Sammanfattning   Syftet med studien är att ta reda på hur pedagoger resonerar kring den kulturella mångfalden i förskolan samt att få en ökad förståelse för vilka möjligheter och utmaningar pedagoger stötar på när det gäller den interkulturella undervisningen i förskolan genom ett interkulturellt perspektiv. Man kommer utifrån semistrukturerade intervjuer med verksamma pedagoger i denna studie få ta del av att det finns variation i kompetens hos pedagoger i förskolan. Detta innebär att många pedagoger behöver stöd för att ta sig an denna utmaning men även att det krävs mer uppmärksamhet redan under utbildningens gång.    Resultaten av intervjuerna i denna studie visar att det råder en osäkerhet bland pedagogerna om interkulturalitet i förskolan och att det finns ett stort utvecklings behov när det gäller den interkulturella kompetensen bland pedagogerna och att denna brist påverkar undervisningen i förskolan trots att pedagogerna har en positiv inställning till mångfalden. Ytligare ett resultat har visat att språket och kommunikation som bygger på ömsesidig respekt och intresse är en avgörande faktorer för att skapa och erhålla ett fungerande samverkan mellan förskolan och hemmen. / Abstract The purpose of the study is to investigate how educators reason about cultural diversity in preschools and to gain a deeper understanding of the opportunities and challenges they may encounter when it comes to intercultural education in preschools from an intercultural perspective. Through a qualitative method where semi-structured interviews took place with working educators, data showed that there is variation in the competence of educators in preschool. This means that many educators need support to take on this challenge, but also that more attention is required already during the education.    The results of the interviews in this study show that there is uncertainty among the educators about interculturality in the preschool and that there is a great need for development regarding the intercultural competence among the educators and that this lack affects the teaching in the preschool even though the educators have a positive attitude to the diversity. A more superficial result has shown that language and communication based on mutual respect and interest are a decisive factor in creating and obtaining a functioning collaboration between the preschool and the homes.

<p>The aim of this essay is to describe the historical development of the intercultural teacher training program at Södertörn University in Stockholm. I have also examined how the intercultural teacher training program was started, how and why it became intercultural and how the people in charge of the development of the teacher training program discussed intercultural science. The teacher training program has been an active part of Södertörn University since 1998, but it became intercultural in 2002. I have studied these questions through documents from the Södertörn University archives and literature by the funders of the education. The study shows that the university profile, ambitions and motives have been a key factor in the decision to make the teacher training program at Södertörn a multi-cultural one.</p>

The aim of this essay is to describe the historical development of the intercultural teacher training program at Södertörn University in Stockholm. I have also examined how the intercultural teacher training program was started, how and why it became intercultural and how the people in charge of the development of the teacher training program discussed intercultural science. The teacher training program has been an active part of Södertörn University since 1998, but it became intercultural in 2002. I have studied these questions through documents from the Södertörn University archives and literature by the funders of the education. The study shows that the university profile, ambitions and motives have been a key factor in the decision to make the teacher training program at Södertörn a multi-cultural one.

L’objet de notre recherche est une enquête sur la dimension psychocorporelle des nouvelles interactions sociales multiculturelles. Pour cette enquête nous faisons référence au répertoire conceptuel de la psychomotricité et en particulier aux concepts de schéma corporel, de l’image du corps, de dialogue tonique et de cadre thérapeutique. La psychomotricité est adoptée comme point de référence privilégié car la motricité, le corps et la relation sont des objets d’intervention propres à cette discipline. A partir d’une méthodologie qualitative, notre analyse mêle l’élaboration théorique avec des analyses empiriques conduites sur le terrain articulant des interviews, des observations vidéo et des tests de psychomotricité. Les résultats obtenus, soulignent que la psychomotricité n’est pas suffisante pour répondre aux besoins de soin des sujets appartenant à d’autres cultures et mettent en évidence la nécessité d’une refondation épistémologique interculturelle de la psychomotricité en tant que pratique d’éducation et de thérapie à médiation corporelle. / The aim of the research has been to examine the psycho-physical aspect of contemporary multi-cultural social interactions. Reference is made to the conceptual repertoire of psychomotricity, in particular to the concepts of body schema, body image, tonic dialogue and therapeutic setting. Psychomotricity has been taken as the point of reference due to the fact that motricity, the body and the subject’s relationship with his/her body are the principal means of intervention appertaining to this discipline. Starting from using a qualitative methodology, the analysis combines the theoretical elaboration with in situ empirical analyses in the form of interviews, video observations and psychomotricity tests. The results obtained underline that psychomotricity is no longer adequate in responding to the needs of people who belong to other cultures and highlight that psychomotricity as an educational practice and corporeal therapy must undergo an epistemological, intercultural overhaul.

