La Théorie de l’agir communicationnel (1981), du théoricien allemand Jürgen Habermas, figure parmi les plus importants ouvrages de sociologie et de philosophie sociale du XXe siècle : son caractère universaliste, visant l’élaboration d’une théorie globale de la société occidentale moderne, en fait un écrit dont la réputation n’est plus à faire dans une diversité de champs académiques issus des sciences sociales. Toutefois, la théorie habermassienne n’a inspiré à ce jour qu’un nombre restreint d’études portant spécifiquement sur son articulation à l’éducation, que ce soit sur le plan de la nature de l’activité éducative ou encore d’une caractérisation théorique de l’éducation moderne institutionnalisée : ainsi, comment la théorie de l’agir communicationnel nous permet-elle de mieux comprendre les rouages de l’acte éducatif moderne et contemporain ainsi que l’évolution historique, politique et sociale des institutions scolaires européennes et nord-américaines? En tant que théorie de la société basée sur un renouvellement communicationnel du concept de rationalité, de quelle façon s’inscrit-elle dans une tradition philosophique éducative aux sources de l’école occidentale, et nous renseigne-t-elle sur les fondements de la relation pédagogique entre maîtres et élèves? En proposant une série de considérations à ce propos, cette thèse représente à la fois une étude des rapports entre la pensée philosophique et sociologique d’Habermas et l’éducation ainsi qu’une forte critique de celle-ci : en effet, la problématique centrale qui se dresse et subsiste à une articulation de la théorie habermassienne à différentes sphères éducatives demeure celle du statut de l’enfant dans un tel système rationaliste qui, malgré ses visées émancipatoires et libératrices pour l’acteur social, perpétue une négation de l’enfance propre au rationalisme de Platon à Kant. Dès lors, comment réfléchir l’éducation contemporaine à l’aune de la pensée habermassienne? Comment, finalement, penser l’éducation pour et contre Habermas? / The Theory of Communicative Action (1981), by the German theorist Jürgen Habermas, is among the most important works of sociology and social philosophy of the 20th century: its universal character, which aims to develop a comprehensive theory of the Western modern society, benefits from a well-established reputation in a variety of academic fields from social sciences (philosophy, sociology, anthropology, political science, law, history, ethics, etc.). However, to date, Habermas's theory has only inspired a limited number of studies in education in terms of the nature and aims of the educational activity or the theoretical characterization of institutionalized education in Modernity : thus, how does the theory of communicative action allow us to better understand the foundations of education’s historical, social and political development in Europe and North America? As a theory of society based on a communicative reinterpretation of the concept of rationality, how does Habermas's theory, as a prolongation of the educational and philosophical traditions at the sources of the Western modern school, can inform us about the mechanisms of the pedagogical relationship between teachers and students? In proposing a series of considerations to answer these questions, this thesis is both a study of the relationship between the philosophical and sociological thought of Habermas and a strong critic of his perspective : the central issue that remains unanswered from the philosopher is the child's status in such a rationalistic system that, despite its emancipatory and liberating ideals for the social actor, perpetuates a form of denial of childhood present in the rationalist tradition from Plato to Kant. How can we then reflect on contemporary education regarding Habermas's theory? How, finally, can we conceptualize education with and against Habermas?

