[pt] O presente trabalho tem por objetivo analisar a experiência atual de jovens, provenientes dos cursos pré-vestibulares comunitários, como estudantes universitários, na PUC-Rio. Através do projeto Bolsa de Ação Social, desde 1994, a Universidade vem possibilitando a formação gratuita de jovens impossibilitados de custear o curso superior. Este projeto tem propiciado um cenário de convivência com a diferença, onde trajetórias de vida distintas seriam confrontadas diariamente, redimensionando valores e paradigmas. A pesquisa foi realizada através de entrevistas com os jovens bolsistas − de uma pluralidade de cursos e áreas do conhecimento − e da observação- itinerante. Optou-se por privilegiar os jovens oriundos dos cursos pré-vestibulares comunitários, apostando que, as propostas político-pedagógicas, de alguns destes cursos, promovem mudanças nas concepções e no posicionamento dos jovens frente ao mundo. Os autores Michel de Certeau e Mikhail Bakhtin serviram como referenciais de base para o desenvolvimento da pesquisa e para a análise do material obtido. Em um espaço estruturado em função de um perfil específico de alunado, estes jovens forasteiros criam seus próprios trajetos e se apropriam, criativamente, do espaço de modos particulares. Táticas coletivas (e/ou individuais) são utilizadas para o enfrentamento dos obstáculos e impasses que se colocam no cotidiano acadêmico. Se, de um lado, corroboram velhos paradigmas e concepções, de outro, são surpreendidos e os re-significam. Os jovens afetam e são, simultaneamente, afetados pelo novo espaço. Constroem-se novas identidades e novos processos de subjetivação. / [en] The present study aims to analyze the lives experiences of contemporary university students of PUC-Rio from community pre-university preparatory courses. Since 1994, through the project Bolsa de Ação Social, this university promotes the graduation of the students from this courses providing full scholarship due to their difficulty to finance their own study. This project allows the formation of a co- living scenario that stirs different and confronting lifetime histories leading to changes in values and paradigms concepts. This investigation was enrolled through individual interviews with students of different knowledge areas with the history above, and from itinerant- observation. This group of students was selected due to the belief that the political and pedagogical proposals of their courses promotes reevaluation of the concepts and of the place occupied by these students front the world. Important authors such as Michel de Certeau and Mikhail Bakhtin were the basis for the development of research and analysis of data obtained. In an environment structured according to a specific group of students profile, these foreign students creates pathways and creatively occupies places with particular means. Collective tactics (and/or individual), are utilized to face obstacles of the academic quotidian. Ether way they corroborate old paradigms and concepts or are surprised and remodel them. Students affect and are self affected by this new environment in which new identities and subjectivities process are constructed.

Ce travail de recherche s’interroge sur la perception et la représentation discursive de référents exotiques perses filtrées par un regard occidental dans vingt récits de voyageurs français du XIXe siècle. Les énonciateurs-voyageurs, placés dans un contexte linguistique et culturel étranger, tentent de saisir et de transcrire leurs observations sur le terrain en fonction de leur intellect, leur cognition, leur expérience, leur sensation et sentiment. Cette représentation n’est pas plate, objective ou neutre. Une série d’éléments discursifs, langagiers, culturels, subjectifs et marqués par l’altérité viennent modifier la représentation que l’auteur-voyageur donne du référent et de l’univers référentiel auquel il est confronté. C’est à cette « façon occidentale » de voir les « choses orientales » et à l’intervention de l’idéologie (subjective ou intersubjective) que nous nous intéressons dans cette étude. Il ne s’agit pas pour autant d’établir une dichotomie entre une bonne ou une mauvaise vision du monde dans un espace décalé mais uniquement de relever sur le plan langagier et discursif, les éléments qui traduisent cet « écart sémantico-référentiel » dans la représentation du référent dans ce type de texte. Pour mener cette recherche nous avons dû articuler trois niveaux d’analyse : lexical, textuel et discursif. Un cadre historique, contextuel et théorique est d’abord élaboré pour laisser ensuite la place à la question de la représentation et des contraintes (textuelles, subjectives, idéologiques) de cette transmission de données majoritairement descriptives. Nous analysons les effets discursifs produits par l’usage des ressources linguistiques ainsi que par les positionnements énonciatifs des auteurs-voyageurs. Ces outils d’analyse langagiers et discursifs permettent de mettre en relief ce regard marqué par l’altérité dans