Esta dissertação tem como objeto principal os Círculos de Cultura iniciados por Paulo Freire na década de 60. Círculos de Cultura, ações realizadas no Brasil (déc 60) e na África (déc 70) mostram conceitos, categorias, elementos e desenvolvimentos importantes como contributos à história da educação. Os principais conceitos de Paulo Freire como cultura, currículo, ensino, pesquisa, educação e transformação e transdisciplinaridade são trazidos a campo para alinharmos as bases de compreensão para nosso objeto de estudo. A contemporaneidade do processo educativo e as atuais ações acerca dos Círculos são analisadas como re-leitura do trabalho freiriano. Os desafios e perspectivas acerca dos Círculos são estudados tendo a teoria habermasiana, mais precisamente a teoria da ação comunicativa como pano de fundo. Bakhtin e Álvaro Vieira Pinto corroboram nesses estudos fundamentando as possibilidades do diálogo como essência ética e fundante das ações circulares, além de contribuir com a visão tecnológica de tal processo. Os princípios axiológicos como comunhão, busca, iniciativa, conviviabilidade, comprometimento, colaboração, co-responsabilidade e solidariedade são valores que estruturam duas essências do projeto educativo: a dialogicidade e a reciprocidade. Embora feita à busca empírica em diversos usos dos Círculos de Cultura atualmente, nosso trabalho tem caráter predominantemente teórico. Para tanto, foram realizadas pesquisas bibliográficas em obras freirinas e documentos diversos como jornais, e-mails, entrevistas, vídeos, teses, dissertações, trabalhos de conclusão de curso entre outros que se tornaram oportunos. O presente estudo apontou como resultado reflexões a cerca dos usos dos Círculos de Cultura como contributo à educação contemporânea. Fazer a re-leitura do pensamento freiriano alinhavado às teorias habermasianas e bakhtinianas nos mostrou novas possibilidades no processo axiológico de nosso objeto e, principalmente, na formação de professores por meio da filosofia da linguagem. / Ce travail a pour principal objet de la Cercles de Culture lance par Paulo Freire dans les années 60. Cercles de Culture, part au Brésil (60 décembre) et en Afrique (70 déc) montrent des concepts, des catégories, des articles et des événements importants tels que les contributions à l\'histoire de l\'éducation. Les principaux concepts de Paulo Freire et de la culture, curriculum, l\'enseignement, la recherche, l\'éducation et de la transformation et la transdisciplinarité sont introduits dans le domaine afin d\'aligner la base de la compréhension de notre objet d\'étude. Un contemporain de l\'éducation et le stock actuel d\'environ cercles sont considérés comme des re-lecture de l\'uvre Freirian. Les défis et les perspectives sur les Cercles sont étudiées avec la théorie de J. Habermas, en particulier la théorie de l\'action communicative comme un arrière-plan. Bakhtin et Álvaro Vieira Pinto études corroborent ces raisons, les possibilités de dialogue et d\'essence éthique part de la fondation et de circulaires, et de contribuer à la vision d\'un processus technologique. Les principes axiológicos comme communion, de recherche, de l\'initiative, amicale, de l\'engagement, la collaboration, la co-responsabilité et la solidarité sont des valeurs que deux essences cadre du projet éducatif: le dialogue et la réciprocité. Tout en regardant les diverses utilisations de l\'empirique dans les cercles de la culture d\'aujourd\'hui, notre travail est essentiellement théorique. Pour cela, des recherches bibliographiques ont été menées dans freirinas de travaux et de divers documents tels que les journaux, les e-mails, des interviews, des vidéos, des thèses, des mémoires, l\'achèvement des travaux de cours et d\'autres qui sont devenus d\'actualité. Cette étude, à la suite de la réflexion sur l\'utilisation des Cercles de Culture comme une contribution à l\'éducation contemporaine. Faire re-lecture des théories de la pensée Freirian pavé habermasianas et bakhtinianas nous a montré de nouvelles possibilités dans le processus de notre objet axiologique et principalement dans la formation des enseignants par le biais de la philosophie du langage.