Ce travail doctoral s’intéresse principalement  aux concepts d'éthique commerciale, du développement durable et de la responsabilité des entreprises.  Cette recherche souligne l'émergence d'un monde globalisé où les pays, les citoyens et les entreprises sont connectés les uns aux autres, par des liens économiques, politiques, sociaux et technologiques. La mondialisation de nos sociétés et de nos économies posent des défis complexes à multiples facettes. Afin de faire face à ces défis, les entreprises doivent assumer les nouveaux rôles, et redéfinir leurs responsabilités. Ces responsabilités proviennent de l'évolution des attentes sociétales concernant les entreprises et leurs devoirs. C'est pourquoi le discours social sur la responsabilité des entreprises met en évidence les attentes sociétales émergentes. En outre, au sein des entreprises, le discours de la responsabilité illustre la réaction des entreprises face à ces nouvelles attentes. Enfin, ces discours influencent le développement cognitif des consommateurs et, par conséquent, impactent leurs attitudes et leurs comportements. Les défis du développement durable et de la responsabilité des entreprises sont complexes, conflictuels, et parfois contradictoires. Il est impératif d’accentuer nos efforts sur notre capacité à écouter, à délibérer et à créer ensemble des principes applicables universellement. Ainsi, je suis une approche discursive et mobilise la théorie de l’agir communicationnel de Habermas (1981) en tant que cadre global théorique. Ma thèse contient trois études de recherche, chacune se concentrant sur un axe de la responsabilité : la société, les entreprises et les consommateurs. Le premier article présente une analyse thématique sur la responsabilité sociale des entreprises et sur le développement durable. Une analyse de contenu a été réalisée, elle nous a permis d'obtenir les thèmes - manifestes et latents - de la responsabilité. Le deuxième article porte sur les déclarations sociales parmi les grandes entreprises françaises. Le discours sur la responsabilité est étudié à travers la méthode d'analyse de contenu des rapports annuels des sociétés de CAC-40. Le dernier article a pour objectif de comprendre l'adoption de comportements éthiques par les consommateurs. L'article présente d'abord un modèle quantitatif de décision éthique des consommateurs et puis le valide empiriquement par les méthodes d'équations structurelles / I position my doctoral thesis in the broad field of organization science; it stands within the domains of business ethics, sustainability, and corporate responsibility. I appreciate the emergence of a globalized world whereby countries, people, and businesses are connected to each other through economic, political, social, and technological ties. The globalized economies and societies pose complex and multifaceted challenges. To cope with these challenges, businesses will have to assume newer responsibilities and roles. These responsibilities originate from the evolving societal expectations about businesses and their duties. Hence social discourse on business responsibility should highlight the emerging societal expectations. Further, within businesses, the responsibility discourse should give an insight to the reaction of businesses to these emerging responsibilities. And, finally these discourses should affect the consumers’ cognitive development, and consequently impact their attitudes and behaviors. The challenges of sustainability and corporate responsibility are complex, conflicting and at times contradictory. It is imperative to bank on our ability to communicate, to discuss and to co-create universally applicable rules. Therefore I adopt a discursive approach in my thesis, and use Habermas’ theory of communicative action (1981) as an overarching theoretical framework. The thesis contains three research studies, each focusing on one aspect of responsibility, thus covering the three levels of responsibility discourse: societal, corporate and individual. The first article presents a thematic analysis of the business responsibility discourse in popular CSR and sustainability books. Content analyses is used to elicit the apparent and latent responsibility themes of the sample books. The second article focuses on the patterns of social disclosure among large French corporations. The responsibility discourse is analyzed through content analyses of the annual reports of CAC-40 companies. The last article is aimed to comprehend the adoption of ethically conscious behaviors by the consumers. The article first presents a quantitative model of consumers’ ethical decision making and then validates it empirically by structural equation modeling.

O objetivo desse trabalho é rastrear a dimensão de influências específicas que moldaram Jürgen Habermas na construção da Teoria do Agir Comunicativo. Em sua obra maior, a pretensão habermasiana foi harmonizar um vasto leque de autores e teorias que uma vez trabalhados em suas especificidades convergissem para a existência de um projeto emancipador possibilitado por uma racionalidade de teor comunicativo. Com esse propósito, a atenção está voltada para o segundo volume dessa obra, em especial para o papel de Talcott Parsons e sua teoria de sistemas, a sociologia de Émile Durkheim que faculta a interação por meio da linguagem e seu entrelaçamento com Habermas por mais de uma via, as discussões metodológicas com Popper e a disputa com o positivismo, bem como a presença da teoria crítica e seus personagens diversos. / The aim of this work is to track the size of specific influences that shaped Jürgen Habermas in the construction of the Theory of Communicative Action. In his major work, the habermasion intention was to harmonize a wide range of authors and theories that treated in their particularity would be able to converge to an emancipatory project made possible by a rationality of communicative content. For this purpose, the attention is focused on the second volume of this work, especially on the role of Talcott Parsons and his systems theory, on the sociology of Émile Durkheim that provides interaction through language and its relationship with Habermas through several ways, on the methodological discussions with Popper and the dispute with positivism, and on the presence of critical theory and its many characters.