vingt récits de voyageurs français. Les résultats de cette analyse critique discursive constituent autant de données concrètes à insérer dans le champ des études postcoloniales et de la critique de l’orientalisme. / This work investigates the perception and the discursive representation of Persian exotic referents filtered by a western look in nineteen travel stroeis of French travelers of the nineteenth century. Traveler-enunciators, placed in a foreign linguistic and cultural context, attempt to transcribe what they see according to their intellect, cognition, experience and feelings. This representation is not flat, objective or neutral. A series of discursive, linguistic, cultural, subjective elements marked by alterity filter the perception or modify the representation that the author-traveler gives of the referent and the referential universe to which he is confronted. It is in this "western way" of seeing "oriental things" and the question of subjectivity in the representation of the other that we are interested in this study. It is not necessary to establish a dichotomy between a good or a bad vision of the world in a space shifted but only to raise linguistically and discursively the elements that translate this "semantic-referential gap" in the representation of the referent in this type of text. To carry out this research we had to articulate three levels of analysis: lexicon, textuality and discourse. Information on the context is first proposed to leave room for the question of the representation and the restrictions (textual, subjective, ideological) of this transmission of data mainly descriptive. We analyze the discursive effects produced by the use of these linguistic resources and by the enunciative positions. These linguistic and discursive analysis tools make it possible to highlight this look marked by otherness in nineteen travel stories. The results of this critical discursive analysis constitute so much concrete data to be inserted in the field of the postcolonial of Orientalism.

[pt] O objetivo deste trabalho é discutir, na prosa de ficção brasileira da década de 1990, a presença de estratégias discursivas que revelam processos complexos de abordagem do confronto entre o eu e o outro. Trata-se da presença de instâncias narrativas impregnadas de discursos sobre a alteridade, o que se evidencia em contos e romances cujos enredos pautamse no confronto de subjetividades, etnias e culturas. Para discutir essa questão, procuramos identificar, nas narrativas analisadas, o que denominamos como a presença de vozes etnográficas, a partir de aproximações entre o campo da literatura e da antropologia, considerando que o procedimento de leitura e escrita do outro faz-se presente tanto no trabalho do etnógrafo quanto do ficcionista. Tal procedimento leva-nos, enfim, a considerar a polifonia como um traço fundamental do processo de escrita e leitura da alteridade em nossa ficção contemporânea. / [en] The objective of this study is to discuss the presence, in 1990´s Brazilian prose fiction, of discursive strategies that reveal complex processes of approaching the confrontation between the I and the Other. We deal with the presence of narrative instances impregnated with speeches on alterity, what is evidenced in stories and romances whose plots are based on the confrontation of subjectivities, ethnic groups and cultures. In order to discuss this subject, we tried to identify, in the narratives analyzed, what we denominate the presence of ethnographic voices, starting with approximations among the literary and the anthropologic fields, considering that procedures of the other´s reading and writing are made present as much in the ethnographer s as in the fictionist´s work. Such procedure lets us, finally, consider the polyphony as a fundamental feature of the alterity´s writing and reading process in our contemporary fiction.

No description available.

Made available in DSpace on 2016-04-28T18:23:21Z (GMT). No. of bitstreams: 1 JOAO BATISTA PIRES DA SILVA.pdf: 552452 bytes, checksum: b4f16c5156a73eb2d64cd9cacc5c0ee7 (MD5) Previous issue date: 2007-01-30 / This study aims at problematizing, through language, the construction of spaces for the development of autonomous human subjects during the development of teachers work in the teaching and learning process. It also discusses the alterity, throughout the development and the appropriation of language by the student in the classroom, trying to see if there s a proper environment for the reconstruction of knowledge as a mediated action. It s also focus of this research the discussion of the meanings that arise from the classroom in an attempt to notice if there s creation and/or changes in the identities of the individuals and the social groups. The theoretical framework of this research is based on the concepts of identity and alterity (Hall, 2005; Moita Lopes, 2002), the Vygotskian studies of social psychology and his sociohistorical concept of teaching and learning. (Vygotsky, 1934), the dialogic