<p>The purpose of this paper was to look into how the individual has been portrayed in the different curriculums for Swedish compulsory school from the 60’s to the 90’s. This was done in order to see what type of discourse –monocultural- multicultural- or intercultural- the understanding of the individual has led to.</p><p>The purpose was divided into five questions: <em>Who is the individual in the curriculums? How is the individual portrayed in relation to education in the curriculums? How is the individual portrayed in relation to society in the curriculums? What type of discourse - monocultural- multicultural- or intercultural- is mirrored in the different curriculums? Is it possible to see tendencies in the discourses that lead closer to, or farther away from, an intercultural perspective? </em></p><p><em></em>The material that was analysed consists of four different curriculums: Lgr 62, Lgr 69, Lgr 80, and Lpo 94.</p><p>The method used was a discourse analytic approach based on the theory of social constructionism. The answers to the questions asked were structured with the support from definitions of monocultural discourse, multicultural discourse, and intercultural discourse, derived from Pirjo Lahdenperäs (2008) descriptions of different organizational cultures.</p><p>The main conclusion drawn from this analysis was the fact that the intercultural discourse about the individual has not been obtained. Instead, the monocultural discourse has been dominant for a long time. There have been tendencies showing a move towards a more multicultural-, or intercultural discourse in Lgr 80 and Lpo 94, but these perspectives have not been fully accomplished due to there always existing a cultural norm.</p>

