"L'angoisse" se décline à l'envie - l'angoisse du sujet, l'angoisse dans la clinique, l'angoisse du clinicien ... - tant l'affect est inéluctable.Sa traduction, voire son recouvrement sous d'autres signifiants, entraînent des glissements de sens et de portée. Elle est approchée - ou perdue- de différentes manières, définie de multiples façons, destituée de la place primordiale que lui octroie la psychanalyse.Elle s'en trouve, en somme, comme diluée dans le sens commun et par là, il y a fort à penser que l'ensemble des effets produits puisse affecter l'inscription du sujet dans le lien social, dénaturant celui-ci dans une sorte de "perversion civilisationnelle" : "malaise dans la civilisation" ?Qu'en est-il dès lors de la position du sujet, de sa structure ? / "Anguish" decline in the envy - the anguish of the subject, the anguish in the clinic, the anguish of the clinician... – so much the affect is inevitable. Its translation, or even its recovery under other significants, pull slidings of sense and reach. It is approached - or lost - by different ways, defined by multiple manners, destitute of the primordial place which grants it psychoanalysis. It is thereby, in short, as diluted in common sense and so, it is highly suggested that all of the effects produced can affect the inclusion of the subject in the social link, denaturing this one in a sort of "civilisational perversion » : « malaise of civilisation" ? What, therefore, of the position of the subject, its structure ?

L'objectif de notre étude est de préciser les rôles syntaxiques et sémantiques de verbes visuels, polysémiques et variés dans les deux langues que sont le japonais et le français. Nous montrerons leurs points communs (et ceux de désaccord) observables, partant du postulat selon lequel la façon de saisir un phénomène et le système cognitif sont bien propres à la société qui possède la langue, le japonais ou le français : à travers le cas de la perception visuelle, nous étudierons la façon de construire la relation entre le sujet, le verbe et l'objet afin d'apporter des arguments à ce postulat. Pour ce faire, nous nous appuierons sur l'analyse d'un corpus d'énoncés attestés. Dans un premier chapitre, nous étudierons les verbes japonais miru et mieru qui sont souvent traités de manière contrastive. Nous nous concentrons, à partir du deuxième chapitre, sur l'étude des verbes français, et en premier lieu, sur le verbe voir. Dans notre travail, nous procéderons à la description fine de cinq construction : N0+vois, N0+voir+N1, N0+voir+que, N0+voir+N1+attribut et se voir. Nous nous concentrons d'abord sur les trois premières constructions mentionnées. Nous proposerons une analyse de la proposition infinitive et ensuite des deux types de propositions attributives (relative et participiale) dans le troisième chapitre. Nous nous occuperons du verbe pronominal se voir et de la substitution entre se voir et se faire dans le quatrième chapitre. Dans le dernier chapitre, nous comparerons la signification et le fonctionnement des deux verbes, voir et regarder, selon la nature de N0 et de N1. Nous essayerons de faire émerger les points communs et les divergences entre ces deux langues génétiquement bien différentes : la façon de saisir un phénomène et le système cognitif sont certainement propres à chaque langue et à la société où cette langue évolue. / The goal of my study is to precise the semantic and syntactic roles of the diverse and polysemic visual verbs in French and in Japanese. I will show the common (and the differencing) characteristics that can be observed between the two very differnet languages. My postulate is that both the way a speaker can grasp a phenomenon and the congnitive sytsem are particular to the society whose language it is, be it Franch or Japanese. Throught the case of visual perception, I will show that how the speaker builds a relation between the subject, the verb, and the object is differnet depending on the language. To do so, I will base my analysis on a corpus of authentic utterances.In the first chapter, I will study the Japanese verbs miru and mieru wich are often contrasted together. From the secon chapter on, I will focus on analyzing the French verbs, starting with voir. In my research, I will proceed to the detailed description of five construction : N0+voir, N0+voir+N1, N0+voir+que+, N0+voir+N1+attribue and se voir. I will deal with the first three aforementioned construction first. I will propose and analysis of the infinitive clause followed by the analysis of the two types of attributive clauses (relative and participial) in the third chapter. I will deal with pronominal verb se voir and the substitution between se voir and se faire in the fourth chapter. In the last chapter I will compare the meaning and the way the verbs voir and regarder function according to the type of N0 and N1. I will try to bring to the surface the commonalities and the differences between these two languages, genetically much different : how the speaker grasps a phenomenon and their cognitive system are certainly specific to each language and the society where this language is spoken.

