Orientadora: Raquel Cabral / Banca: Maximiliano Martin Vicente / Banca: Maria Aparecida Ferrari / Resumo: O presente trabalho objetiva entender como a comunicação intercultural é compreendida por empresas de treinamento intercultural. É vislumbrado atender o objetivo proposto partindo da análise de três empresas brasileiras que possuem em comum o fato de afirmarem oferecer treinamento intercultural e darem grande foco para esses treinamentos no cenário organizacional. Portanto, para sanar o objetivo principal, foi definido o procedimento metodológico que se encontra dividido em três etapas: pesquisa bibliográfica, abordando a comunicação intercultural, interculturalidade, treinamento intercultural, desenvolvimento de competências interculturais e as Epistemologias do Sul através de diversos prismas, buscando aprofundamentos; análise de conteúdo dos sites institucionais e interpretação hermenêutica e por último, entrevistas em profundidade com os responsáveis pela área de treinamento intercultural das empresas estudadas e questionários realizados com brasileiros e estrangeiros em processos de internacionalização. A partir das análises, os principais resultados discutem como os aspectos linguísticos estão fortemente presentes quando se é falado de interculturalidade, competências interculturais e principalmente, de comunicação intercultural. Em suma, conseguimos depreender certas instrumentalizações dos conceitos estudados. Com este estudo, pretende-se iniciar um primeiro passo em direção à perspectiva do Sul, procurando compreender como ela pode contribuir para o entendimento da c... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The present work aims to understand how intercultural communication is understood by intercultural training companies. It is envisaged to meet the proposed goal starting from the analysis of three Brazilian companies that have in common the fact of claiming to offer intercultural training and give great focus to these training in the organizational scenario. Therefore, in order to reach the main objective, the methodological procedure was defined, which is divided into three stages: bibliographic research, addressing intercultural communication, interculturalism, intercultural training, intercultural competence development, and South Epistemologies through several prisms, searching for deepening; content analysis of institutional sites and hermeneutic interpretation, and finally, in-depth interviews with those responsible for the intercultural training area of the companies studied and questionnaires conducted with Brazilians and foreigners in internationalization processes. From the analyzes, the main results discuss how the linguistic aspects are strongly present when it is spoken of interculturality, intercultural competences and mainly, intercultural communication. In short, we have been able to infer certain instrumentalities of the concepts studied. With this study, we intend to begin a first step towards the South perspective, trying to understand how it can contribute to the understanding of intercultural communication, starting from the Brazilian reality. / Mestre

This thesis examines Czech-German cross-border cooperation within intercultural communication, identifies problems and develops possible solutions. The thesis is divided into a practical and a theoretical part. The theoretical part first describes the Czech-German cross-border cooperation and then intercultural communication, followed by a discussion of the context and the research methods. In the practical part, the author first performs a sequential analysis of data collected via interviews conducted with people working in the Tandem organization. The results of the analysis are interpreted, problems within the cooperation of Tandem are identified, and possible solutions developed. A glossary divided into two parts, recapitulating the definitions of relevant terms from the first two theoretical chapters of this thesis, is listed at the end of this work. A French résumé summarizing all the important points and conclusions is enclosed with the thesis. The aim of this thesis is to answer the following research question: "Linguistic and intercultural challenges of Czech-German non-profit cross-border cooperation: The case of the Tandem organization."

