Submitted by Renata Lopes (renatasil82@gmail.com) on 2018-05-03T13:25:54Z No. of bitstreams: 1 josefranciscopatriciopereira.pdf: 807334 bytes, checksum: d86f9d37d90920debc1ae02c023c85a3 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-09-03T12:12:50Z (GMT) No. of bitstreams: 1 josefranciscopatriciopereira.pdf: 807334 bytes, checksum: d86f9d37d90920debc1ae02c023c85a3 (MD5) / Made available in DSpace on 2018-09-03T12:12:50Z (GMT). No. of bitstreams: 1 josefranciscopatriciopereira.pdf: 807334 bytes, checksum: d86f9d37d90920debc1ae02c023c85a3 (MD5) Previous issue date: 2018-01-29 / A presente dissertação é desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). O caso de gestão estudado discutiu os desafios na implementação do Curso de Pedagogia Intercultural, ofertado pela Universidade do Estado do Amazonas/Programa de Formação de Professores da Educação Básica (UEA/PARFOR) no município de São Paulo de Olivença (AM), para 79 alunos indígenas das etnias ticuna, kambeba e kokama. Os objetivos definidos para este estudo foram analisar os desafios na implementação do curso de Pedagogia Intercultural e propor ações capazes de corrigir ou minimizar os entraves detectados. A escolha por esta temática se deu pelo interesse do pesquisador enquanto trabalhou como professor-colaborador do curso, tendo observado que alguns alunos da etnia ticuna estavam desistindo. Assumimos como hipóteses que a dificuldade apresentada reside na compreensão da língua portuguesa, pois a maioria dos alunos é falante somente na língua materna (ticuna). Os pressupostos teóricos estão alicerçados em Kahn (1994), Candau (2000), Secchi (2001), Yin (2001), Ângelo (2002), Fleuri (2003), Cavalcante (2006), Grupioni (2006), Luciano (2012) e outros documentos oficiais pertinentes ao caso. Esta pesquisa tem caráter qualitativo, tendo sido utilizado como instrumento de coleta de dados as entrevistas semiestruturadas com a coordenação do curso, com a professora da disciplina Tópicos Especiais, com professoras de outras disciplinas e com alunos das etnias contempladas no curso, buscando dialogar sobre as questões pertinentes ao tema proposto. / The present dissertation was developed within the scope of the Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) of the Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). The management case to be studied will discuss the challenges in the implementation of the Curso de Pedagogia Intercultural (Intercultural Pedagogy Course), offered by Universidade do Estado do Amazonas/Programa de Formação de Professores da Educação Básica, in São Paulo de Olivença city, in the state of Amazonas, for 79 indigenous students of the ticuna, kambeba and kokama ethnic groups. The objectives defined for this study were to analyze the challenges in the implementation of the Curso de Pedagogia Intercultural and propose actions to correct or minimize the obstacles detected. The choice for this subject was due to the interest of one of the researchers while working as a teacher-collaborator of the course, having observed that some ethnic ticuna students were giving up. We assume as hypotheses that the difficulty presented lies in the understanding of the Portuguese language, because most of the students are only native speakers (ticuna). The theoretical assumptions are based on Kahn (1994), Candau (2000), Secchi (2016), Yin (2001), Ângelo (2002), Fleuri (2003), Cavalcante (2006), Grupioni (2006), Luciano (2012) and others official documents pertinent to the case. This research has a qualitative feature, having used as a data collection instrument semi-structured interviews with the coordination of the course, with the teacher of the discipline Tópicos Especiais, with teacher from other disciplines and with students of the ethnicities contemplated in the course, seeking to discuss the issues relevant to the proposed theme.

