Sous l’effet de la mondialisation qui a accéléré le rapprochement des cultures, la notion d’identité a pris de l’importance dans la conscience contemporaine. L’émergence du multiculturalisme et de l’idéal de la reconnaissance est liée à ce phénomène. Elle est fondée sur un rejet de l’identité essentielle jugée comme fictive et assimilationniste, au profit d’une valorisation de l’identité sociale réelle. Cette investigation porte sur les enjeux de l’identité, à savoir, sa formation, les conditions de possibilité de son épanouissement, sa reconnaissance dans l’espace public, et surtout son intégration dans la gestion des affaires de l’État. Ces enjeux soulèvent les passions, jusqu’à constituer dans certains cas des menaces pour la cohésion sociale et l’unité de l’État. À travers une analyse conceptuelle et une discussion des problèmes moraux et politiques touchant l’actualité des sociétés contemporaines, Taylor démontre que l’harmonie sociale et l’épanouissement individuel et collectif passent nécessairement par une gestion harmonieuse de l’identité et de la différence. Quant à Honneth, il développe une théorie de l’intersubjectivité, en soulignant que l’identité des individus ne peut se former et s’épanouir que dans des rapports de reconnaissance. Les deux penseurs se rejoignent sur l’idée qu’au fond de l’exigence de la reconnaissance se trouve l’idéal de justice sociale et d’équité. Au-delà de l’estime mutuelle, le partage équitable des richesses (matérielles ou symboliques), les compromis, les accords ou accommodements raisonnables, deviennent le pilier d’un vivre-ensemble harmonieux. / Under the influence of globalization, which has brought different cultures closer, the notion of identity has taken center stage in contemporary consciousness. The emergence of multiculturalism and the recognition of the ideal are connected to this phenomenon. They are based on the rejection of the essential identity, which is judged as fictitious, for the benefit of a real social one. This research accounts for the stakes in identity: its formation, the conditions of possibility of its self-fulfillment, its recognition in the public area, and especially its integration in the management of the affairs of the state. Such requirements sometimes raise passions and may be considered as threats to social cohesion and the compactness of the state. Through an abstract quest and a discussion of the moral and political problems affecting contemporary societies, Taylor demonstrates that social harmony and individual and collective self-fulfillment is inevitably interwoven with a harmonious management of identity and some difference. As for Honneth, he develops an idea based on intersubjectivation, and underscores the fact that the identity of the individual can formed and allow to blossom in the presence of requirements for the recognition of the ideals of social justice and equity. Beyond mutual respect, the equal distribution of wealth (material or symbolic), compromises, agreements or reasonable settlements, are the pillars of harmonious societies.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2016-05-10T13:41:43Z No. of bitstreams: 1 VERONICA DE FREITAS ROLANDI.pdf: 20316700 bytes, checksum: 8d0368ae95d9d9ece03f8b17165e54cb (MD5) / Made available in DSpace on 2016-05-10T13:41:43Z (GMT). No. of bitstreams: 1 VERONICA DE FREITAS ROLANDI.pdf: 20316700 bytes, checksum: 8d0368ae95d9d9ece03f8b17165e54cb (MD5) Previous issue date: 2016-02-19 / The present work aims to identify and discuss how the Modern Foreign Language (MFL) textbooks that were approved in the National Textbook Program of 2014 (PNLD-2014) for Fundamental Education II address the Law No. 10.639 of 2003, which deals with the obligation of African-Brazilian History and Culture in all curricular subjects. The choice of the MFL subjects is due to its crucial role, which, in accordance to the Curriculum Guidelines of 2006, consists in "taking the students to see themselves as individuals by the contact and exposure to others, to their differences, and to recognize the diversity". In regard