Some three decades ago, post-positivists working in International Relations rejected the positivist separation of the knowing subject and the object known. In doing so, they established a new ‘critical’ paradigm in which truth has been understood primarily in terms of social and political practices and norms rather than the Archimedean detachment of the scientist. This new paradigm is typically thought to have brought a new theoretical pluralism to IR. However, focusing on the work of Critical Theorists and poststructuralists, this thesis shows that the work of post-positivist IR scholars has in fact been defined by responses to a specific set of questions which emerge from the ‘socialisation’ of truth. It demonstrates, moreover, that both Critical IR Theorists and poststructuralists have addressed these questions by understanding truth as a matter of intersubjective epistemic practices and idealisations about the conditions in which they take place. This ‘epistemic’ understanding of truth is the source of significant problems for Critical Theorists and poststructuralists in IR, especially in their accounts of political practice and proposals for international political transformation. The thesis considers whether the work of Critical Realists in IR, who have advocated the scientific pursuit of objective truth, might offer a solution. However, whilst they rightly reintroduce the subject-object relationship to critical IR, Critical Realists lapse into a scientism as a result of which they reject legitimate post-positivist claims about the inherent normativity and practicality of truth. The thesis introduces Theodor Adorno’s materialist theory of truth as a way of combining post-positivists’ normative concerns with the realists’ emphasis on the subject-object relationship. On this view, truth is a matter of the relationship between subjectivity and objectivity because it is matter of the needs and practices of partly objective human subjects. It is, therefore, both objective and normative.

Le droit des relations collectives de travail change d’image. Entièrement tourné vers l’accord et illustrant un certain « idéal de discussion », le droit des rapports collectifs de travail représente un espace privilégié pour étudier l’explosion des cadres de pensée hérités de l’époque moderne. Par son particularisme il illustre nettement la transition paradigmatique qui s’exprime entre le droit moderne et le droit post moderne. Se substitue à un droit imposé d’« en-haut », un droit négocié par « le bas ». Le droit des relations professionnelles expose les bases d’un nouveau schéma pour repenser les fondements du droit et l’articulation des normes juridiques. La thèse se propose de décrire et de comprendre cette mutation. Orientés vers le besoin de s’approprier les moyens juridiques nécessaires à la formation des normes qui les concernent, les individus veulent participer directement à leur construction. Le pouvoir normateur concédé aux corps intermédiaires consacrant la démocratie sociale « à la française » illustre nettement ce désir. Par une élaboration collective de la règle, le droit conventionnel est l’exemple que l’idéal de diskurs habermassien peut nous permettre d’appréhender autrement cette transformation. Philosophe de la communication et du droit, Jürgen Habermas propose à travers une vision personnelle de la démocratie délibérative de prendre pour source de validité du droit son processus d’élaboration. La procéduralisation du droit propose une théorie nouvelle de la rationalité juridique basée sur une rationalité procédurale, héritée pour J. Habermas d’une morale formelle. Cette thèse transcendant les clivages traditionnels de pensée sur le droit représente la meilleure réponse aux interrogations relatives au « désordre juridique ». / Collective labour relations law is changing its image. Entirely oriented towards bargaining, illustrating a certain “discussion ideal”, collective labour relations law is a privileged field in which to study the explosion in the frameworks of thinking inherited from modern times. Through its specificity it clearly illustrates the paradigmatic transition between modern law and post-modern law.It replaces law imposed from above by law negotiated from below. Collective labour relations law lays down the bases of a new scheme of things for rethinking the foundations of law and the link-up between legal norms.This thesis proposes to describe and understand these changes. Directed at the need to appropriate the necessary legal means for the drawing up of the norms that concern them, people wish to participate directly in their construction. The normative power given to intermediary bodies establishing “French style” social democracy shows a clear example of this process. Through a concerted drafting of the rule of law, contract law provides the example demonstrating that the Habermasian ideal of Diskurs can allow us to apprehend these changes in a different way. A communication and legal philosopher, Jurgen Habermas proposes, through a personal vision of deliberative democracy, to consider the rule making process as the source of the validity of law. The proceduralisation of law proposes a new theory of juridical rationality, based on a procedural rationality, inherited, according to J.Habemas, from a formal moral. This thesis transcends the traditional cleavages in the way we consider law, and represents the best response to the issues of “juridical disorder”.