Dans un large corpus de spectacles, lorsque nous acceptons que le spectateur perçoive l’interculturalité en tant que composante scénique, même si l’interaction et le métissage ne sont pas effectivement présents, nous pouvons affirmer que la notion d’interculturalité mérite une mise au point. La variété de types de processus et de constructions scéniques développées dans les quarante dernières années appelle donc un concept capable d’héberger la notion de Diversité. Ainsi, nous proposons une lecture sémiotique de différents croisements et manifestations scéniques, en leur allouant la perception esthétique de la diversité, tel que l’a proposée Victor Segalen. Notre argument veut démontrer que la théorie de Segalen apporte à la scène contemporaine un nouveau regard en faisant confluer d’une façon plus adéquate les différents types de spectacle considérés comme « interculturels ». Cette théorie englobe des notions anthropologiques, ethnologiques, philosophiques et politiques, et qui circonscrivent l’être humain dans un contexte contemporain global, rendant possible une construction sémiotique particulière. <p>Par là, notre thèse recherche les fondements d’une sémiotique de la diversité sur la scène contemporaine et ses différentes formes de manifestation. Elle aspire à comprendre les spécificités émergées avec elle lorsqu’un mécanisme de construction interculturelle est installé dans les processus de construction et de concrétisation. Dans le but d’identifier les bases et formes d’expression qui construisent l’interculturalité en tant que processus anthropologique, nous allons construire une critique sur leurs origines et formations, à partir de l’analyse de différents spectacles. Nous allons donc établir, au moyen de la sémiotique et de l’anthropologie, les différences entre « influence étrangère », dont de nombreux spectacles reçoivent, et « échange culturel » élaboré par un processus intentionnel d’interaction. Nous étudions les morphologies et les fonctions épistémologiques des contacts culturels présents dans la construction et l’énonciation du discours scénique, en réunissant des notions provenant de l’anthropologie, de l’ethnoscénologie et de la sociologie du spectacle, structurant ainsi le cadre sémiotique de la diversité.<p>/<p>Taking into consideration that in a large corpus of performances spectators perceive interculturality as a scenic component, although interaction and hybridisation are not actually present in the production of the play, we can assert that interculturality’s conception merits a review. The variety of scenic processes and constructions developed in the last forty years claim for a concept suitable to accommodate the notion of diversity. Thus, we propose a semiotic reading of different interweaves of cultures and artistic events, combining the aesthetic perception of diversity proposed by Victor Segalen. Our argument intends to show that Segalen’s theory brings to the contemporary scene a new perspective and converges in a manner more relevant, different kinds of performances usually acclaimed as “intercultural”. It provides anthropological, ethnological, philosophic and political notions that circumscribe human being into a contemporary global context, allowing us to set up a specific semiotics. <p>Therefore, our thesis investigates the foundations of a semiotic of diversity in contemporary dramatic scene and its different kinds of manifestation. It seeks to understand the particularities that emerge out of the semiotic of diversity when, in its process of construction and concretization, it establishes an intercultural mechanism. Likewise, we’ll assemble a reflexive critic on its backgrounds and forms, consisting of the analysis of different performances which are the basis and the manners of an intercultural construction as an anthropological process. We want to establish through semiotics and anthropology the difference between "foreign influence", that many of the performances grasp, and "cultural exchange" built up all the way through a deliberate process of interaction. We’ll hunt for morphologies and epistemological functions of cultural contacts that are present in the construction and the enunciation of the performance discourse through the application of concepts drawn from anthropology, ethnoscenology and performance sociology, thus structuring the framework of semiotics diversity. <p> / Doctorat en Information et communication / info:eu-repo/semantics/nonPublished