to the compliance with the law, the public notice for PNLD-2014 has emphasized MFL subjects when compared to the other curriculum subjects. Bearing in mind the mentioned law and public notice, we analyzed teaching sequences from the five MFL approved books in PNLD-2014. The theoretical basis of this work was composed of the works from Bakhtin's Circle, as we regard the textbook as a discourse genre, the theory of the struggle for recognition proposed by Axel Honneth, and Michel Debrun's concept of ideological concealment. Our goal was to analyze whether such textbooks contributed to the formation of a black student that is both an individual and an agent of his or her own history, since Honneth's theory provided us with the means to understand how people include themselves in society through a struggle for inter-subjective recognition, or contributed to perpetuate what Debrun called ideological concealment, which obliterates the black student, prevents him or her from seeing himself or herself as an "individual", from "acting as a citizen", denies him or her contact and "exposure to other people, to difference, and to recognition of diversity" (BRAZIL, 2006), and, as a consequence, precludes the building blocks of a cognitive sociability of difference. Our analysis gave us an overall picture. The interested parties were not involved in the process of conceiving or evaluating the MFL textbooks. Viewing the whole corpus allowed us to affirm that little of the self mirrored in the other is, in fact, the other. So, as we see it, separated from a wide range of other affirmative action policies in different fronts, the Law No. 10.639 of 2003 tends to be insufficient. / O objetivo desta pesquisa ? identificar e refletir como os livros did?ticos de L?ngua Estrangeira Moderna (LEM) aprovados no Programa Nacional do Livro Did?tico 2014 (PNLD-2014) para o Ensino Fundamental II contemplam a Lei n.? 10.639 de 2003, que trata da obrigatoriedade da tem?tica Hist?ria e Cultura afro-brasileira em todas as disciplinas do curr?culo. A escolha pelas disciplinas de LEM ? devido ao seu papel crucial, de acordo com as Orienta??es Curriculares 2006, que era o de ?levar o estudante a ver-se e constituir-se como sujeito a partir do contato e da exposi??o ao outro, ? diferen?a, ao reconhecimento da diversidade?, assim como o Edital PNDL-2014, que deu ?s disciplinas de L?ngua Estrangeira Moderna um peso maior no que diz respeito ao cumprimento dessa lei quando comparada ?s demais disciplinas do curr?culo. Com vistas a essa lei e esse edital, foram analisadas sequ?ncias did?ticas das cinco obras aprovadas nessa licita??o PNLD-2014 LEM. A base te?rica deste trabalho foram os estudos do C?rculo de Bakhtin, pois entendemos o livro did?tico como g?nero do discurso; a teoria da luta por reconhecimento de Axel Honneth e o conceito de oculta??o ideol?gica de Michel Debrun. Nosso objetivo foi analisar, uma vez que o aporte te?rico de Honneth permitiu entender como os sujeitos se inserem na sociedade por meio de uma luta por reconhecimento intersubjetivo, se esses materiais contribu?ram e de que maneira isso se deu, isto ?, se foi poss?vel a constitui??o de um estudante negro sujeito e agente de sua hist?ria ou esses materiais estariam perpetuando o que Debrun chamou de oculta??o ideol?gica, que oblitera esse estudante e o impede de ver-se como ?sujeito?, a ?agir como cidad?o?, pois n?o ocorreu o contato e a ?exposi??o ao outro, ? diferen?a, ao reconhecimento da diversidade? (BRASIL, 2006), n?o possibilitando assim o travejamento de uma sociabilidade cognitiva da diferen?a. As an?lises apontam para um cen?rio em que os sujeitos interessados n?o foram envolvidos no processo como um todo, seja na elabora??o ou na avalia??o dos materiais did?ticos de l?ngua estrangeira, isto ?, uma vis?o do conjunto do corpus nos permitiu afirmar que pouco do ?eu? espelhado no ?outro? ? de fato o ?outro?. Desse modo, no nosso entender, a Lei n? 10.639/03 isolada de outras pol?ticas de a??es afirmativas (um conjunto variado e que abrange diferentes frentes) tende a ser insuficiente.