Esta tese enfrenta uma dificuldade tradicional da pesquisa em Educação, que é a de associar a cultura que já existe anteriormente ao sujeito e o seu direito de se apropriar dela de maneira não dogmática. Essa dificuldade tem sido acompanhada de dicotomias que nos levam ora a centralizar o currículo no sujeito - o que tende a suprimir o papel de transmissão cultural da escola -, ora no conhecimento como um fim em si mesmo, o que tende a silenciar a voz do sujeito. Ao identificar que as soluções propostas atualmente pelas filosofias liberais fazem uma falsa inclusão do sujeito, reivindicamos propostas que o incluam de fato - propostas éticas. Nossa principal hipótese é a de que este problema educacional carrega problemas filosóficos em torno do conceito de \'conhecimento\' e nos propomos a dissolvê-lo através da desnaturalização do que estamos acostumados a chamar de \'conhecimento\' e de uma posterior redefinição do papel fundamental da escola em diálogo com diferentes filosofias da educação. Para desnaturalizar o conhecimento, realizamos uma terapia wittgensteiniana da linguagem no contexto da física com o intuito de dissolver as dicotomias levantadas e de colher argumentos para o debate geral a respeito do papel da escola. A terapia é realizada através da análise pragmática da linguagem utilizada nos textos de Newton e das criações marginais feitas a partir de sua mecânica pelos físicos André Assis, Julio Garavito e Ernst Mach. Esta metodologia de trabalho reflete a própria natureza da dificuldade, que é a de associação entre \'universal\' e \'particular\'. O diálogo nos levou a redefinir o significado de \'transmissão cultural\' e de \'voz do sujeito\' de acordo com as necessidades do nosso tempo e com as limitações epistemológicas dos conteúdos que escolhemos para compor o currículo escolar, nos auxiliando a escapar a dificuldade inicial e a construir critérios éticos e epistemológicos para a redefinição do papel da escola. A partir dos novos significados, defendemos um papel fundamental da escola em nosso tempo: o de descolonizar o conhecimento. Em outras palavras, a escola, que muitas vezes é considerada como não responsável pela solução de problemas sociais, possui, sim, a grande responsabilidade na libertação das mentes colonizadas, e assim, a de auxiliar na retirada do conhecimento do controle de poucos através da desmistificação da imagem de mundo que o suporta. Essa tarefa só pode ser realizada pela escola pública, única instituição obrigatória para todos e que é consagrada por sua estreita conexão ao conhecimento. / This thesis faces a traditional difficulty of the educational research, which is that of transmitting the pre-existing culture and maintaining the subject\'s right to share it in a non-dogmatic way. This difficulty is usually accompanied of dichotomies that have led us to either centralize the curriculum on the subject - which tends to suppress the school\'s role of transmitting culture, or either on the knowledge as an end in itself, which, in its turn, tends to suppress the subject\'s voice. After identifying that the current solutions proposed by liberal philosophies make a false inclusion of the subject in the curriculum, we claim for proposals that in fact include him (ethical proposals). Our main hypothesis is that this educational problem is founded on philosophical ones, and therefore we propose to dissolve it through the denaturalization of what we are used to call \'knowledge\' followed by a redefinition of the role of school in dialogue with different philosophies of education. In order to denaturalize knowledge, we perform a Wittgensteinian therapy of language in the context of physics with the aim both of dissolving the philosophical dichotomies and of collecting arguments for the general debate about the role of school. The therapy is performed through a pragmatic analysis of the language used by Newton and marginal creations from his mechanics made by the physicists André Assis, Julio Garavito and Ernst Mach. This methodology reflects the very nature of the difficulty, which is that of connecting \'universal\' and \'particular\'. The dialogue led us to redefine the meaning of \'cultural transmission\' and \'the voice of the subject\' in accordance both to the needs of our time and to the epistemological limitations of the content we choose to compose the school curriculum - which allowed us to escape the initial difficulty and to construct ethical and epistemological criteria to redefine the role of school. Based on the new meanings, we were able to redefine the role of school in a way that fits better our current condition: the role of decolonizing knowledge. In other words, contrary to what one thinks, the school has responsibility in the solving of social problems when it is related to the freeing of colonized minds, and in this way, it is responsible for contributing to the removal of knowledge from the hands of groups in control by demystifying it through disclosing the world-picture that gives support to it. This task can only be performed by the public school, the only compulsory institution for all and known for its close connection to knowledge.

