Notre thèse inscrit la construction de la performance acrobatique dans la compréhension de ce qui l'organise temporellement mais aussi de ce qui la transforme. Plus généralement et au delà de la compréhension de cette dynamique expérientielle de construction de la performance sportive appelée entraînement, notre projet cherchait à faire émerger des connaissances sur l'apprentissage de l'acrobatie en particulier et sportif en général, dans une perspective développementale en se plaçant du point de vue du sujet, c'est-à-dire en lien avec la " situated cognition " (Robbins & Aydede, 2009). Notre démarche s'est inscrit dans les hypothèses théoriques qui constituent le fondement de l'observatoire du " cours d'expérience " (Theureau, 2004,2006) en lien avec celles développées en sciences du sport (Hauw, 2008; Sève, 2000). Nous avons proposé d'enrichir cet observatoire en focalisant la thèse sur les notions concernant les principes d'interprétation dans les processus dynamique d'apprentissage-développement et de les éprouver empiriquement.Nous proposons une modélisation de l'entraînement qui s'intéresse à appréhender ce qui, du point de vue des athlètes, constitue la preuve tangible de la réussite ou de l'échec lors de l'apprentissage. Cette modélisation caractérise différents types d'interprétants en lien avec les situations rencontrées et leurs effets sur la stabilité/ instabilité de l'organisation de la performance des acrobates. Ces orientations permettent d'apporter des éléments de réponse novatrice sur la construction de l'intelligence utile dans le domaine du sport au service de l'intervention en direction des athlètes mais aussi des formateurs

ABSTRACT WHERE WE CANNOT SPEAK The poetry collection Where We Cannot Speak and the accompanying critical essay “Borges and the Golem Paradox: a Rhetoric of Silence?” explore the theme of language and silence. The poetry collection is written in the voice of the imaginary (but published) poet, Gershon Holtz, who reflects my Jewish heritage and upbringing. The poems articulate the silences of those oppressed by war and persecution, and also the silences of meditation and the ineffable, which can reside in the presence, absence, and margins of the poet’s voice. The collection is comprised of two sections: (i) “The Mantelpiece”, which delves into culture, conflict, and memory; and (ii) “The Beautiful Salon”, which reflects upon themes of place, time, loss, and responses to silences represented in visual art and poetry. The critical essay is concerned with the cabalistic figure of the golem—a human being made in an artificial way by magic art, through the use of holy names. Argentinean writer Jorge Luis Borges (famous for creating fictitious authors and books) wished that, of all his work, the first stanza of his poem “The Golem”, might be remembered. The essay provides a reading that demonstrates how the poem embodies Borges’ views on the nature of signification, language, and knowledge. The paradoxical outcome is that, just as the golem did not have the power of speech, language conceived of as an instrument for textual golem-making is silent in its capacity to represent the world. The essay concludes with some thoughts on my own poetic practice and links the essay with the poetry collection via the figure of the textual golem, Gershon Holtz. This fictional poet becomes a symbol for the problem of language and representation—interpreted both as what we cannot speak about, and the silences inherent in language itself.

Habilitationschrift--Theologische Fakultät--Freiburg im Breisgau, 1977. / Bibliogr. p. XIX-XXXI. Index.

Texte remanié de: Diss.--Tübingen--Universität.

Thesis (doctoral)--Uppsala University, 1983. / Distributor from label on verso of t.p. Includes indexes. Bibliography: p. 186-198.