The thesis first summarises the history and main ideas of Sufism. It then examines the reception, mainly favourable, of Shah's representation of Sufism particulary in the West, and, finally, attempts to analyse and explain his methodology. It is not the aim of this thesis to examine the complete works of Idries Shah. Rather, by studying a number of his texts I have endeavoured to emphasise Shah's role as a pontifex between Islam and the West. As well as placing Shah within the complicated realm of Sufi thought, I have examined in some detail the methods by which he has played this role. The aspect of Shah that I have focused upon is that of the populariser and explicator of Sufism. For Shah the subject of Sufism is not one confined to academic study. It is a way of knowing related to everyday life and particularly relevant to the needs of the West at a time when the Western world is experiencing emotional and spiritual bankruptcy. Shah resembles the deconstructionist theorists in that he sees the limits of the language on which the West has relied for so long. But, even though his method is similar to theirs, he differs from them in that for him there is another realm of knowledge beyond language. I have quoted extensively from the stories Shah uses in order to demonstrate the ideas and images he thinks are relevant to an understanding of Sufism for the West, and I have used reviews and comments from audiences in both East and West in order to demonstrate what those audiences think of what Shah is attempting to do. This thesis examines the pedagogical techniques employed in this process. The applicablity of deconstruction theory to Sufi teaching is considered.

Thesis (Ph.D.)--Ohio University, June, 2007. / Title from PDF t.p. Includes bibliographical references.

Thesis (D. Miss.)--Western Seminary, Portland, OR, 2002. / Abstract. Includes bibliographical references (leaves 228-232).

This study identified some of the ways that multiethnic women describe their ethnic identities, how they perceive ethnic-specific gender identities and what they think are appropriate norms for, and effective outcomes of, communicative behavior. Twelve multiethnic women described their ethnic identity names or labels, and ethnic-specific gender identities; they also recalled a recent situation in which inappropriate ethnic-relevant conversational behaviors occurred. These multiethnic women were found to share an average of nearly six situations in which ethnic identity is most important; the most frequently reported situation being constantly. They significantly differed in respect to the names or labels, and descriptors they used to define and describe their multiethnic identities. The 12 respondents unanimously stated that there are different expectations for women and men within the ethnicities that they identified as components of their multiethnicity. The most frequently cited situation in which it is most important for them to intensify their gender identity is during celebratory occasions and at home or with family. 10 of the total 12 respondents perceive that their gender identity is shared by a large number of other people. Recently recalled conversations indicate that work and employment-related individuals specifically discussing ethnicity, most frequently used inappropriate communicative behaviors. The most frequently reported situation in which they intensify their multiethnic identities is while being with other ethnic ingroup members, though 75% of them indicated that their particular definition of their ethnic identity was shared by only a small number of other people. Nearly 70% responded that they very often--on a daily or weekly basis--experience others' violation of rules for competent communication. The most frequently cited recommendations they made for others to be more competent communicators were: 1) get informed/take some ethnicity classes, and don't be so harsh; 2) give individuals credit for being unique and diverse; 3) be polite/respectful; 4) recognize and refrain from stereotyping; 5) don't be prejudiced and change feelings/perceptions about ethnicized individuals & groups; 6) don't assume, approach individuals directly and don't discriminate. / Graduation date: 1994

En el presente trabajo, se investigo a las Autoridades originarias referidos a las actividades sobre: el uso del idioma aymara, la importancia de los conocimientos de la cosmovisión y la implementación del programa de la educación intercultural plurilingue, propuesto en el proyecto de la Educación boliviana Avelino Siñani y Elizardo Perez. En Bolivia aexisten varias nacionalidades culturales, tales como aymaras, quechuas, tupiguaranies y otras. Es uno de los aspectos importantes que nos da la noción de la diversidad. En estos procesos surge los coflictos sociales, sobre todo cuando la cultura occidental tiende a ser dominante y excluyente. Frente a esta situación, la propuesta de la Educación Intercultural Plurilingue es un desafio. Se fundamente en la premisa, de que en la sociedad boliviana existe una diversidad de pensamientos, usos y costumbres y no hay homogeneidad. Se trata de revertir el problema de la diversidad en una ventaja y oportunidad, para el desarrollo de los conocimientos y competencias linguisticas del pais. En el proceso de la ejecución y sobre la base del resultado obtenido, las Autoridades Originarias, como representantes genuinos de su comunidades, demostraron la actitud positiva sobre: el uso del idioma aymara, la importancia de los conocimientos de la cosmovisión y la implementación del programa de la Educación Intercultural Plurilingue. De acuerdo a este resultado, se facilita la implementación del programa de la Educación Intercultural Plutilingue, que implica la aplicación del idiomaaymara como instrumento educativo, la implementación del curriculum diferenciado para cada región y la adquisición de tres lenguas (aymara, castellano e ingles). Desde los primeros años de escolaridad.