and polyphonic dimension of language (Bakhtin, 1929) aiming at the relationship between language, ideology and human agency (Giroux, 1997). This is a participative research (Rizzini, Castro e Sartor, 1999) that took place in a public school of São Paulo having as focal participants the researcher and one teacher. The data were collected through an audio recording of a class, class observation reports focusing on the verbal interactions occured in the class and a research diary from a reflective session between the teacher and the researcher. The data were analysed according to the concepts of turn taking (Kerbrat-Orecchioni, 2006) and thematic content (Bronckart, 1999). Results indicate that teachers practive should be reflected and negociated so that the construction of teachers and students identity can be revealed / Este trabalho tem por objetivo problematizar a construção, por meio da linguagem, de espaços de criação de sujeitos autônomos durante o desenvolvimento do trabalho do professor no processo ensino-aprendizagem. Em termos mais específicos, discute a alteridade no decorrer do desenvolvimento e apropriação da linguagem pelo aluno em sala de aula, buscando perceber se há um ambiente propiciador para a (re)construção do conhecimento como ação mediada pelo outro. Este estudo também discute os sentidos que aparecem na sala de aula na tentativa de perceber se há criação e/ou reposicionamentos das identidades dos indivíduos e grupos sociais. Teoricamente, o trabalho está apoiado nos conceitos de alteridade e identidade de Hall (2005) e Moita Lopes (2002), nos estudos da psicologia social de Vygotsky (1934) e em sua concepção socio-histórica de ensino-aprendizagem, na dimensão dialógica e polifônica da linguagem segundo Bakhtin (1929), tendo em vista as relações entre linguagem e ideologia, e na noção de agência humana de Giroux (1997). A metodologia de pesquisa utilizada é do tipo participativa (Rizzini, Castro e Sartor, 1999). A pesquisa foi realizada em uma escola pública municipal da capital de São Paulo, tendo como participantes focais o pesquisador e uma professora. Os dados foram gerados por meio de (1) gravação em áudio de uma aula, (2) registros em um diário de campo das observações das interações verbais ocorridas durante a aula e (3) elaboração de um diário de pesquisa acerca do diálogo estabelecido entre o pesquisador e a professora no decorrer de uma sessão reflexiva. Os dados foram analisados segundo o referencial de (1) turnos da interação de Kerbrat-Orecchioni (2006) e (2) conteúdo temático de Bronckart (1999). Os resultados revelam que os fazeres pedagógicos devem ser objeto de reflexão e negociação, a fim de que o projeto de construção das identidades de professores e alunos seja desvelado

Made available in DSpace on 2016-04-28T19:58:49Z (GMT). No. of bitstreams: 1 Edison de Abreu Rodrigues.pdf: 910145 bytes, checksum: 1db64bec280d1c2808c98c5bb74b54f4 (MD5) Previous issue date: 2013-04-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The objective of this research is to analyze comparatively the book: Poemas Escritos na Índia, by Cecilia Meireles and Noturno Indiano, by Antonio Tabucchi, analyzing the bias of the journey and alterity, comprehending how is the search for the otherness sense through the journey report . To achieve our goal, we propose the following hypothesis: it is possible that, in both works, the sense of alterity be constructed from the relationship between India, the poet lyric persona and the investigative narrator's character; Cecilia Meireles externs her poetic metaphysical experiences building a sense of otherness through contemplation of places and people, while Antonio Tabucchi builds otherness through investigation of a fleeting, nomadic shadow and a sense of missing thing. This research is based upon the relation between the concepts of the journey and alterity, the reflections of Octavio Paz, Wladimir Krysinski, Tzvetan Todorov and Mikhail Bakhtin. About the narrator traveler, the thoughts of Walter Benjamin and Michel Onfray proved to be of great value; the character of the night in the literature has as a parameter the conceptualization of Maurice Blanchot. Among the research results, we emphasize that despite building a sense of alterity in different ways, it is the journey that provides support for the search of this other being that is within us and, that the literary creation of an India capable to encompass the multiplicity of humanity, awakens in man the divine character and takes him to recognize himself / O objetivo desta pesquisa é analisar comparativamente os livros Poemas escritos na Índia, de Cecília Meireles, e Noturno Indiano, de Antonio Tabucchi, pelo viés da viagem e da alteridade, compreendendo como se dá a busca do senso de alteridade por meio do relato de viagem. Para atingir tal objetivo, propomos as seguintes hipóteses: é possível que, em ambas as obras, o senso de alteridade se construa a partir da relação entre a Índia e o eu-lírico da poeta, e entre a Índia e o eu investigativo