Text in Afrikaans / After taking her severely incapacitated husband to Europe immediately after the cessation of hostilities to obtain specialist medical treatment, Mrs Rachel Isabella Steyn (Tibbie) in 1905 brought the partially recovered Pres Steyn back to South Africa. She joined forces with her husband to revive the defeated Afrikaner socially, spiritually and materially. Tibbie assisted her husband with establishing the Oranje School for Girls in 1906, and in 1907 the Oranje Association for Women (OVV) was formed with Tibbie as chairperson. Although she was English speaking by birth, she openly identified herself with efforts to promote Afrikaans as a cultural language. Alongside her husband she worked for the building of the National Women's Monument to commemorate those who had died during the war. During all these activities she conscientiously cared for the health and spiritual needs of Pres Steyn. After Pres Steyn's death in 1916 she emerged more forcefully in public life. After the First World War in co-operation with Emily Hobhouse she collected money for the needy in Central Europe. She was constantly occupied with alleviating the needs of people, e.g. by collecting small donations from her people who had been impoverished by the war. In this manner a home could be acquired for Emily Hobhouse and Mrs De Wet, widow of the famous war general, could be assisted in her need. In 1926 Tibbie also arranged the burial of Emily Hobhouse at the Women's Monument. As a leader among her people Tibbie experienced the tensions of the Rebellion and two world wars without becoming involved publicly. Despite sharp political differences between the two language groups and amongst members of her own fam~ly, she successfully maintained her role as binding force. She preferred acting behind the scenes. She was the patroness of many organisations, and while she was often involved in ceremonial situations she always performed her duties with grace. Among both English and Afrikaans speaking peoples she was held in high esteem and among Afrikaners she spontaneously became accepted as Volksmoeder. When she was 83 years of age the Government asked her to act as South Africa's official representative at the abdication of Queen Wilhelmina of the Netherlands. She was accorded a state funeral at the Women's Monument when she died on 3 January 1955. / Nadat sy haar ernstig ongestelde man na die einde van die Anglo-Boereoorlog vir gespesialiseerde mediese behandeling na Europa geneem het, het mev. Rachel Isabella Steyn (Tibbie) die gedeeltelik herstelde pres. M. T. Steyn in 1905 na Suid-Afrika terug gebring. Sy het haar saam met pres. Steyn beywer om die verslane Afrikanervolk op maatskaplike, geestelike en stoflike gebied weer op te hef. Tibbie het pres. Steyn bygestaan met die oprigting van die Meisieskool Oranje in 1906. In 1907 het die stigting van die Oranje-Vrouevereniging (OVV) onder haar voorsitsterskap geskied. Hoewel sy van afkoms Engelssprekend was, was sy een van die eerstes wat Afrikaans tot skryftaal verhef het. Aan die sy van haar eggenoot het sy gewerk vir die oprigting van die Nasionale Vrouemonument om die gestorwe vroue en kinders van die oorlog te gedenk. Te midde van dit alles het sy nougeset gewaak oor pres. Steyn se gesondheid en sy geestelike welsyn. Na pres. Steyn se dood in 1916 tree sy sterker na vore in die openbare lewe. In samewerking met Emily Hobhouse samel sy na die Eerste Wereldoorlog geld in vir noodlydendes van Sentraal-Europa. Sy het haar voortdurend beywer vir die verligting van die lot van haar mense, o.a. met die insameling van halfkrone by 'n oorlogsverarmde volk. So is o.a. 'n huis vir Emily Hobhouse bekom, en is die nood van genl. De Wet se weduwee verlig. Tibbie het ook in 1926 die leiding geneem met die begrafnis van Emily Hobhouse by die Vrouemonument. As leiersfiguur het sy die spanning van die Rebellie en die twee wereldoorloe sonder enige omstredenheid deurleef. Te midde van skerp politieke verskille tussen die taalgroepe en onder haar eie familie tree sy met sukses as saambindende krag op. Hoewel sy geweldige invloed gehad het, het sy by voorkeur agter die skerms opgetree. Sy was beskermvrou van verskeie organisasies en waar sy dikwels by seremoniele geleenthede betrek was, het sy haar pligte met groot grasie vervul. Onder sowel Engelse as Afrikaners is sy sonder voorbehoud geeer, en by die Afrikaners het sy spontaan die eretitel van Volksmoeder verwerf. Op drie-en-tagtigjarige ouderdom is sy in 1948 deur die Regering afgevaardig as Suid-Afrika se gesant tydens die plegtighede verbonde aan die abdikasie van koningin Wilhelmina van Nederland. Sy is 'n staatsbegrafnis by die Vrouemonument gegee toe sy op 3 Januarie 1955 oorlede is. / History / D. Litt. et Phil. (Geskiedenis)