O presente trabalho pesquisou a representação social e o Discurso do Sujeito Coletivo de uma população com saneamento básico deficiente, em relação à água suja e a transmissão de doenças de veiculação hídrica. O estudo se justifica, pois as doenças infecciosas e parasitárias (DIP) estão diretamente associadas à falta de saneamento básico. Nesse sentido, há comunidades que, mesmo dispondo de tratamento adequado de água e esgoto não conhecem o fato de que medidas básicas de higiene são suficientes para controlar doenças de veiculação hídrica. Considerando-se o exposto, os objetivos da pesquisa ora apresentada são: identificar e analisar a representação social relacionando a água suja e doenças de veiculação hídrica. Para a consecução dos objetivos acima, foram utilizados dados secundários obtidos do IBGE e de outros órgãos governamentais e dados primários coletados a partir de entrevistas com habitantes de favelas do distrito de Campo Limpo, zona sul de São Paulo. Os resultados foram sistematizados com o auxilio do programa computacional Qualiquantsoft / The present research investigates the social representation and the collective subject\'s discourse, in relation to dirty water and the transmission of water borne diseases. The study is important because infectious and parasitic diseases are directly related to poor basic sanitation conditions. Being so, there are communities that have adequate water and sewage treatment and are not aware of the fact that basic hygiene habits are enough to control water borne diseases. Considering the exposed herein, the objectives of this study are: identify and analyze the social representation, correlating water borne diseases with dirty water, based on secondary data obtained from IBGE (Brazilian Institute of Geography and Statistics) and other governmental institutions as well as on primary data collected from recorded interviews, with people living in slums of Campo Limpo. The results were analyzed using the software Qualiquantsoft

O presente trabalho pesquisou a representação social e o Discurso do Sujeito Coletivo de uma população com saneamento básico deficiente, em relação à água suja e a transmissão de doenças de veiculação hídrica. O estudo se justifica, pois as doenças infecciosas e parasitárias (DIP) estão diretamente associadas à falta de saneamento básico. Nesse sentido, há comunidades que, mesmo dispondo de tratamento adequado de água e esgoto não conhecem o fato de que medidas básicas de higiene são suficientes para controlar doenças de veiculação hídrica. Considerando-se o exposto, os objetivos da pesquisa ora apresentada são: identificar e analisar a representação social relacionando a água suja e doenças de veiculação hídrica. Para a consecução dos objetivos acima, foram utilizados dados secundários obtidos do IBGE e de outros órgãos governamentais e dados primários coletados a partir de entrevistas com habitantes de favelas do distrito de Campo Limpo, zona sul de São Paulo. Os resultados foram sistematizados com o auxilio do programa computacional Qualiquantsoft / The present research investigates the social representation and the collective subject\'s discourse, in relation to dirty water and the transmission of water borne diseases. The study is important because infectious and parasitic diseases are directly related to poor basic sanitation conditions. Being so, there are communities that have adequate water and sewage treatment and are not aware of the fact that basic hygiene habits are enough to control water borne diseases. Considering the exposed herein, the objectives of this study are: identify and analyze the social representation, correlating water borne diseases with dirty water, based on secondary data obtained from IBGE (Brazilian Institute of Geography and Statistics) and other governmental institutions as well as on primary data collected from recorded interviews, with people living in slums of Campo Limpo. The results were analyzed using the software Qualiquantsoft