do narrador-personagem; Cecília Meireles externa suas experiências metafísico-poéticas in loco, construindo a sensação de alteridade por meio da contemplação dos lugares e das pessoas, enquanto Antonio Tabucchi constrói a alteridade por meio da investigação de uma sombra fugidia e nômade, de um outro ausente. Fundamenta a pesquisa, em relação aos conceitos de viagem e alteridade, as reflexões de Octavio Paz, Wladimir Krysinski, Tzvetan Todorov e Mikhail Bakhtin; acerca do narrador viajante, o pensamento de Walter Benjamim e Michel Onfray revelou-se de grande valia; o caráter da noite na literatura, em Noturno Indiano, tem como parâmetro a conceituação de Maurice Blanchot. Entre os resultados da pesquisa, ressaltamos que, apesar de construir o senso de alteridade de modos diferentes, é a viagem que dá sustentação para a busca desse outro que está em nós, e que a criação literária de uma Índia capaz de abarcar a multiplicidade da humanidade desperta no homem o seu caráter divino e leva-o ao (re)conhecimento de si mesmo

Made available in DSpace on 2016-04-28T19:59:21Z (GMT). No. of bitstreams: 1 Glaucy Cristina do Amaral.pdf: 384474 bytes, checksum: 6de3cc77b9a6a2c3914f53e4d09d199c (MD5) Previous issue date: 2010-05-10 / The objective of this thesis is the reading of the memorialistic narrative in Zélia Gattai in A Casa do Rio Vermelho (1999), recognizing the hybrid autobiographical gender inventive and procedures of ME, narrators of their own biography as the object of his storytelling, a biographical memoir of the Other. Considering the remembering as a perceptual memory, impressions, emotions and affections, his writing requires the past memories to revive it in this between two voices: the first and third person, in which the narrator merges oral speech to writing, rearranging, simultaneously, the personal history and historical reality. The narrator exercises autobiographical method by two speeches, the testimonial and the confessional ones. Both images in the personal and the surrounding geographical and historical material are fictional invention, a work of rebuilding the meta-memory. In Chapter I, it is presented the autobiographical method in the transformation of gender memorialistic, in contrast to the copyright discourses, the generating biographies dialogical imaginary worlds without dates and dating. In Section II, the focus is on practical memorial of the author Zelia Gattai, between two narrators: the author and the author-narrator-character, interweaving their speeches to the truth and verisimilitude in the work of self-representation and the natural unfolding of identities . In Chapter III, The House of the Red River is treated as the House of Memory of the Other and his characters, the scenarios described in third person, the narrator observer to cross two times in two stages, confirming the fusion of the outer within the memory allocated to meta-memory. The conclusion shows the memorialistic fictional working of Gattai and reveals the outcome of the autobiographical outside the boundaries of time on the genre, now in the theater of the imagination of his own author-narrator / O objetivo desta dissertação é a leitura da narrativa memorialística de Zélia Gattai em A CASA DO RIO VERMELHO (1999), reconhecendo o gênero híbrido autobiográfico e os procedimentos inventivos do EU, tanto daquele que narra a sua própria biografia quanto a do objeto de sua contação, a memória biográfica dos Outros. Considerando a lembrança como uma memória perceptiva, impressões, emoções e afetos, sua escritura necessita de memória do passado para revivê-la no presente entre duas vozes: a primeira e a terceira pessoa, nas quais o narrador funde a fala oral à escrita, recompondo, em simultâneo, a história pessoal e a realidade histórica. A narradora exercita o método autobiográfico por meio de dois discursos, o testemunhal e o confessional. Tanto as imagens da memória pessoal quanto as do entorno geográfico e histórico são material ficcional de sua invenção, num trabalho de recomposição da metamemória. No capítulo I, tratamos do método autobiográfico na transformação do gênero memorialístico, no contraponto com o discurso autoral, a gerar biografias dialógicas entre mundos imaginários sem datas e datados. No capítulo II, o foco é a prática memorialística da autora Zélia Gattai, entre dois narradores: o autornarrador e o autor-personagem, entrelaçando seus discursos, o da veracidade e o da verossimilhança em trabalho de auto-representação singular e no desdobramento de identidades. No capítulo III, A casa do Rio Vermelho é tratada como a Casa da memória do Outro e suas personagens-cenários descritos em terceira pessoa, pelo narrador observador, ao cruzar dois tempos, em duas fases, os quais confirmam a fusão do exterior com o interior da memória, atribuído a meta-memória. A conclusão expõe o fazer ficcional da obra memorialística de Gattai e revela o resultado do método autobiográfico fora dos limites do tempo sobre o gênero, agora no teatro da imaginação da própria autora-narradora