Because of its ambiguous function and usage, silence is a major source of intercultural miscommunication, which frequently leads to negative judgments, and breeds stereotypes. Grounded in a cross-cultural and interactive framework, I conducted a five-month descriptive qualitative study, which explored silence perceptions among Chinese, Korean, Russian, Colombian and Iranian ESL speakers, and Canadian native-speakers of English (NS). Multiple perspectives were investigated using stimulated recall, in a context of intercultural mentoring sessions and interviews. Eight ESL 'silence producer' participants were asked to explain their silence use, and their interpretations were compared with the functions attributed to these silences by other participants, one from the same cultural background as the 'silence producer', and a NS. Participants' silence perceptions were described, and most negatively-interpreted silences were identified. Analysis revealed intra-cultural acrimony, that high language proficiency perceptions increase negative silence attributions, cross-cultural differences in attitudes towards fillers, and the systematic silencing of ESL speakers.

Sustained academic and popular interest in the Holocaust depends largely on the ability of educators to communicate its universality. At Holocaust memorials around the world, educators make strategic rhetorical choices in pursuit of this imperative. However, as communicators present narratives, documentation, and visual rhetoric at memorials, they filter each message through a unique cultural lens. This unavoidable human tendency raises questions concerning the degree to which culture shapes Holocaust narratives. Given that Holocaust memorials may offer pivot insights into modern and future genocides, cultural influences on Holocaust rhetoric seem worthy of renewed evaluation. Burke's dramatistic pentad provides a valuable tool with which a scholar can evaluate the rhetoric at Holocaust memorials. The pentad preserves unique facets of the communication acts, enabling a rhetor to identify differences between the memorials, while providing a universally applicable framework through which to view the memorials. This pentadic analysis reveals that Holocaust memorials address many of the same universal questions. The answers to these questions, however, depend on the culture surrounding the memorial. Such a finding seems to indicate that a global event such as the Holocaust will stimulate the same questions in citizens across a variety of cultures, but that citizens will reach different conclusions about the event based on the influences of their culture.

El presente trabajo de tesis doctoral es una investigación realizada en el Estado de Jalisco en México, donde se analizan y se valoran las estrategias educativas para los alumnos migrantes en dos distintas poblaciones como son los México - americanos y los indígenas mexicanos que emigran de las zonas rurales mexicanas a las grandes ciudades del mismo país. Se expone la realidad que enfrentan los niños migrantes en el acceso, permanencia y evaluación en la escuela, así como la práctica docente de los maestros. Se toman en cuenta los distintos paradigmas que se han aplicado en el mundo para la atención educativa de estas poblaciones migrantes optando por la interculturalidad, como un camino justo que guíe, el proceso educativo de los alumnos migrantes, ya que a través de la interculturalidad se puede poner en juego un currículo transversal y una práctica educativa basada en la reflexión donde el maestro puede ser capaz de acoger al niño migrante en una realidad centrada en los valores humanos. / The following doctoral thesis is an investigation that was executed in the state of Jalisco, México, where educative strategies are analyzed and valued for migrant students of two different populations, which are the Mexican-American and the Mexican indigenous who migrate from rural Mexican zones to the bigger cities of the same country. The reality which migrant children face in the access, permanence, and evaluation in school, as well as the educational practice of the teachers is presented in this paper. It is taken into account the different paradigms that have been applied world-wide in education that faces migrant populations and opt for intercultural means as a rightful path that guides the educational process of migrant students, since it is through interculturalness that it is possible to put into play a transversal curriculum and an educative practice based on a reflection where the teacher is able to receive a migrant child in a reality centered in human values.