Made available in DSpace on 2016-06-02T19:35:29Z (GMT). No. of bitstreams: 1 TeseEPC.pdf: 1176222 bytes, checksum: 153da227b759249a5cfae8f393ce0c9c (MD5) Previous issue date: 2006-10-05 / Departing from a framework that considers man as a cultural and historical being and, therefore, a synthesis of psychic and ideological, social and individual forces, this work aim to apprehend the ocurrence of signification processes, characterizing and making visible the discursive movement as it keeps constituting the signification process of a concept. To analyse this route and make visible the social marks of the produced enunciations, we choose the concept of school inclusion, according to its complexity and relevance for the educational reality of today. This issue is posed as a demand for teachers and his formers and is inserted in a widest movement of the society that is of the social inclusion. The research group was constituted by seven elementary school teachers to whom we offered a course of extension in which we discussed the issue of school inclusion with the intention to analyse the ways of signification of this concept in the interlocution process that ocurrs in situations that configures itself as of teaching and learning.Our work is based, mainly, on Vygotsky and Bakhtin, authors that offers foresights by means of which we can understand the language dynamicity. On the enunciative-discursive view as we adopt the nature of language is social and dialogical and the word when expressed enclose in itself a intense game of social forces; is not unique, is not univocal and neither clear. To analyse the dates, we choose the microgenetic approach. Alongside the analysis we discarded the idea that to signify a concept we evoke just cognitive functions, in the sense of something strictly internal and personal. The voices that are present by are many, although physically departed; the elaborations produced by the teachers have historicity, have marks of the socio-historical contexts. In spite of having an extensive display and different resources during the class, that presumably ought to guide the signification processes that individual realize, marking their enunciations on a certain matter or concept, the class is just a moment of this elaboration; nevertheless, an important moment that produces new enunciations. In the end of the work, we compose some considerations about being both a teacher and researcher and the conflicts engendered by this double role. We point further some of the ways how the teachers were (re)signifying their concepts about school inclusion alongside the interlocutions. / Partindo de um referencial que considera o homem como ser histórico-cultural, portanto, síntese de forças individuais e sociais, psíquicas e ideológicas, este trabalho pretendeu apreender a ocorrência de processos de significação, caracterizando e tornando visível o movimento discursivo na medida em que ele vai constituindo o processo de significação de um conceito. Para analisar esse percurso e tornar visíveis as marcas sociais das enunciações produzidas, optamos pelo conceito de inclusão escolar, dada sua complexidade e relevância para a realidade educacional hoje. Este tema está posto como exigência para os professores e para seus formadores e está inserido num movimento mais amplo da sociedade que é o da inclusão social. O grupo de pesquisa foi constituído por sete professoras do ensino fundamental a quem oferecemos um curso (de extensão) no qual fomos discutindo a temática da inclusão escolar com a intenção de analisar o(s) modo(s) de significação deste conceito nos processos de interlocução que ocorrem em situações que se configuram como de ensino e de aprendizagem. Nosso trabalho se apoiou, principalmente, em Vygostky e Bakhtin, autores que oferecem lentes por meio das quais podemos compreender o processo de significação na dinamicidade da linguagem em funcionamento. Na perspectiva enunciativo-discursiva aqui utilizada a natureza da linguagem é social e dialógica e a palavra ao ser expressa contém em si um jogo intenso de forças sociais; não é una, não é inequívoca e nem transparente. Para analisar os dados, optamos pela abordagem microgenética. Ao longo das análises descartamos a idéia de que ao significar um conceito, mobilizamos apenas funções cognitivas, no sentido de algo estritamente interno e individual. São muitas as vozes que se fazem presentes, ainda que ausentes fisicamente; as elaborações produzidas pelas professoras têm historicidade, têm marcas dos contextos sócio-históricos. Apesar de haver todo um aparato e recursos diversos durante a aula, que supostamente deveriam orientar os processos de significação que os sujeitos realizam, marcando suas enunciações sobre um determinado conteúdo ou conceito, a aula é apenas um momento dessa elaboração; ainda assim, um momento importante que produz novas enunciações. Ao final do trabalho, tecemos algumas considerações sobre o ser professora e pesquisadora concomitantemente e os conflitos gerados por essa duplicidade de papéis. Apontamos ainda, alguns dos modos como as professoras foram (re)significando seus conceitos sobre a inclusão escolar no decorrer das interlocuções.