Text in Afrikaans / After taking her severely incapacitated husband to Europe immediately after the cessation of hostilities to obtain specialist medical treatment, Mrs Rachel Isabella Steyn (Tibbie) in 1905 brought the partially recovered Pres Steyn back to South Africa. She joined forces with her husband to revive the defeated Afrikaner socially, spiritually and materially. Tibbie assisted her husband with establishing the Oranje School for Girls in 1906, and in 1907 the Oranje Association for Women (OVV) was formed with Tibbie as chairperson. Although she was English speaking by birth, she openly identified herself with efforts to promote Afrikaans as a cultural language. Alongside her husband she worked for the building of the National Women's Monument to commemorate those who had died during the war. During all these activities she conscientiously cared for the health and spiritual needs of Pres Steyn. After Pres Steyn's death in 1916 she emerged more forcefully in public life. After the First World War in co-operation with Emily Hobhouse she collected money for the needy in Central Europe. She was constantly occupied with alleviating the needs of people, e.g. by collecting small donations from her people who had been impoverished by the war. In this manner a home could be acquired for Emily Hobhouse and Mrs De Wet, widow of the famous war general, could be assisted in her need. In 1926 Tibbie also arranged the burial of Emily Hobhouse at the Women's Monument. As a leader among her people Tibbie experienced the tensions of the Rebellion and two world wars without becoming involved publicly. Despite sharp political differences between the two language groups and amongst members of her own fam~ly, she successfully maintained her role as binding force. She preferred acting behind the scenes. She was the patroness of many organisations, and while she was often involved in ceremonial situations she always performed her duties with grace. Among both English and Afrikaans speaking peoples she was held in high esteem and among Afrikaners she spontaneously became accepted as Volksmoeder. When she was 83 years of age the Government asked her to act as South Africa's official representative at the abdication of Queen Wilhelmina of the Netherlands. She was accorded a state funeral at the Women's Monument when she died on 3 January 1955. / Nadat sy haar ernstig ongestelde man na die einde van die Anglo-Boereoorlog vir gespesialiseerde mediese behandeling na Europa geneem het, het mev. Rachel Isabella Steyn (Tibbie) die gedeeltelik herstelde pres. M. T. Steyn in 1905 na Suid-Afrika terug gebring. Sy het haar saam met pres. Steyn beywer om die verslane Afrikanervolk op maatskaplike, geestelike en stoflike gebied weer op te hef. Tibbie het pres. Steyn bygestaan met die oprigting van die Meisieskool Oranje in 1906. In 1907 het die stigting van die Oranje-Vrouevereniging (OVV) onder haar voorsitsterskap geskied. Hoewel sy van afkoms Engelssprekend was, was sy een van die eerstes wat Afrikaans tot skryftaal verhef het. Aan die sy van haar eggenoot het sy gewerk vir die oprigting van die Nasionale Vrouemonument om die gestorwe vroue en kinders van die oorlog te gedenk. Te midde van dit alles het sy nougeset gewaak oor pres. Steyn se gesondheid en sy geestelike welsyn. Na pres. Steyn se dood in 1916 tree sy sterker na vore in die openbare lewe. In samewerking met Emily Hobhouse samel sy na die Eerste Wereldoorlog geld in vir noodlydendes van Sentraal-Europa. Sy het haar voortdurend beywer vir die verligting van die lot van haar mense, o.a. met die insameling van halfkrone by 'n oorlogsverarmde volk. So is o.a. 'n huis vir Emily Hobhouse bekom, en is die nood van genl. De Wet se weduwee verlig. Tibbie het ook in 1926 die leiding geneem met die begrafnis van Emily Hobhouse by die Vrouemonument. As leiersfiguur het sy die spanning van die Rebellie en die twee wereldoorloe sonder enige omstredenheid deurleef. Te midde van skerp politieke verskille tussen die taalgroepe en onder haar eie familie tree sy met sukses as saambindende krag op. Hoewel sy geweldige invloed gehad het, het sy by voorkeur agter die skerms opgetree. Sy was beskermvrou van verskeie organisasies en waar sy dikwels by seremoniele geleenthede betrek was, het sy haar pligte met groot grasie vervul. Onder sowel Engelse as Afrikaners is sy sonder voorbehoud geeer, en by die Afrikaners het sy spontaan die eretitel van Volksmoeder verwerf. Op drie-en-tagtigjarige ouderdom is sy in 1948 deur die Regering afgevaardig as Suid-Afrika se gesant tydens die plegtighede verbonde aan die abdikasie van koningin Wilhelmina van Nederland. Sy is 'n staatsbegrafnis by die Vrouemonument gegee toe sy op 3 Januarie 1955 oorlede is. / History / D. Litt. et Phil. (Geskiedenis)