections, tries to follow very closely, the way this work has been accomplished, consisting of a succession of different meetings: with the teenagers, with the memories of what happened during the plays while writing down the experience after each play, with other psychoanalysts from: “Ser e Fazer”: Laboratory of Mental Health and Social Clinic Psychology, and with Winnicott´s thoughts. Inspired in the squiggle game, this different kind of work that has been developed, is characterized by the use of the Theatre of Spontaneity as a “Presentation-Expression” procedure in order to establish a playful atmosphere capable of supporting the teenager happening. Using a suitcase full of several different objects available for the creation of costumes, the teenagers have the opportunity of acting some plays in group. Nine narratives of plays about weddings and death are presented in order to give the reader a better idea of the clinic experience we have been studying. It is possible to observe that these meetings provide the establishment of a playful dialogue among the teenagers, offering them the opportunity for expressing some of the dramas that worry them, and for trying new ways of being and of behaving in front of the situations brought up in the group. Since the focus of this study is not to produce psychological know-how about adolescence, but to study the acceptance of this different clinical feature of work, there aren’t any intentions of bringing any conclusion about adolescence, even though the theatre of spontaneity has permitted observing some of the dramas those teenagers have been facing. It’s correct to conclude that it refers to a very powerful and suitable clinical proposal of work, since, by playing, it permits expression, surprise and symbolic articulation of self-aspects.

L'Éthique de Spinoza est traversée par une tension entre la centralité reconnue au corps sur le plan théorique et sa relative marginalisation sur le plan textuel. D'un côté, l'Éthique affirme explicitement l'impossibilité de séparer la connaissance que nous avons de l'esprit de celle que nous avons du corps. C'est pour cette raison que la deuxième partie de cette œuvre − dédiée à la nature et à l'origine de l'esprit − confère au corps le rôle de protagoniste dans la longue section textuelle que l’on a coutume d'appeler "Abrégé de physique". D'un autre côté, la volonté d'indiquer au lecteur la voie qui peut le conduire à la liberté et au bonheur « de l'esprit » impose à tout l'exposé spinozien une perspective tendanciellement mentale, dans laquelle la présence du corps se dissipe pour devenir plus disséminée et feutrée. Le but de ma thèse est d’aborder le défi interprétatif induit par ce jeu de présences et d’absences, de dits et de non-dits, et de restaurer la centralité du corps dans le système spinozien en reconstruisant les usages et les significations des références à la corporéité qui sont éparpillées tout le long du texte. À cette fin, mon enquête commence par l'éclaircissement de la tâche assignée à l'Abrégé de physique (Introduction). Elle se poursuit le long de trois itinéraires qui serpentent autour des notions de « individuum » (Section I), « motus spontaneus corporis » (Section II), « fabrica » et « constitutio » (Section III). Elle s’achève sur l'analyse de la fonction cachée du corps et de sa durée dans l'« amour intellectuel de Dieu ». / Scattered throughout the Ethics of Spinoza is the tension between the centrality afforded to the theoretical recognition of the body and its relative textual marginalization. On the one hand, the Ethics explicitly asserts the impossibility of separating our knowledge of the mind from that of the body. For that reason, the second part of theEthics – dedicated to the nature and the origin of the mind – confers on the body the role of a protagonist in the long textual section. On the other hand, the desire to lead readers toward freedom and happiness “of the mind” imposes on all Spinozian philosophy a tendential mental perspective in which the presence of the body becomes more dispersed and blurred. The purpose of my dissertation is to approach the interpretative challenge inferred by this duality of presences and absences, of the said and the unsaid, and to restore the centrality of the body in the Spinozian system by reconstructing the argumentative functions and the rethoric strategies through which the references to corporeity appear in the text.To this end, my inquiry begins with the clarification of the task assigned to the so-called 'Summary of Physics' (Introduction). It then takes up three independent but intertwining directions around the notions of “individuum” (Section I) “motus spontaneous corporis” (Section II), “fabrica” and “constitutio” (Section III) to terminate with an analysis of the hidden role of the body and its duration in the “intellectual love of God.” Each of these routes addresses certain hitherto little studied details that form part of the “minor lexicon” of Spinozian philosophy, to restore the conceptual network to which they belong and to enlighten their systematic meaning.

Background: The persistent Covid-19 pandemic tremendously challenged existing work teams as it drove spatial dispersion among colleagues and greater dependence on virtual communication tools. Consequently, teams were required to adapt proven communication practices that mediate the exchange of social information and the perception of proximity to teammates. Aim: We aim to broaden team studies’ theoretical understanding of communication behavior and proximity in the light of contextual changes by developing an empathic understanding of the contemporary phenomena. This entails identifying arisen communication behavior patterns and assessing the impact of behavioral changes on team members’ perception of proximity. Methodology: By conducting a qualitative case study, we investigated three teams of a medium-sized German fashion corporation. The iterative data collection entailed six semi-structured interviews with individuals and focus groups and complementary quantitative surveys. Findings: We posit that sudden spatial dispersion of familiar teams does not inevitable lead to greater perceived distance, but that a team’s ability to appropriate technology, so social needs are met, is decisive. Further, the new communication practices of all teams were found to maintain high levels of synchronicity and social informational value. Yet, communication quality and social exchange was partially hampered by reduced spontaneity, greater passiveness, and a loss of humor. This was found to be strongly influenced by team members’ attitudes towards used technology.