Submitted by Maicon Juliano Schmidt (maicons) on 2015-03-17T13:35:38Z No. of bitstreams: 1 00000806.pdf: 515189 bytes, checksum: 65d5b3bb55c465f5c4923c1532e7b9b7 (MD5) / Made available in DSpace on 2015-03-17T13:35:38Z (GMT). No. of bitstreams: 1 00000806.pdf: 515189 bytes, checksum: 65d5b3bb55c465f5c4923c1532e7b9b7 (MD5) Previous issue date: 2013-01-01 / Nenhuma / Este estudo objetivou examinar a conformidade de laudos periciais elaborados por peritos contábeis da Comarca de Tangará da Serra, MT. Trata-se de uma pesquisa aplicada, na medida em que foi desenvolvida para responder um problema específico, tendo abordagem quali-quantitativa, pois a resposta ao problema deu-se por meios quantitativos e com análises qualitativas. Quanto ao objetivo a pesquisa se enquadra como descritiva, já que os dados obtidos foram objeto de análise descritiva no capítulo destinado à análise; e documental, pois foram utilizados laudos periciais e sentenças exaradas por juízes em relação a uma amostra de processos compreendidos no período de 2006 a 2010. Os dados obtidos permitiram considerar que a atuação dos peritos foi adequada, na medida em que estes se pautaram nos preceitos normativos para a confecção de seus laudos; que a utilização dos laudos pelos juízes foi muito satisfatória, servindo de base para estes fundamentarem suas decisões; e que foi possível perceber proximidade entre a perícia contábil e a teoria de ação comunicativa de Habermas, já que a perícia é uma ferramenta que age socialmente para esclarecer e oferecer fundamentos técnicos na solução de litígios. / This study aimed to assess the compliance of forensic reports prepared by accounting experts of the judicial district of Tangará da Serra, MT. It was used an applied research methodology, once it has been developed to address a specific problem, and a quali-quantitative approach, once the answer to the problem was found by quantitative and qualitative means analysis. Regarding the research objective, it qualifies as descriptive, once the obtained data were subject to descriptive analysis in the chapter regarding the analysis; and documentary, once it was used forensic reports and sentences by judges from a sample of cases within a period from 2006 to 2010. The obtained data showed that the experts work was adequate, once they have made their reports based on normative precepts; the use of their reports by the judges was very satisfactory, providing the basis for their decisions; and it was possible to see the closeness between forensic accounting and the theory of communicative action of Habermas, once the forensic report is a tool that socially acts to clarify and provide technical basis for resolving disputes.

O objetivo desse trabalho é rastrear a dimensão de influências específicas que moldaram Jürgen Habermas na construção da Teoria do Agir Comunicativo. Em sua obra maior, a pretensão habermasiana foi harmonizar um vasto leque de autores e teorias que uma vez trabalhados em suas especificidades convergissem para a existência de um projeto emancipador possibilitado por uma racionalidade de teor comunicativo. Com esse propósito, a atenção está voltada para o segundo volume dessa obra, em especial para o papel de Talcott Parsons e sua teoria de sistemas, a sociologia de Émile Durkheim que faculta a interação por meio da linguagem e seu entrelaçamento com Habermas por mais de uma via, as discussões metodológicas com Popper e a disputa com o positivismo, bem como a presença da teoria crítica e seus personagens diversos. / The aim of this work is to track the size of specific influences that shaped Jürgen Habermas in the construction of the Theory of Communicative Action. In his major work, the habermasion intention was to harmonize a wide range of authors and theories that treated in their particularity would be able to converge to an emancipatory project made possible by a rationality of communicative content. For this purpose, the attention is focused on the second volume of this work, especially on the role of Talcott Parsons and his systems theory, on the sociology of Émile Durkheim that provides interaction through language and its relationship with Habermas through several ways, on the methodological discussions with Popper and the dispute with positivism, and on the presence of critical theory and its many characters.