This study explores principles of motion based communication in animal and human group behavior. It develops models of cooperative control that involve communication through actions aimed at a shared objective. Moreover, it aims at understanding the collective motion in multi-agent models towards a desired objective which requires interaction with the environment. In conducting a formal study of these problems, first we investigate the leader-follower interaction in a dance performance. Here, the prototype model is salsa. Salsa is of interest because it is a structured interaction between a leader (usually a male dancer) and a follower (usually a female dancer). Success in a salsa performance depends on how effectively the dance partners communicate with each other using hand, arm and body motion. We construct a mathematical framework in terms of a Dance Motion Description Language (DMDL). This provides a way to specify control protocols for dance moves and to represent every performance as sequences of letters and corresponding motion signals. An enhanced form of salsa (intermediate level) is discussed in which the constraints on the motion transitions are described by simple rules suggested by topological knot theory. It is shown that the proficiency hierarchy in dance is effectively captured by proposed complexity metrics. In order to investigate the group behavior of animals that are reacting to environmental features, we have analyzed a large data set derived from 3-d video recordings of groups of Myotis velifer emerging from a cave. A detailed statistical analysis of large numbers of trajectories indicates that within certain bounds of animal diversity, there appear to be common characteristics of the animals' reactions to features in a clearly defined flight corridor near the mouth of the cave. A set of vision-based motion control primitives is proposed and shown to be effective in synthesizing bat-like flight paths near groups of obstacles. A comparison of synthesized paths and actual bat motions culled from our data set suggests that motions are not based purely on reactions to environmental features. Spatial memory and reactions to the movement of other bats may also play a role. It is argued that most bats employ a hybrid navigation strategy that combines reactions to nearby obstacles and other visual features with some combination of spatial memory and reactions to the motions of other bats.

Der vorliegende Band wirft einen Blick in verschiedene Forschungsfelder, die an der Professur Interkulturelle Kommunikation der Technischen Universität Chemnitz in den letzten Jahren von Studierenden im Masterstudiengang ‚Interkulturelle Kommunikation – Interkulturelle Kompetenz‘ bearbeitet wurden. Die den sechs Artikeln zugrunde liegenden Studien nutzen Methoden der qualitativen Sozialforschung zur Datenerhebung und -auswertung. Die Artikel thematisieren interkulturelle Lernprozesse in internationalen Workcamps und interkulturellen Trainings, Erfahrungen während eines Auslandsstudiums und im interreligiösen Austausch sowie die Zusammenarbeit in multikulturellen Teams. / This volume gives insight into different research projects conducted by students in the master‘s programme ‚Intercultural Communication – Intercultural Competence‘ at the Chair of Intercultural Communication at Chemnitz University of Technology. All empirical studies on which the articles are based use methods of qualitative social research for data collection and analysis. The articles focus on intercultural learning processes in international workcamps and intercultural trainings, experiences during studies abroad and in interreligious dialogues as well as cooperation in multicultural teams.

Der vorliegende Band wirft einen Blick in verschiedene Forschungsfelder, die an der Professur Interkulturelle Kommunikation der Technischen Universität Chemnitz in den letzten Jahren von Studierenden im Masterstudiengang ‚Interkulturelle Kommunikation – Interkulturelle Kompetenz‘ bearbeitet wurden. Die den sechs Artikeln zugrunde liegenden Studien nutzen Methoden der qualitativen Sozialforschung zur Datenerhebung und -auswertung. Die Artikel thematisieren interkulturelle Lernprozesse in internationalen Workcamps und interkulturellen Trainings, Erfahrungen während eines Auslandsstudiums und im interreligiösen Austausch sowie die Zusammenarbeit in multikulturellen Teams. / This volume gives insight into different research projects conducted by students in the master‘s programme ‚Intercultural Communication – Intercultural Competence‘ at the Chair of Intercultural Communication at Chemnitz University of Technology. All empirical studies on which the articles are based use methods of qualitative social research for data collection and analysis. The articles focus on intercultural learning processes in international workcamps and intercultural trainings, experiences during studies abroad and in interreligious dialogues as well as cooperation in multicultural teams.