Submitted by Dianne Cassiano de Souza null (diannecassiano.dcs@gmail.com) on 2018-04-04T17:53:46Z No. of bitstreams: 1 Dissertação_Dianne Cassiano de Souza_versão final.pdf: 1252378 bytes, checksum: 54bcd82a1d1441b1f0e1c7906aeb4b5b (MD5) / Approved for entry into archive by Lucilene Cordeiro da Silva Messias null (lubiblio@bauru.unesp.br) on 2018-04-05T12:05:07Z (GMT) No. of bitstreams: 1 souza_dc_me_bauru.pdf: 1252378 bytes, checksum: 54bcd82a1d1441b1f0e1c7906aeb4b5b (MD5) / Made available in DSpace on 2018-04-05T12:05:07Z (GMT). No. of bitstreams: 1 souza_dc_me_bauru.pdf: 1252378 bytes, checksum: 54bcd82a1d1441b1f0e1c7906aeb4b5b (MD5) Previous issue date: 2018-02-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Muitos dos significados transmitidos pelos professores, principalmente os de Ciências e Biologia, sobre as temáticas que envolvem sexualidade e gênero podem estar carregados de influências biologicistas e naturalizantes, sem a presença de conteúdos históricos referentes à construção social dos gêneros ou mesmo da expressão da sexualidade. Entendendo a importância dos conceitos de gênero e sexualidade, no Ensino de Ciências e tendo como referência teórico-metodológica o materialismo histórico-dialético, o objetivo deste estudo é compreender quais os sentidos de professores de Ciências sobre gênero e sexualidade e os significados sociais transmitidos aos estudantes, sob a luz da perspectiva histórico-cultural. Entrevistamos três professoras de Ciências do sétimo, oitavo e nono ano de escolas públicas de uma cidade do interior de São Paulo. O instrumento utilizado para a coleta de dados foi uma entrevista semiestruturada e a análise dos dados foi feita a partir dos núcleos de significação, propostos por Aguiar e Ozella. Buscando a superação da imediaticidade dos fenômenos observados, nossa proposta foi analisar como se expressa no Ensino de Ciências as relações sociais de sexo, a partir dos significados e sentidos dos professores de ciências dos conceitos de gênero e à sexualidade. As análises revelam falta de domínio de conceitos como gênero, orientação sexual ou ainda transexualidade nos sentidos e significados identificados a partir dos núcleos de significação bem como a predominância do tratamento biologicista e naturalizante das questões de gênero e sexualidade no ensino de Ciências e a não formação dos professores para o tratamento do tema, corroborando com alguns estudos sobre a temática / Many of the meanings transmitted by teachers, especially those of Science and Biology, on the themes that involve sexuality and gender may be marked by biological and naturalizing influences, without the presence of historical contents related to the social construction of the gender or even the sexuality expression. Considering the importance of concepts of gender and sexuality, in Science Teaching, and having as theoretical-methodological reference the historical-dialectical materialism, the objective of this study is to understand the senses of Science teachers about gender and sexuality and the social meanings transmitted to the students, in the light of the historical-cultural perspective. We interviewed three Science teachers from the seventh, eighth and ninth-year of public schools in one city in the interior of São Paulo. The instrument used for the data collection was a semi structured interview and the analysis of these data was made from the nuclei of meanings, proposed by Aguiar and Ozella. Seeking to overcome the immediacy of observed phenomena, our proposal was to analyze how it is expressed in Science Teaching the social relations of sex, from the meanings and senses of science teachers of gender concepts and sexuality. The analysis reveals a lack of mastery of concepts such as gender, sexual orientation or even transsexuality in the senses and meanings identified from the nuclei of meanings as well as the predominance of biological and naturalizing treatment of gender and sexuality issues, in the science teaching and a nonformation of teachers for the theme’s treatment, corroborating with some studies on the thematic

This thesis explores the nature and emergence of early body ornamentation, which has long been at the forefront of the debate on modern human origins. According to most prehistorians, ornamental shell beads are unequivocal proxies for behavioural and cognitive "modernity", for they are considered the arbitrary products of symbolically-capable brains. In my dissertation, I argue against the "symbolic" dictum of reducing material signification to linguistic terms, and attributing its creation to a representational mechanism. For one, the significative meaning of material culture is not entirely arbitrary, because concepts can be founded on physical properties and affordances. Moreover, material signification is not the epiphenomenal product of innate cognitive modules, for the mind is not a computational device that processes internal representations before externalising them through behaviour. I thus suggest that these theoretical fallacies about the nature and emergence of material signification can be overcome by combining a pragmatic semiotic approach with an enactive theory of cognition. Briefly put, a pragmatic semiotic theory describes the nature of material signification by recognising that significative concepts can be founded on physical qualities and relations, whereas an enactive theory of cognition accounts for the emergence of material signification by explaining how significative concepts are brought forth via the constitutive entwinement of mind and matter. Through the synergistic fusion of these theoretical tenets, the origins of early body ornamentation can be examined from a developmental perspective that treats the generation of significative meaning as the emergent product of material engagement. In its light, the preoccupation of most evolutionary archaeologists with the notion of "modernity" appears to be inherently problematic. It is therefore ultimately proposed that the dominant symbolic interpretation of material signification need be replaced with a pragmatic and enactive theory of cognitive semiotics that is suitably geared to trace the evolution of prehistoric material signs.