The purpose of this paper was to look into how the individual has been portrayed in the different curriculums for Swedish compulsory school from the 60’s to the 90’s. This was done in order to see what type of discourse –monocultural- multicultural- or intercultural- the understanding of the individual has led to. The purpose was divided into five questions: Who is the individual in the curriculums? How is the individual portrayed in relation to education in the curriculums? How is the individual portrayed in relation to society in the curriculums? What type of discourse - monocultural- multicultural- or intercultural- is mirrored in the different curriculums? Is it possible to see tendencies in the discourses that lead closer to, or farther away from, an intercultural perspective? The material that was analysed consists of four different curriculums: Lgr 62, Lgr 69, Lgr 80, and Lpo 94. The method used was a discourse analytic approach based on the theory of social constructionism. The answers to the questions asked were structured with the support from definitions of monocultural discourse, multicultural discourse, and intercultural discourse, derived from Pirjo Lahdenperäs (2008) descriptions of different organizational cultures. The main conclusion drawn from this analysis was the fact that the intercultural discourse about the individual has not been obtained. Instead, the monocultural discourse has been dominant for a long time. There have been tendencies showing a move towards a more multicultural-, or intercultural discourse in Lgr 80 and Lpo 94, but these perspectives have not been fully accomplished due to there always existing a cultural norm.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present research that I bring as Masters Degree Dissertation in Education, in the Line Professional Formation, Knowledge and Development (PPGE-UFSM), aims to contribute with theoretical and epistemological subsidies for Formation of Teachers in general, and for the Environmental Education in particular, based on assumptions of the Brazilian Cultural Anthropophagy, in an intercultural perspective. For the development of this Masters Degree Dissertation, activities of qualitative research and of theoretical-bibliographic character were carried out. The reference that guided the investigative and reflective gaze of the researcher (BARCELOS, 2005) in the sense of the production of the research information (JACQUES GAUTHIER, 1998), was the establishment of dialogues that could privilege the intercultural aspects (CANCLINI, 2003a) with imaginaries and representations about environmental issues and the formation of teachers, present in the production of cultural anthropophagic orientation, post Modern Art Week of 1922. The relevance of this research is the search for alternatives to deal with the challenges posed to education due to the drastic changes occurring in the world today. The need for coexistence between the various has provided a centering of cultural identities. The meetings and/or clashes between cultures do not occur in a simple manner, and the school, as one of the areas of socialization, is related to this process. In this way it was intended, through the dialogue between authors in the areas of Formation of Teachers, Environmental Education, Interculture and Brazilian Cultural Anthrophagy, to answer the following research problem: How the propositions of the Brazilian Cultural Anthropophagy can contribute to the Formation of Teachers in general, and to the Environmental Education in particular, in an intercultural perspective? Thus, answering to the question that brought me here, I state that: the anthropophagic propositions contribute as inviting to all to the creation and to the dialogue through the devouring, breaking with the idea of imitation and copy. / A presente pesquisa que trago como Dissertação de Mestrado em Educação, na Linha Formação Saberes e Desenvolvimento Profissional (PPGE-UFSM), tem como objetivo contribuir com subsídios teóricos e epistemológicos para a Formação de Professores(as) em geral, e para a Educação Ambiental em particular, a partir de pressupostos da Antropofagia Cultural Brasileira, numa perspectiva intercultural. Para o desenvolvimento desta Dissertação de Mestrado foram realizadas atividades de pesquisa do tipo qualitativa e de caráter teórico-bibliográfico. O referencial que orientou o olhar investigativo e reflexivo do pesquisador (BARCELOS, 2005) no sentido da produção das informações de pesquisa (JACQUES GAUTHIER, 1998), foi o do estabelecimento de diálogos que privilegiassem os aspectos interculturais (CANCLINI, 2003a) com imaginários e representações sobre as questões ambientais e a formação de professores, presentes nas produções de orientação cultural antropofágica, pós Semana da Arte Moderna de 1922. A relevância desta pesquisa está na busca de alternativas para lidar com os desafios colocados à educação, em função das intensas transformações ocorridas no mundo atual. A necessidade de convivência entre os diferentes tem proporcionado um descentramento das identidades culturais. Os encontros e/ou confrontos entre as culturas não ocorrem de maneira simples, e, a escola, por ser um dos espaços de socialização, relaciona-se com esse processo. Dessa forma pretendeu-se, através do diálogo entre autores das áreas de Formação de Professores, Educação Ambiental, Intercultura e Antropofagia Cultural Brasileira, responder o seguinte problema de pesquisa: Como as proposições da Antropofagia Cultural Brasileira podem contribuir para a Formação de Professores(as) em geral, e para a Educação Ambiental em particular, numa perspectiva intercultural? Assim, respondendo a pergunta que me trouxe até aqui, afirmo que: as proposições antropofágicas contribuem à medida que convidam a todas e a todos à criação e ao diálogo por meio da devoração, rompendo com a ideia de imitação e cópia.

Fundação de Amparo a Pesquisa no Estado do Rio Grande do Sul / The present thesis for Doctorate in Education, following the research line of formation, knowledge and professional development, which conducts the subject of education and interculture within the Federal University of Santa Maria‟s Post-graduation Program in Education has as its goal to understand how the constitution of the artist-educator can interfere in the intercultural education in Arts for the high school system. In order to do that, we posed the questions of identifying how the artist-educator is formed, of recognizing how his artistic and pedagogical process is organized, as well as understanding in which way this position can interfere in the intercultural education in Arts for the high school system. We conducted this research at the Rio Grande do Sul‟s Institute of Education, Science and Technology (IFRS in portuguese). The autobiographical narratives of the educators, themselves visual artists, are used to elaborate the present study‟s methodology in order to produce the necessary information for the research in a relational research conception. The chosen subjects of interest allowed us to understand the gatherings, which aim at the sharing of life‟s experimentation, of Arts and of culture, concepts that pass through the constitution of the artist-educator and his action that always poses aesthetic and pedagogical questions in an in-between place of freedom and inventive creation as a form of knowledge, aiming at an intercultural education where the student can be an active participator. / Esta tese de Doutoramento em Educação, na linha de pesquisa Formação, saberes e desenvolvimento profissional, que contempla a temática Educação e Intercultura, do Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria, tem como objetivo compreender de que modo a constituição do educadorartista pode interferir na educação intercultural em arte para o Ensino Médio. Para tanto, propusemos identificar como se constitui o educadorartista, reconhecer como se configura seu processo pedagógico e artístico, compreendendo de que modo esse posicionamento pode interferir na educação intercultural em arte para o Ensino Médio do Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS). As narrativas autobiográficas das educadoras, que são artistas visuais, compõem a metodologia deste estudo para a produção das informações, numa concepção de pesquisa em processo relacional. Os temas de interesse elegidos permitiram compreender o significado dos encontros para compartilhar a experimentação da vida, da arte e da cultura, que atravessam a formação do educadorartista e sua atuação propositora estético-pedagógica num entre-lugar de liberdade e criação inventiva, como forma de conhecimento, para uma educação intercultural na qual o educando seja participador.