Made available in DSpace on 2016-12-23T14:01:53Z (GMT). No. of bitstreams: 1 Mariangela Lima de Almeida.pdf: 2104312 bytes, checksum: cd06831d3845b02c3b9890f794a76e86 (MD5) Previous issue date: 2010-04-27 / Investiga os pressupostos teórico-metodológicos e epistemológicos da pesquisa-ação utilizados na produção acadêmica, na área da Educação Especial/inclusão escolar. Analisa teses e dissertações defendidas, em âmbito nacional, no período de 1999 a março de 2008. Mapeia 45 estudos que se constituem no corpus de análise. Desenvolve-se a partir da pesquisa da pesquisa , tomando a análise epistemológica como perspectiva disparadora das discussões acerca dos aspectos implícitos e explícitos na dialética entre pergunta e resposta, nos estudos analisados. Como instrumento de organização dos textos, utiliza o quadro esquemático inspirado nos princípios do esquema paradigmático. Como perspectiva teórico-metodológica, fundamenta-se nos pressupostos Teoria da Ação Comunicativa elaborados, por Jürgen Habermas com o objetivo de compreender e analisar os pressupostos e saberes da pesquisa-ação assumidos nos estudos e o modo como são empregados pelos autores. Constrói diálogos baseados em processos argumentativos entre os autores-pesquisadores, na busca por entendimentos e acordos. Observa mediante o estado da arte, que a abordagem metodológica da pesquisa-ação é incorporada a um número expressivo de estudos na perspectiva da inclusão escolar que problematiza, sobretudo, a formação continuada de professores e a prática docente. Faz emergir do diálogo entre os autores-pesquisadores os argumentos teórico-metodológicos para a pesquisa-ação: as relações entre autores (pesquisadores) e atores (participantes do contexto), os papéis atribuídos a esses sujeitos, a constituição do problema de pesquisa, a dinâmica da pesquisa-ação e a diáletica entre compreensão e transformação da realidade. Através da discussão entre os autores, revela que esses pressupostos são utilizados de diferentes formas durante os momentos da pesquisa, devido aos diferentes modos de esses autores conceberem a ação, na processualidade da pesquisa-ação. Evidencia que, quando as ações são conduzidas pelo agir comunicativo, há busca por entendimentos mútuos, que podem evoluir para acordos normativos pela via de uma intersubjetividade partilhada. Nesse caso, o processo de pesquisa-ação é conduzido pela autorreflexão crítica e colaborativa. Em outra perspectiva, quando as ações são guiadas pelo agir estratégico, são conduzidas com base em interesses individuais que se materializam em planos de intervenção com foco em resultados predefinidos. Constata que, na primeira perspectiva as mudanças ocorridas se iniciam em processo e tendem a transcender o imediato, atingindo o âmbito sociopolítico, e , na segunda perspectiva, as mudanças tendem a ser imediatas e pragmáticas. Possibilita considerar que, na área de Educação Especial, na perspectiva da inclusão escolar, a pesquisa-ação contribui, sobretudo, para a viabilidade de um trabalho colaborativo e coletivo no contexto escolar. Para efeito de análises futuras, mostra a importância da construção de conhecimentos a partir de reflexões e ações com o outro, com vistas a compreender os meandros do processo de pesquisa / This study investigates the theoretical-methodological and epistemological presuppositions of the action research used in academic production in the field of Special Education/school inclusion. It analyzes the theses and dissertations defended all over the country in the period between 1999 and March 2008. It maps 45 studies that constitute the analysis corpus. This study is developed from the idea of research on research , using epistemological analysis as a trigger for discussions about the implicit and explicit aspects in the dialectics between question and response in the studies analyzed. The scheme chart inspired on the principles of paradigmatic scheme was used as an instrument to organize the texts. From a theoretical-methodological perspective, the study is based on the Theory of Communicative Action created by Jürgen Habermas in order to understand and analyze the presuppositions and knowledge of the action research assumed in the study, as well as the way they are approached by the authors. It builds dialogues based on argumentation between authors and researchers so as to achieve agreement and understanding. It observes that the methodological approach of the action research is incorporated into a significant number of studies from the perspective of school inclusion that mainly problematizes the continuing education of teachers and the teaching practice. It makes the theoretical-methodological arguments for the action research emerge from the dialogue between the authors and researchers: the relationship between authors (researchers) and actors (context participants); the roles attributed to these subjects; the constitution of the research question; the action research dynamics; and the dialectics between the understanding and transformation of reality. Through discussions among the authors, the study reveals that these presuppositions are used in different ways during the investigation, because of the different ways in which these authors conceive action in the action research process. It shows that, when the actions are carried out through communicative acting, there is a search for mutual understanding that can evolve into normative agreements by means of shared intersubjectivity. In this case, the action research process is carried out through critical and collaborative self-reflection. From a different perspective, when the actions are guided by the strategic acting, they are carried out based on individual interests materialized at intervention levels which focus on predefined results. The study verifies that, from the first perspective, the occurring changes begin as a process and tend to transcend immediacy, achieving the socio-political sphere. From the second perspective, the changes tend to be immediate and pragmatic. It is possible to consider that, in the Special Education field and from the school inclusion perspective, action research contributes mainly to a feasible collaborative and collective work in the school context. As far as future analyses are concerned, the study shows the importance of constructing knowledge based on reflections and actions with the other so as to understand the path of the research process