L’étude des défis et enjeux relatifs à la mise en œuvre de la reconnaissance et de la validation des acquis de l’expérience concerne les représentations et les comportements qui s’expriment tant à travers les discours argumentatifs que les agissements, qu’ils soient de nature individuelle ou institutionnelle. Or, plusieurs systèmes de représentations et de positionnements s’interpénètrent selon une typologie des acteurs rencontrés dans les organismes de formation et de certification, voire de travail. Cette interaction est autant le fruit de négociations que de transactions sociales qui se nourrissent mutuellement dans la mesure où le niveau de réflexivité des acteurs leur permet de tisser des liens entre parcours de validation et formation tout au long de la vie. A l’échelle européenne et internationale, l’universalité du caractère de reconnaissance et de validation des acquis, que ceux-ci soient de nature informelle ou non formelle, est mise à l’épreuve de l’interculturel, fruit de rencontres entre injonctions et adaptations / The study of the challenges and stakes relating to the implementation of the recognition and the validation of informal and non formal learning relates to the representations and the behaviors which are expressed as well through the speeches argumentatives than the intrigues as they are of individual or institutional nature. However, several systems of representations and positioning interpenetrate according to a typology of the actors met in the training companies and certification, even of work. This interaction is as much the fruit of negotiations as of social transactions which are nourished mutually insofar as the level of reflexivity of the actors enables them to weave bonds between course of validation and lifelong learning. On a European and international scale, the universality of the character of recognition and validation of the informal and non formal learning is put to the test of intercultural, fruit of meetings between injunctions and adaptations

Le Roi Roger, chef-d’oeuvre du compositeur polonais Karol Szymanowski (1882-1937), constitue une œuvre-clé pour le développement de son auteur. Situé dans la Sicile médiévale, théâtre de la confrontation de nombreuses civilisations (notamment grecque, byzantine, arabe et normande), l’opéra se veut mosaïque de cultures (interculturalité) et des sources artistiquement variées (pluridisciplinarité). Allant des Bacchantes d’Euripide jusqu’à la philosophie nietzschéenne et de la musique folklorique des Tatras au drame wagnérien, ce kaléidoscope de sources est articulé par quelques idées fondamentales. L’étude proposée considère l’opéra, selon les termes mêmes du compositeur, dans l’opposition binaire, entre d’« immenses contrastes et richesses » et de « mondes […] unis » par le biais de procédés d’intégration devant faire accéder cette mosaïque au statut d’Œuvre. La présente étude est une série d’éclairages, seul moyen de considérer l’opéra si complexe en entier. Confrontant les projets et le résultat, elle s’organise au rythme des oppositions, approchant différents domaines dans leur épaisseur (étude des sources variées) et leur rôle dans l’œuvre achevée. / King Roger, a masterpiece of the Polish composer Karol Szymanowski (1882-1937) is a key-work to the development of his author. Taking place in the medieval Sicily, setting for the confrontation of many civilisations (in particular Greek, Byzantine, Arabic and Norman), the opera presents itself as a mosaic of cultures (interculturality) and of varied artistic sources (pluridisciplinarity). Extending from the Bacchae of Euripides to nietzschean philosophy and from the music of the Tatra Mountains to the wagnerian drama, this kaleidoscope of sources is articulated by a few fundamental ideas. The present study considers the opera, according to the words of the composer himself, in the binary opposition between « great contrasts and riches » and the « united worlds » by means of particular methods of integration which rise this mosaic to the status of a Work of Art.The present study gives a series of insights into the opera, the only way of considering a work of such complexity in its entirety. Confronting the projects and the result, it is organized by the rhythm of the oppositions in presence, approaching different arts by their multiple layers (through the study of varied sources) and their part in the final work.

This research deals with the local coherence by lexical remission, as one of the fundamental resources for teaching and learning Portuguese as a Foreign Language (PLE), through the Communicative approach with an intercultural bias for reading and text interpretation. It advocates that interlexical relations are the main responsible for the organization of linguistic and extralinguistic skills in order (re)build textual-discursive meanings. Based on the theoretical and methodological foundations of sociocognitive and interactional Textual Linguistics, interfaced with assumptions of Lexicology, the objective is to verify if the teaching manual “Bem-vindo! A língua portuguesa no mundo da comunicação”, whose target audience is the PLE learner, fulfills its didactic and pedagogical communicative proposal, whose unit of analysis is the text. Therefore, texts were selected from this manual, in order to verify the theoretical treatment concerning the teaching of reading and text interpretation, based on the procedures of textual coherence by remissive lexical forms. The results obtained by the corpus of analysis point to a high degree of inconsistency between the communicative proposal of the textbook and its effective theoretical and methodological