Cette étude consiste à mettre en lumière la double dimension du temps chez François Cheng. Partant du principe qu’il est un homme de dialogue, on ne peut que remarquer sa situation particulière dans son époque. En effet, il est à la fois contemporain des grandes remises en cause révolutionnaires de l’humanisme littéraire et des voix comme celles d’Yves Bonnefoy ou de Philippe Jaccottet C’est ainsi que nous nous proposons, dans notre première partie, de mettre en parallèle l’œuvre poétique de François Cheng avec les diverses voix de la poésie française de la deuxième moitié du XXe siècle. Pour mieux cerner la place qu’il occupe dans cette époque et montrer le rapprochement avec ses contemporains, nous tâchons de retracer les mutations principales en ce qui concerne la méfiance envers les images, une redéfinition du sujet et un renouveau de la notion d’humanisme. La deuxième partie est centrée sur des analyses détaillées de l’écriture poétique chengienne dont le but est de mieux comprendre une poésie de l’élémentaire qui a souci de renouer le lien avec l’univers vivant. La troisième partie tâche d’éclairer le temps lui-même, qui est fondé sur le Vide et le Change. Habité par cette conviction, le poète conçoit sa création comme une Œuvre inachevable. A travers les analyses des thèmes traditionnels de la poésie occidentale comme la nuit ou l’amour, et de certains de ses usages (celui la sonorité et du rythme notamment), notre étude se propose d’interpréter la vitalité d’une démarche d’écriture qui rompt avec les conventions et ouvre la parole à un dynamisme certain. / This study consists in showing François Cheng’s double dimension of time. Assuming that he is a man of dialogue, we can only remark his particular situation in his time. Indeed, he is a both contemporary of the revolutionary cause of humanism and the literary and of voices like Yves Bonnefoy or Philippe Jaccottet. Thus we propose in the first part a parallel study between the poetic work of François Cheng and the diverse voices of the French poetry of the second half of twentieth century. To better understand Cheng’s place in that time and show the comparison with his contemporaries, we try to trace the major changes regarding distrust of images, a redefinition of the subject and a revival of the concept of humanism. The second part focuses on the detailed analysis in Cheng’s poetry work to better understand a poetry of elemental who desire to renew the relationship with the world. The third part of our research seek to clarify his own time based on the Empty and the Change. With this conviction, the poet sees his creation as an unachievable Work. Through the analysis of traditional themes in Western poetry such as night, love, the sound and rhythm, our study is to interpret the vitality of a writing process who breaks with conventional and opens the speech to the dynamism.

My thesis is based on a qualitative study. The purpose of the study is to investigate whether the educationalist at an especially chosen school in Stockholm promotes the students multicultural background in the education or not. This is due to the fact that the Swedish school to a considerable degree reflects the multicultural Swedish society. The socio-cultural starting point is when people come together and meet. The language is the tool of the socio-culture and it is the dialogue, discussion and sympathetic understanding that makes people meet. The cultural concept is diffuse and very wide. Everyone has their own definition of it. The cultural concept in this thesis involves identity, ethnicity, background, conception of life and nationality. I have interviewed two pedagogues and a school manager. The content of the interviews was recorded and transcribed. In addition to theses interviews, the steering documents of the chosen school have been analyzed. The parental collaboration and influence is an important issue and it is up to the school manager to make an effort increasing parental interest and collaboration. When I made the interviews it became clear that the student’s different cultural background and knowledge was not something the school took benefit of to any larger extent. The pedagogues had thoughts and points of views about how to stimulate and use the students varied multicultural background in the education, for example by being more perceptive and use dialogue as a tool and learn from the students. The most important issue for the school concerning multiculturality is how to behave and live in the multicultural society. The school is the platform where different cultures meet every day and therefore it is natural that the school finds a balance between cultural pluralism and mutual understanding for different cultures.