Depuis l’aube des civilisations, l’humanité a essayé d’exprimer ses pensées. Pour exprimer ces pensées, l’homme utilise des langages. Les langages peuvent prendre différentes formes qui vont de la parole à l’image en passant par l’écriture. Pour garantir une cohérence et la compréhension de ce qui constitue une double traduction, celle de l’émission d’un message et celle de la réception d’un message, la philosophie a elle aussi tenté d’expliquer la signification de cette suite de caractère que constituent les mots, les phrases, les livres et des discours. Pour arriver à garantir cette cohérence de la signification d’un message, les philosophes ont généralement utilisé des méthodes analytiques dont Descartes a été le premier à décrire les principes. Nous avons donc appliqué ces principes aux différentes philosophies pour arriver à une impasse. L’analyse ne nous permet pas de garantir la compréhension de la signification d’un message. C’est l’intelligence artificielle qui nous a offert une solution. En effet, les travaux de Simon H. A. nous ont conduits à ne plus considérer la signification comme un système simple ou compliqué, mais comme un système complexe. Les méthodes appliquées aux systèmes complexes sont différentes des méthodes appliquées aux autres systèmes. Pour garantir la cohérence entre pensée et langage nous donc avons modélisé la signification au moyen de la systémique. Sur cette base, nous avons ouvert des réflexions sur les mécanismes que le cerveau utilise pour gérer la signification et appliquer notre modélisation à la recherche d’information sur internet non plus sur la base de mots, mais celle de leur signification. / Since the dawn of civilisation, humanity has tried to express its thoughts. To express these thoughts, man uses languages. Languages can take different forms, ranging from speech to images and writing. To ensure consistency and understanding of what constitutes a double translation, that of the transmission of a message and that of the receipt of a message, philosophy has also tried to explain the meaning of this sequence of characters that constitutes words, sentences, books, and speeches. To guarantee this coherence of the meaning of a message, philosophers used analytical methods, of whom Descartes was the first to describe the principles. We have applied these principles to different philosophies to reach an impasse. Analysis does not allow us to guarantee the understanding of the meaning of a message. Artificial intelligence that offered us a solution. Indeed, the work of Simon H. A. led us to no longer consider meaning as a simple or complicated system, but as a complex one. The methods applied to complex systems are different from the methods applied to other systems. To guarantee the coherence between thought and language, we have modelled the meaning using systemic. Using this as a base, we began to reflect on the mechanisms the brain uses to manage meaning and apply our modelling to the search for information on the Internet, based, not on words, but on their meaning.

La thèse reconstitue un débat entre Hegel et Heidegger à partir de la question sur la constitution du sens. La thèse propose une notion méthodologique de la négativité, qui soutient qu’une détermination conceptuelle est caractérisée par le paradoxe d’être simultanément révélatrice et dissimulant. Le constituant d'un phénomène se dissimule en faveur de l’immédiateté du phénomène constitué. Le rapport de tension entre sens et concept, et donc la confrontation entre Hegel et Heidegger, découle de cette conception de la négativité. Car si elle suppose que le constituant du sens est latent, il faut clarifier comment cette dimension de latence peut être révélée et articulée. Et si la détermination conceptuelle dissimule ce qu'elle révèle, se pose la question si la pensée peut conscientiser et surmonter cette tension inhérente. La dimension latente du sens est-elle une dimension non-conceptuelle ou, à l'inverse, le non-conceptuel est-il incapable d’avoir une portée dans le domaine sémantique? / My thesis maps out a debate between Hegel and Heidegger starting from the question concerning the constitution of meaning. It proposes a methodological notion of negativity, according to which a conceptual determination is characterized by the paradox of being simultaneously revealing and concealing. In other words, the constituent of a phenomenon is concealed in the immediacy of the constituted phenomenon. The tension between meaning and concept, reflected in the dispute between Hegel and Heidegger, arises from this conception of negativity. If the constituent of meaning is latent, it is necessary to clarify how this dimension of latency can be revealed and articulated. And if every conceptual determination conceals what it reveals, the question arises whether thought can become aware of this inherent tension and overcome it. Is the latent dimension of meaning non-conceptual, or is the non-conceptual irrelevant in the semantic domain?