work concerning texts for reading and interpretation purposes. The analyzes, using the resources of local coherence by remissive lexical forms, not only allow to identify such incongruity but also provide contributions to the teaching-learning PLE, in order to enrich the communicative approach associated with elements that offer new pathways for interculturality, mostly for providing the apprentice with (re)construction of other / new sociocultural representations, through the activation of social cognition marks and the mental models suited to the origin culture in interaction with socio-cognitive models and marks in target culture. / Esta pesquisa trata da coerência local por remissão lexical, como um dos recursos fundamentais para o ensino-aprendizagem de Português Língua Estrangeira (PLE), pela abordagem comunicativa, com viés intercultural da leitura e interpretação de textos. Advoga-se que, as relações interlexicais são as principais responsáveis pela tessitura entre os conhecimentos linguísticos e não linguísticos para (re)construção de sentidos textuais-discursivos. Com base nos fundamentos teórico-metodológicos da Linguística Textual por um viés sociocognitivo e interacional, em interface com pressupostos da Lexicologia, objetiva-se verificar se o manual didático “Bem-vindo! A língua portuguesa no mundo da comunicação”, cujo público-alvo é o aprendiz de PLE, cumpre com sua proposta didático-pedagógica comunicativa, cuja unidade de análise é o texto. Para tanto, foram selecionados textos desse manual, com o intuito de verificar qual o tratamento teórico concernente ao ensino da leitura e interpretação dos textos, tomando-se como base os procedimentos da coerência textual por formas remissivas lexicais. Os resultados obtidos pela análise do corpus considerado apontam para um alto grau de incongruência entre a proposta comunicativa da obra e seu efetivo trabalho teórico-metodológico com os textos para fins de leitura e interpretação. As análises realizadas, utilizando-se dos recursos da coerência local por formas remissivas lexicais não só possibilitam identificar tal incongruência, como também oferecem contribuições para o ensino-aprendizagem de PLE, com vistas a enriquecer a abordagem comunicativa associada a elementos que propiciem novos percursos para a interculturalidade, principalmente porque facultam ao aprendiz a (re)construção de outras/novas representações socioculturais, por meio da ativação dos marcos de cognição social e dos modelos mentais característicos de sua cultu

Desde la fundación de los primeros institutos de ciencias teatrales en Alemania en el primer tercio del siglo XX y de la introducción de esta disciplina como carrera universitaria en Colonia en 1938 y en Berlín en 1943, así como desde la creación de un número considerable de institutos y cátedras de ciencias del teatro en los años 70 y la inauguración de un amplio y profundo debate teórico en este campo, no se logró establecer un lazo y un contexto de trabajo mutuo entre las ciencias teatrales y las literarias. Mientras la ciencia teatral – luego de una primera época empírica e historicista – fundamentó su análisis principalmente en el hecho escénico y, con el tiempo, fue incluyendo en forma más intensa diversos aspectos culturales, antropológicos, históricos y sociales1; la ciencia literaria y las diversas filologías, por el contrario, se concentraron especialmente en el análisis del texto dramático, analizando el teatro como un objeto literario. Así, ambas disciplinas permanecen hasta la fecha divididas y sin conexión mayor a pesar de tener un objeto en común y de basarse, desde los años 70, en teorías similares como el estructuralismo y la semiótica.:Reflexiones preliminares. - Algunos conceptos fundamentales. - "Hibridización" y "medialidad". - "Teatro"/"Teatralidad"/"Texto teatral". - "Cuerpo" - "Deseo" - "Sexualidad" - "Poder"

El presente estudio cualitativo tiene como finalidad identificar posibles perspectivas de investigación sobre la base de los conceptos de las creencias y de atribuciones causales en el marco de la educación intercultural bilingüe [EIB] en el Perú. Es por ello que, para plantear esas posibilidades de indagación, se ha efectuado una revisión bibliográfica de documentos que abordan la implementación y desarrollo de la EIB en América Latina, en el Perú y, en particular, en la región Loreto. A partir de ello, en el presente documento, se plantea una descripción de este proceso educativo. Además, se definen los constructos de creencias y atribuciones causales, y se reportan hallazgos de otras investigaciones que utilizan estos conceptos en contextos con algún nivel de similaridad al de la EIB. También se presenta lo encontrado en otros trabajos que han indagado las percepciones y factores que influyen la implementación y desarrollo pertinente de la EIB en los pueblos originarios. A partir de lo anterior, se proponen las siguientes posibilidades de investigación: creencias y atribuciones causales de padres y madres de familia de pueblos originarios pertenecientes a escuelas