I position my doctoral thesis in the broad field of organization science; it stands within the domains of business ethics, sustainability, and corporate responsibility. I appreciate the emergence of a globalized world whereby countries, people, and businesses are connected to each other through economic, political, social, and technological ties. The globalized economies and societies pose complex and multifaceted challenges. To cope with these challenges, businesses will have to assume newer responsibilities and roles. These responsibilities originate from the evolving societal expectations about businesses and their duties. Hence social discourse on business responsibility should highlight the emerging societal expectations. Further, within businesses, the responsibility discourse should give an insight to the reaction of businesses to these emerging responsibilities. And, finally these discourses should affect the consumers' cognitive development, and consequently impact their attitudes and behaviors. The challenges of sustainability and corporate responsibility are complex, conflicting and at times contradictory. It is imperative to bank on our ability to communicate, to discuss and to co-create universally applicable rules. Therefore I adopt a discursive approach in my thesis, and use Habermas' theory of communicative action (1981) as an overarching theoretical framework. The thesis contains three research studies, each focusing on one aspect of responsibility, thus covering the three levels of responsibility discourse: societal, corporate and individual. The first article presents a thematic analysis of the business responsibility discourse in popular CSR and sustainability books. Content analyses is used to elicit the apparent and latent responsibility themes of the sample books. The second article focuses on the patterns of social disclosure among large French corporations. The responsibility discourse is analyzed through content analyses of the annual reports of CAC-40 companies. The last article is aimed to comprehend the adoption of ethically conscious behaviors by the consumers. The article first presents a quantitative model of consumers' ethical decision making and then validates it empirically by structural equation modeling.

Made available in DSpace on 2014-06-11T19:31:41Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-02-23Bitstream added on 2014-06-13T19:20:58Z : No. of bitstreams: 1 chapani_dt_dr_bauru.pdf: 1989336 bytes, checksum: 24645eb41d5b97e4d51ac434d6a6995b (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Universidade Estadual do Sudoeste da Bahia / O propósito deste trabalho é discutir as políticas de formação docente, especialmente aquelas que se relacionam mais diretamente aos professores de Ciências da região de Jequié, Bahia, a partir das seguintes questões: como se entrelaçam as políticas públicas de formação docente e as histórias formativas de professores de Ciências que ali vivem e trabalham? Como são construídas as políticas de formação e qual o papel dos professores neste contexto? Como é possível uma formação emancipatória que considere os professores sujeitos capazes de participar ativamente da vida política, inclusive no que concerne à sua formação? Para tanto, serve-se da teoria social de Habermas como principal referencial teórico-metodológico. Os dados foram constituídos por meio de levantamento bibliográfico (legislação, documentos e estudos acadêmicos) e de campo (histórias de formação, obtidas por meio de entrevistas semiestruturadas realizadas com quinze professores de Ciências). A apresentação e a discussão dos dados ocorreram em três momentos: i) numa ótica mais ampla, com a apresentação das ações estatais relativas ao assunto nos níveis nacional e estadual; ii) numa focalização mais precisa, no entrelaçamento das histórias de formação dos docentes entrevistados com as ações estatais correspondentes, enfatizando as ações de nível local e iii) transpassando esses dois enfoques, uma análise mais aprofundada da construção das políticas de formação docente a partir dos conceitos de sistema, mundo da vida e esfera pública. Como resultado, obteve-se um quadro geral das políticas de formação docente nas últimas décadas, o enredamento destas políticas com as histórias pessoais dos entrevistados, bem como uma análise interpretativa de como os docentes têm participado da construção das políticas referentes à sua própria formação e de como... / The purpose of this study is to discuss the teacher training policies - especially those related to the Science teachers from Jequié City, state of Bahia, Brazil - from the following questions: how do the teacher training public policies and the personal educational history of the Science, teachers who live and work in the city entangle? How are training policies built and how are teachers contextualized in this process? How possible can be an emancipative training which sees teachers as individuals capable of participating actively in politics, including in issues concerning their own training? For this purpose, the Haberma's social theory is employed as the leading theoretical and methodological