Made available in DSpace on 2016-04-28T20:37:52Z (GMT). No. of bitstreams: 1 Anna Carolina de Almeida Scheuer.pdf: 994614 bytes, checksum: 156c6f00475c8a96e71d76d3ef2feb3e (MD5) Previous issue date: 2011-10-28 / There are some clinical cases that compel the analyst to write about them as a means of working through the events experienced with a certain analysand. Thus, the present paperwork is, above all, the result of the analytical work with a boy and his family, considering the encounters and conflicts that we went through. A boy with a robotic way of walking, with a look that ran through anyone who stared at him and with serious problems of social interaction. During the sessions there were activities of pure, meaningless discharge, a toy house invaded by enemy warriors, lying down on the couch and sleeping soundly. A family who loved war games and movies, admired major dictators and listened to neo-Nazi songs. A German descent analyst trying to understand and to make sense of all these things. In order to try to understand the psychic way of functioning of this analysand and, to some extent, his family‟s as well as the contents that emerged during the analytical process, various concepts elaborated by Melanie Klein and the so-called post-Klein authors are used here as theoretical foundation. Furthermore, a detailed reflection on the way our analytic work was interrupted is presented, taking into consideration the complex short-circuit that came about in the transference and in the counter-transference. If, in the beginning, the identifications between the analyst and the analysand favored the establishment of the transference, they ended up severely obstructing the counter-transference. If we were supposedly alike, we eventually turned out to be totally different, it was no longer possible to keep on walking together. From this estrangement experienced in the analytic relationship, we take a further step to think about the dangerous chaining up between anguish upon facing the different, fear of the stranger/foreigner and, finally, hatred and urge to destroy him. For this purpose, the events that took place in Germany before and during World War II are used as illustrative examples / Há certos casos clínicos que convocam o analista a escrever como forma de elaborar psiquicamente as vivências experimentadas no trabalho com determinado analisando. Assim, o presente trabalho é fruto, acima de tudo, do encontro-desencontro analítico vivido no atendimento de um garoto e de sua família. Um menino com andar robótico, com um olhar que atravessava quem o mirava e com sérios problemas de interação social. Nas sessões, o que havia eram atividades de pura descarga sem sentido, uma casa de brinquedo invadida por guerreiros inimigos e deitar no divã e dormir profundamente. Uma família que adorava jogos e filmes de guerra, admirava grandes ditadores e escutava músicas neonazistas. Uma analista descendente de alemães, buscando entender e dar um lugar para tudo isso. Para tentar compreender o modo de funcionamento psíquico desse analisando e, em alguma medida, de sua família e os conteúdos que emergiram durante o processo analítico são utilizados aqui como referencial teórico diversos conceitos elaborados por Melanie Klein e pelos chamados autores pós-kleinianos. Além disso, é feita uma minuciosa reflexão sobre a maneira como o trabalho analítico foi interrompido, considerando o curto-circuito complexo que se formou na transferência e na contratransferência. Se, no início, as identificações entre analista e analisando facilitaram o estabelecimento da transferência, por fim, elas dificultaram muito a contratransferência. Se éramos supostamente iguais, passamos a ser totalmente diferentes, tornou-se impossível continuar caminhando juntos... A partir desse estranhamento experienciado na relação analítica, é dado um salto para pensar no perigoso encadeamento entre angústia perante o diferente, medo do estranho/estrangeiro e, por fim, ódio e desejo de destruí-lo. Para isso, os fenômenos ocorridos na Alemanha antes e durante a Segunda Guerra Mundial são tomados como exemplos ilustrativos

Bien que l'œuvre de Nathalie Sarraute ne traite pas directement du double en tant que motif littéraire, il n'en demeure pas moins que la poétique du double constitue la base d'une large part de ses récits et se manifeste précisément par le biais de la figure de l'équivoque, grâce à une rhétorique qui met en jeu l'inlassable dynamique entre le visible et l'invisible, le dicible et l'indicible, la surface et le contenu, le trompe l'œil et le sous-entendu. Pour révéler la vaste gamme de phénomènes qui s'intègrent à la définition du double chez Sarraute, nous allons nous inspirer, comme elle, de ses lectures de Dostoïevski, écrivain qui entame avec Le Double une métamorphose de la figure héritée de la littérature fantastique. Cette étude porte donc sur la relation qui se tisse entre les textes de Sarraute et Dostoïevski du point de vue de l'évolution de la figure du