EIB, creencias docentes sobre la implementación de la EIB, factores a los que atribuyen los actores educativos el éxito o fracaso de la experiencia educativa EIB y actitudes de los actores educativos frente al servicio de la EIB en todos los niveles de educación. Asimismo, se puede abordar el tema acerca de las percepciones de los padres y madres de familia en relación con el perfil docente EIB. / The purpose of this qualitative study is to identify possible research perspectives based on the concepts of beliefs and causal attributions in the framework of intercultural bilingual education [EIB] in Peru. That is why, to raise these possibilities of inquiry, a bibliographic review of documents that address the implementation and development of IBE in Latin America, Peru and, in particular, in the Loreto region has been carried out. Based on this, this document presents a description of this educational process. Furthermore, the constructs of beliefs and causal attributions are defined, and the findings of other investigations that use these concepts in contexts with some level of similarity to that of IBD are reported. It also presents what was found in other studies that have investigated the perceptions and factors that influence the implementation and pertinent development of EIB in indigenous peoples. Based on the above, in this document, the following research possibilities are proposed: beliefs and causal attributions of parents of indigenous peoples belonging to IBE schools, teaching beliefs about IBE implementation, factors to which educational actors attribute the success or failure of the IBE educational experience and attitudes of educational actors towards the IBE service at all levels of education. Likewise, the issue about the perceptions of fathers and mothers in relation to the EIB teaching profile can be addressed. / Trabajo de investigación

Orientador: Ana Cristina Biondo Salomão / Resumo: Esta pesquisa teve como objetivo discutir o tratamento da cultura na formação de professores de línguas estrangeiras e os desafios e caminhos para a interculturalidade crítica decolonial na formação docente. Por meio de pesquisa qualitativa interpretativista do tipo estudo de casos múltiplos latitudinal, analisou-se como o componente cultural se apresenta em cursos de formação de professores de línguas próximas de contextos do Sul e Norte globais. Especificamente, foram objeto de estudo quatro cursos universitários de formação de professores, sendo dois de formação de professores de espanhol — um no Brasil e um em Portugal — e dois de formação de professores de português — um na Argentina e um na Espanha. Foram analisados documentos pedagógicos de tais cursos, entrevistas com seus professores formadores, notas de campo, questionários e grupos de interação composto por estudantes em formação. A análise dos dados se fundamentou teoricamente na discussão sobre diferentes noções de cultura (CUCHE, 1996; GEERTZ, 1973; KRAMSCH, 2017), as definições de multiculturalismo, interculturalidade e interculturalidade crítica, com base nos trabalhos de Maher (2007), Candau (2008a, 2009), Guilherme (2019a) e Walsh (2010), a noção de colonialidade e pensamento decolonial (QUIJANO, 2001; DUSSEL, 1968, 2005; GROSFOGUEL, 2008) e reflexões sobre a formação do professor de línguas para a interculturalidade crítica decolonial, com base nos trabalhos de Candau (2008a, 2009), Daher e Sant’Anna (2010)... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research aimed to discuss the treatment of culture in foreign language teacher education and the challenges and paths for critical decolonial interculturality in teacher training. Through qualitative interpretive and latitudinal multiple case study research, it was analyzed how the cultural component presents itself in language teacher education courses for close language in the global South and North contexts. Specifically, four university teacher education courses were studied, two of which are Spanish teacher training — one in Brazil and one in Portugal — and two of Portuguese teacher training — one in Argentina and one in Spain. Pedagogical documents of such courses, interviews with their teacher teachers, field notes, questionnaires and interaction groups composed of students in training were analyzed. The data analysis was theoretically based on the discussion about different notions of culture (CUCHE, 1996; GEERTZ, 1973; KRAMSCH, 2017), the definitions of multiculturalism, interculturality and critical interculturality, based on the works of Maher (2007), Candau (2008a, 2009), Guilherme (2019a) and Walsh (2010), the notion of coloniality and decolonial thinking (QUIJANO, 2001; DUSSEL, 1968, 2005; GROSFOGUEL, 2008) and reflections on the education of the critical intercultural teacher and the decoloniality, based on the works of Candau (2008a, 2009), Daher and Sant’Anna (2010), Baptista (2017) and Rajagopalan (2003). The results indicated that in all cases analyzed... (Complete abstract click electronic access below) / Resumen: Esta investigación tuvo como