benchmark. The data were formed by means of bibliographical survey (legislation, documents and academic studies) and field survey (training history, obtained from semistructured interviews performed with 15 Science teachers). The data presentation and discussion had three different aspects: i) a broader view, showing the state actions related to the topic, at national and state levels; ii) a more precise focus, the interweaving of the training of the teachers interviewed with the corresponding state actions - with emphasis on local actions and iii) beyond these two aspects, a deeper analysis on the construction of the teacher training policies from the concepts of system, lifeworld and public sphere. As a result, a general view of the teacher training policies over the last decades was achieved, as well as the interweaving of these policies with the personal history of the interviewees and an interpretative analysis on how the teachers have been participating in the construction of these policies, concerning their own training - and how such policies could be implemented more democratically. It is understood that the training - based on the instrumental rationality of the Science teachers... (Complete abstract click electronic access below)

Made available in DSpace on 2016-06-02T19:39:34Z (GMT). No. of bitstreams: 1 5082.pdf: 624659 bytes, checksum: 63c0714b66dcd701ba9f630ab6cc632d (MD5) Previous issue date: 2013-01-28 / This dissertation aimed to understand the relationship between public school and democracy, mediated by democratic management, the perspective of school managers, believing that democratic development in society comes through participation spaces, with decisions. It reflected on the importance of democracy and its significance in the context of school relations, taking into account that it is an epistemological problem as much as a political enigma seizing axes articulators of public policy. Had the mainspring three concerns: the extent to which the managers interviewed established democratic practices in school management? In what areas? How these practices were considered democratic, and how they strengthened? In the empirical part we selected a city located in São Paulo, midsize, called Rio Claro. It set up a sample of ten managers, with whom semi-structured interviews were conducted. Presented a study on democracy, from the economic, political and social that characterize modernity, with reflections on modern liberal democracy; Theory of Communicative Action and the transformations that characterize modernity, according to Jurgen Habermas, and a panorama of relations that characterize the formation of the state and of Brazilian politics. It was understood that the managers interviewed were creating democratic practices in school management, to stimulate dialogue and hosting, while listening demands, respect for differences, singularities and interests in the school daily, to share decisions and responsibilities to respect the limits of the functions and duties of a member in the hierarchy of the workplace, to pursue work together, the use of "instruments" as simple questionnaire for families of students, the flexibility of schedules to attendance of parents and family, participation and training partnership between school and family for the benefit of students, the collective construction of PPP as an approximation between the school and community. These actions allowed us to understand how managers understood to be enabling democratic practices in school, the school administration and school linking democracy. The spaces for these actions were: meetings HTPC; APM meetings, meetings with parents or guardians; "politics of coffee" etc.. Despite the respondents did not indicate a reference or a theorist of democracy in particular, it was possible to see that realized, procedurally, a democratic relationship within the school and interpersonal relationships. / Essa dissertação teve como objetivo compreender a relação entre escola pública e democracia, mediada pela gestão democrática, na perspectiva de gestores escolares, acreditando-se que o desenvolvimento democrático numa sociedade advém por meio de espaços de participação, com decisões. Refletiu-se sobre a importância da democracia e do seu significado no âmbito das relações escolares, levando-se em conta que ela é um problema epistemológico tanto quanto um enigma político que apreende eixos articuladores das políticas públicas. Teve como mola propulsora três inquietações: em que medida os(as) gestores(as) entrevistados(as) criaram práticas democráticas na gestão escolar? Em quais espaços? De que forma essas práticas eram consideradas democráticas, e como elas se fortaleciam? Na parte empírica foi selecionada uma cidade localizada no interior de São Paulo, de médio porte, chamada Rio Claro. Estabeleceu-se uma amostra de dez gestores(as), com os quais foram efetuadas entrevistas semiestruturadas. Apresentou-se um estudo sobre a democracia, a partir das transformações econômicas, políticas e sociais que caracterizam a modernidade, com reflexões sobre: democracia liberal moderna; teoria da Ação Comunicativa e as