double. Par la mise en scène d'un sujet en crise qui intériorise l'altérité tout en la reniant sans relâche, Dostoïevski, plus encore que d'autres, semble avoir fourni à Nathalie Sarraute une riche matière de réflexion sur l'identité du personnage, de l'auteur et de l'œuvre littéraire en général. Dès lors que l'altérité perturbe l'unité de toute représentation, le lecteur est conduit à osciller constamment soit entre deux niveaux différents de la réalité, celui des apparences et des ressentis, soit entre les multiples interprétations de ces derniers. L'écriture des tropismes, ces mouvements intérieurs sous-jacents, apparaît de la sorte comme l'écriture de ce qui n'est pas seulement double, mais multiplication de doubles et division infinie. / Even if Nathalie Sarraute's work does not provide an explicit interpretation of the double as a literary device for articulating the experience of self-division, it is obvious that the poetics of the double is present in a wide part of her novels by the means of a rhetoric which brings into play the dynamics of the relationship between what can be visible and invisible, be said and not, the surface and the contents, the illusion and the allusion. In order to study the broad range of phenomena that can be associated to Sarraute's definition of the double, we have been inspired, as herself, by the readings of Dostoevsky, who starts, with The Double, a process of metamorphosis of doppelganger inherited from the fantastic literature. So, the main purpose of our research is to analyze the various relationships that exist between the texts of Sarraute and Dostoevsky from the point of view of the evolution of the double. By drawing a subject in crisis divided between his ambiguous necessity of interiorizing the otherness and denying it, Dostoevsky seems to lead Nathalie Sarraute to question the nature and identity of the characters, of the author and even of the literary work. Since the otherness disturbs the unity of any representation, the reader is lead to waver all the time either between the two different levels of the reality, that of the illusory appearances and that of the tropisms, or between the multiple interpretations of these last ones. Sarraute's writing becomes then writing not only of the double, but also of the multiplication of doubles and of the infinite division.

Le thérapeute peut-il aujourd’hui exercer sa fonction comme il l’entend et penser sa pratique en la portant hors du champ des idéologies dominantes qui la parasitent ? Peut-il en être sujet et non objet, n’ayant plus alors la possibilité de s’en distancier pour pouvoir la regarder ? De même, quelle position adopte-t-il face aux différentes techniques de soins dont il dispose ? Les considère-t-il toujours comme un moyen et non une fin, aliénant ceux dont il prend soin et leur déniant le statut de personne ? Face aux différentes contraintes (scientifiques, économiques, politiques) qui l’assujettissent, à quels impératifs doit-il se référer ? La liberté du thérapeute met en question les deux concepts qui la sous-tendent : indépendance et autonomie, tels que les définit Kant dans sa Critique de la raison pratique. Mais elle dévoile aussi l’éthique de sa position, en tant qu’êthos, justesse de son rapport à soi, à autrui et au monde. Toutefois, la liberté du thérapeute est indissociable de celle du patient. Le considérer en tant que personne implique de reconnaître ce qui le fonde comme tel, c’est-à-dire son altérité et son autonomie. La responsabilité du thérapeute n’est-elle pas de révéler la liberté singulière de celui qu’il rencontre ? Mais a-t-il aujourd’hui suffisamment d’autonomie pour la mettre à son service et faire du temps dont il dispose un temps avec et pour l’autre ? / Very large subject limited here to the psychiatric praxis. Today, can the therapist practise his function as he intends it and think his practice out of prevailing ideologies that are hangering on it ? Can he be subject and not object, not having the possibility of keeping his practice at a distance in order to look at it ? In the same way, how must he consider all up-to-date technologies at his disposition? To him, are they a way and not an aim, depriving the patients that he cares of and denying them their status of person ? Facing the scientific, economic and political restraints that subject him, which requirements must he refer to ? Therapist freedom is bound to concepts of independence and autonomy, such as Kant has defined them in Critique de la raison pratique. But it is also revealing his ethical attitude, that is êthos, accuracy of relation with oneself, with the others, with the world. However, the therapist freedom is indissociable from patient freedom. Consider him as a person implies to acknowledge what founds him such, that is his alterity and his autonomy. Does’nt the therapist reponsability consist of revealing the peculiar freedom of the patient? But has he today autonomy enough for being in the other’s service? Can his time be with and for the other ?