objetivo discutir el tratamiento de la cultura en la formación de profesores de lenguas extranjeras y los retos y caminos para la interculturalidad crítica decolonial en la formación docente. Por medio de una investigación interpretativa cualitativa que consistió en un estudio de caso múltiple y latitudinal, se analizó cómo se presenta el componente cultural en los cursos de capacitación de docentes para la enseñanza-aprendizaje de lenguas próximas en los contextos Sur y Norte globales. Específicamente, se estudiaron cuatro carreras de formación de profesores universitarios: dos de español en Brasil y Portugal; y dos de portugués en Argentina y España. Con esa finalidad, se analizaron los documentos pedagógicos de dichas carreras, las entrevistas realizadas con sus formadores docentes, las notas de campo, los cuestionarios y los grupos de interacción compuestos por estudiantes en formación. El análisis de datos se basó en la discusión sobre diferentes nociones de cultura (CUCHE, 1996; GEERTZ, 1973; KRAMSCH, 2017); las definiciones de multiculturalismo, interculturalidad e interculturalidad crítica, basadas en los trabajos de Maher (2007), Candau (2008a, 2009), Guilherme (2019a) y Walsh (2010); la noción de colonialidad y pensamiento decolonial (QUIJANO, 2001; DUSSEL, 1968, 2005; GROSFOGUEL, 2008); y las reflexiones sobre la formación del profesor de lenguas para la interculturalidad crítica decolonial, basado en los trabajos de Candau (2008a, 2009... (Resumen completo clicar acceso eletrônico abajo) / Doutor

The purpose of this scientific essay is to explore the different approaches to language development for multilingual children in preschool practice. The essay is about a four-year-old girl who did not master the Swedish language so well when she started preschool. All the other children in the group had Swedish as a mother tongue, while two of them were bilingual. We preschool teachers found ourselves in a dilemma as we did not know how to approach the development of a multilingual child’s language skills while at the same time continuing the pedagogical work with the rest of the group. Consequently, the following two research questions emerged, and I have tried to answer them by using different theoretical perspectives. Firstly, I asked myself: “What opportunities for language development do we give a multilingual child in play and group situations like circle-time and what impact has it on the other children in the group?” The second question I raised was:” What significance has the preschool teacher’s approach in meeting the children’s different needs for language development?” I have used essay-writing as my research method of exploring these two questions. A method through which, by reflecting and problematizing, I could look at my dilemma from several different perspectives. In my essay, I have used a socio-cultural perspective, according to which learning occurs in the interaction with others. In addition, I applied concepts such as multilingualism, interculturality, literacy and language development. The result of this study has highlighted the importance of focusing on the needs of each individual child while at the same time attending to the needs of the group as a whole. In conclusion, being an attentive preschool teacher as well as the way we meet and respond to children is of utmost importance when working in a preschool environment. / Syftet med denna vetenskapliga essä är att undersöka hur arbetet med språkutveckling kan se ut för flerspråkiga barn i förskolans praktik. Essän handlar om en flicka på fyra år som inte behärskade det svenska språket så väl när hon började i förskolan. De övriga barnen i gruppen hade alla svenska som modersmål, två av barnen var tvåspråkiga. Vi hamnade i ett dilemma då vi inte visste hur vi skulle gå tillväga för att utveckla ett flerspråkigt barns språk samtidigt som det pedagogiska arbetet med den övriga barngruppen skulle fortsätta som vanligt. Jag ställde två forskningsfrågor till mig själv som jag försökte att besvara med hjälp av de teoretiska perspektiven. Min första fråga som jag ställde till mig själv var: ”Vilka möjligheter ger vi till ett flerspråkigt barn till språkutveckling i lek- och samlingssituationer och hur kan detta påverka de övriga barnen i gruppen?” Min andra fråga var: ”Vilken betydelse har pedagogernas förhållningssätt för att möta barns olika behov för språkutveckling?”  Jag använde mig av essän som metod för att besvara mina två frågor där jag genom att reflektera och problematisera kunde se på mitt dilemma ur flera olika perspektiv. Jag har utgått från det sociokulturella perspektivet i min essä där lärandet sker i samspel med andra men även använt mig av andra begrepp som flerspråkighet, interkulturalitet, litteracitet och språkutveckling. Det jag kom fram till i min undersökning är att det är viktigt att vi ser det enskilda barnets behov samtidigt som vi även ser till hela barngruppens behov. Att vara en närvarande pedagog samt hur man möter och bemöter barn är viktigt i arbetet som pedagog i förskolans verksamhet.