transformações que caracterizam a modernidade, segundo Jurgen Habermas; e, um panorama das relações que caracterizam a formação do Estado e da política brasileira. Compreendeu-se que os(as) gestores(as) entrevistados(as) estavam criando práticas democráticas na gestão escolar, ao estimular o diálogo e o acolhimento, ao escutar demandas, ao respeito às diferenças, singularidades e interesses na realidade escolar diária, ao compartilhar decisões e responsabilidades, ao respeitar os limites das funções e atribuições de membro na hierarquia do ambiente de trabalho, ao procurar realizar o trabalho em conjunto, no uso de instrumentos simples como o questionário para as famílias de estudantes, na flexibilização dos horários para atendimento de pais e familiares, na participação e formação de parceria entre escola e família para benefício dos estudantes, na construção coletiva do PPP como forma de aproximação entre a escola e a comunidade. Essas ações permitiram compreender como os(as) gestores(as) entendiam estar possibilitando práticas democráticas na escola, isto é, a gestão escolar articulando escola e democracia. Os espaços destinados a essas ações foram: reuniões de HTPC; reuniões de APM; reuniões com pais ou responsáveis; política do cafezinho etc. Apesar dos(as) entrevistados não indicarem uma referencial sobre democracia ou um teórico em especial, foi possível visualizar que realizavam, de forma processual, uma relação democrática dentro da escola e nas relações interpessoais.

This essay examined how bilingual peace education can promote peaceful behaviours and social integration among otherwise segregated Arab- Israelis and Jewish- Israelis. By using The School for Peace at Neve Shalom/ Wahat al-Salam as a case study, accompanied with Jürgen Habermas theory of communicative action and New institutionalism with a conflict critical approach, we observed the behavioural mechanisms of institutions and social interactions. The empiric data consisted of three interviews conducted by author Nava Sonnenschein from the book The Power of Dialogue between Israelis and Palestinians. The interviewed students from The School for Peace had experienced both conventional education and bilingual peace education in adulthood. We found that informal values and narratives in educational institution influence the behaviours of its students. We also found that interactions between Arab- Israelisand Jewish- Israelis in the context of bilingual peace education promoted recognition of commonalities. While conventional education generally formed hostile behaviours and segregating incitements, the bilingual peace education gave opportunities for interactions and acknowledgement of both ethnic groups; consequently, leading to self-reflection, mutual understanding, peaceful behaviours and social integration.

This conflict study in Theology investigates reconciliation possibilities in indigenous lands in northern Sweden to be discussed through the Sámi Trail of Tears Walking Trail – a real-life innovation project. The historical material is based on the depiction of forcefully dislocated Sámis and the now polarized situation where local indigenous groups risk new conflicts partly with each other, partly with extractive industries, motorized tourism, and the majority’s society. Six public media sources were used for a brief thematization to detect discourse ethics used in communicative action. Further, two conferences were visited through participatory observation, revealing the importance of inclusion and visualized sovereignty. Five relevant sites were observed by asking how a walking trail could add value to reconciliation processes, and twenty interviews, or reasonings, were done mainly in Sápmi and Torne River valley, with one additional in Northern Finland to compare the situation of Forest Sámis in both countries. While site observations revealed ongoing slow violence in environments, they also showed how individuals become activated by their existing or absent relationships to a place. The interviews depicted cultural and existential views on place-bodies, reindeer keeping, natural elements, and material and immaterial values connected to them. The research also focused on the indigenous value-based Verdi system, recognized, and remembered by interviewees belonging indigenous communities. Further, the investigation asked about the role of leadership in truth- and reconciliation processes. The material was collected through qualitative indigenous research methods, and completed with perspectives of inclusion, wilderness spirituality, slow violence, and slow tourism. The material was analytically discussed through Jürgen Habermas’s Theory of Communicative Action. The findings points toward importance of continuing truth commissioning, a potential role of the Church in future negotiations, and also criticism against the failings of national leadership participation in truth-telling and reconciliation processes. Lastly, a briefly discussed model of Habitus-Based Reconciliation suggests focusing on long-term existential aspects of shared places and negating natural resources needed for communities and local cultures.