Dans ce mémoire nous analysons deux oeuvres littéraires : Mes mauvaises pensées de Nina Bouraoui et Le Parfum des fleurs la nuit de Leïla Slimani. Le but de l’analyse est de savoir comment une double culture franco-maghrébine peut être vécue par des femmes nées dans des familles de mariages mixtes. Ce mémoire analyse ces oeuvres à partir des théories sur les genres littéraires, roman beur et autobiographie, et les lit à travers une perspective genrée pour voir comment nos écrivaines se situent dans les sociétés. Nous avons jugé intéressant de faire la comparaison avec le roman beur, qui évoque les problèmes d’intégration des beurs en France, alors que ces écrivaines ne sont pas des Beurettes puisqu’elles ont vécu au Maghreb et en France et elles traitent des problèmes rencontrés dans les deux endroits. En plus elles ont pu maitriser parfaitement les codes dans les sociétés grâce à leurs parents et il ne devrait pas y avoir de difficultés d’intégration alors qu’elles décrivent leurs rapports avec les deux cultures comme problématiques puisqu’elles se sentent toujours comme des étrangères partout. Le but principal n’est donc pas d’inscrire les récits étudiés ici dans un genre littéraire mais de montrer que beaucoup de problèmes d’intégration sont valables dans les deux cultures et les femmes ont encore plus de problèmes pour se faire respecter si elles ne respectent pas les traditions. Nous pouvons dire que ces écrivaines mettent au défi le roman beur comme elles ne montrent pas uniquement les problèmes d’intégration des Maghrébins en France mais aussi les problèmes pour se faire accepter parmi les Maghrébins pour ceux qui ne vivent pas conformément aux coutumes. Les problèmes liés à la binarité de sexes ont un rôle central. Bouraoui et Slimani donnent dans ces oeuvres la parole aux plus opprimés dans la culture maghrébine, les femmes, les homosexuels et les personnes qui ne suivent pas les traditions en même temps qu’elles traitent les problèmes d’intégration en France. Notre conclusion est que le bagage historique et la culture mixte ont influencé leur choix de métier. Le fait de prendre la parole et d’écrire des oeuvres introspectives les a aidées dans leurs propres analyses de soi. Ces analyses avec les descriptions des milieux aident aussi le lecteur à comprendre la situation dans les sociétés et les messages des écrivaines. / In this paper two literary works are analysed: Mes mauvaises pensées by Nina Bouraoui and Le Parfum des fleurs la nuit by Leïla Slimani. The aim of the analysis is to understand how a dual French and North African culture could be experienced by women in families characterized by mixed marriages. The literary works are analysed from theories based on literary genres, “roman beur” and the notion of biography. The study is based on a gender perspective and I try to understand how the authors are experiencing the societies. Comparing with the “roman beur” is interesting, since they raise the integration issues for second generation North African immigrants in France, but the authors are not likely to be seen as second generation migrants from North Africa since they have been living in the Maghreb region and in France, they are telling stories from both places. In addition, they have perfectly mastered the codes of both societies thanks to their parents and should not experience integration issues but nevertheless they feel like strangers. The main objective is not to classify the literary genres but to create an understanding and raise the issues that both cultures are facing regarding the integration into society, focusing on how women have a hard time trying to be respected when not following traditions. The authors challenge the “roman beur” since they not only reproduce the integration problems of North African immigrants in France but also the problems of being accepted among the North African community for those who do not live according to traditions. Issues related to the binary gender roles in society play a central role. Bouraoui and Slimani give in these works voices to the most oppressed individuals in the North African culture: women, homosexuals and people who do not follow traditions at the same time as they are dealing with the integration problems in France. The conclusion is that the historical background and the mixed culture influence the choice of the authors’ profession. Speaking up and writing in an introspective way helped them in their own self-analysis. These analyses also help the reader to understand the situation in the societies and the messages of the writers.