Comment vivre ensemble ? Molière nous divertit à la fois en peignant les mœurs de son temps et en donnant à réfléchir à cette question. La civilité est une de ses réponses. Elle fleurit au XVIIe siècle, où les « honnêtes gens » suivent les traités qui enseignent les bonnes manières et cherchent à plaire et à rendre la société mondaine plus raffinée. La civilité camoufle délibérément les différences entre les personnes et les rangs, et donne délicatement une place à tout le monde dans la société. Mais cette civilité est en même temps dénoncée comme une forme d’hypocrisie et comme un masque qui dissimule la violence. Peut-on mieux vivre ensemble en refusant d’adopter ce comportement civil ? En principe, la civilité doit servir à éviter le recours à la violence. Mais civilité et violence peuvent aussi se rejoindre, car la violence n’est pas forcément physique : elle peut prendre la forme d’agressions verbales ou morales, de moqueries et de discriminations. Notre objectif est donc avant tout de comprendre ce en quoi consistent civilité et violence par le truchement des personnages de Molière, puis d’analyser les rapports que la civilité entretient avec la violence, et enfin de découvrir la proposition de Molière pour mieux vivre ensemble en couple et en société. / How to live together? Molière entertains us by depicting the customs of his age and by giving pause to reflect on this issue. Civility is one of his answers. It bloomed in France during the 17th century when the "honnête homme" complied with the rules of guide books teaching good manners and strove to please and make the smart society more refined. Civility deliberately conceals the differences between people and ranks, and delicately includes everyone in society. Meanwhile civility is denounced as a form of hypocrisy and as a mask concealing violence. Could we live better together by rejecting this civil behavior? Civility ought to be used to avoiding violence. But civility and violence can overlap as well, as violence is not necessarily physical violence: it can also result in verbal and moral abuse, derision and discrimination. The aim of this dissertation is to first understand what civility and violence involve through the characters of Molière, then to analyze the relation between civility and violence, and eventually to find out Molière’s insights to better live together as couples and as a society.

No description available.

Aim: The aim of the study was to investigate, with a focus on health factors, how empoyees in school and social care experienced civility between colleagues and if it would benefit the well-being in the work group. Method: Eight semi-structured interviews were conducted, four from school and four from social care, where the respondents described their experiences of civility in their work group. The recorded results were transcribed and then analyzed using qualitative content analysis. Results: The respondents felt thet epathic comminication promoted polite tretment and well-being and was positive for the relationships in the work group where they experienced themselvs to be more seen, respected and confirmed. Clear work routines were perceived to support polite treatment and well-being and the respondents felt that a prerequisite for courteous behavior was that they were given the opportunity to create stable work structures and start from the same value base in the work group. Stress, lack of time and workload were seen as obstacles to polite behavior and treatment. Conclusion: Civility in work groups might be a health-promoting factor increasing the well-being of workers in smaller work groups in schools and social care. By paying attention and actively working to strengthen civility within these smaller work groups, workers energy and job satisfaction could increase, and in this way the psychosocial work environment would improve. / Problemformulering: Den vanligaste orsaken till sjukskrivningar i Sverige idag är stressrelaterade sjukdomar där brister i den organisatoriska och psykosociala arbetsmiljön är en framträdande orsak. För att stärka den psykosociala arbetsmiljön i arbetsgrupper i syfte att öka arbetstagares hälsa och välbefinnande samt minska sjukfrånvaro har olika hälsofrämjande faktorers betydelse diskuterats. Arbetslivsforskning kring den psykosociala arbetsmiljön har tidigare fokuserat mer på riskfaktorer som orsakat ohälsa än de hälsofrämjande faktorer, eller de så kallade friskfaktorerna och som utgår från det salutogena perspektivet. Syftet med vår studie var att med fokus på friskfaktorer undersöka hur arbetstagare inom skola och omsorg upplevde hövligt beteende för att se om det kunde gynna välbefinnandet i arbetsgruppen. Metod: För att besvara syftet genomfördes åtta semistrukturerade intervjuver, fyra från skolan och fyra från omsorgen, där respondenterna fick möjlighet att berätta om sina upplevelser av hövligt beteende i sin arbetsgrupp. De inspelade resultatet transkriberades och analyserades därefter med hjälp av kvalitativ innehållsanalys. Resultat: Respondenterna upplevde att en empatisk kommunikation främjade hövligt bemötande och välbefinnande och var positivt för relationerna i arbetsgruppen och för dem själva där de kände sig sedda, respekterade och bekräftade. Tydliga arbetsrutiner upplevdes stödja hövligt bemötande och välbefinnande där respondenterna upplevde att en förutsättning för hövligt bemötande var att de fick möjlighet att skapa stabila arbetsstrukturer och utgå ifrån samma förhållningssätt i arbetsgruppen. Stress, tidsbrist och arbetsbelastning sågs som hinder för hövligt beteende och bemötande. Slutsats: Hövliga beteenden kan vara en hälsofrämjande faktor som kan öka välbefinnandet hos arbetstagare inom mindre arbetsgrupper inom skola och omsorg. Genom att uppmärksamma och aktivt arbeta för att stärka hövligt beteende inom den mindre arbetsgruppen skulle arbetstagares energi gynnas och välbefinnandet öka samt på så sätt skulle den psykosociala arbetsmiljön förbättras.

Orientador: Carlota Josefina Malta Cardozo dos Reis Boto / Banca: Anamaria Gonçalves Bueno de Freitas / Banca: Denice Barbara Catani / Banca: José Vaidergorn / Banca: Rosa Fátima de Souza Chaloba / Resumo: Esta tese consistiu numa pesquisa acerca da História da Educação primária paulista, na qual buscou investigar o cenário educacional brasileiro e, sobretudo, o ensino primário paulista, destacando o limiar correspondente entre o contexto educacional que se configura durante décadas de 60 a 80 e as práticas, hábitos e costumes que constituem uma cultura especificamente escolar. Procuramos apreender, a partir dos estudos correspondentes à cultura escolar e civilização escolar as possibilidades de reconstrução dessa história por meio da análise de documentação recolhida em duas escolas públicas estaduais do município de Araraquara - tomados como fontes primárias - que compreendidos como parte da cultura material da escola, puderam apresentar indícios, resquícios, vestígios dos rastros dessa civilização escolar no contexto da escola primária paulista, estabelecendo um diálogo entre as fontes e o contexto educacional do período investigado. Assim, a documentação recolhida permitiu compreender o cenário educacional que se configurou ao longo dessas duas décadas, principalmente em relação à identificação da reconfiguração quanto ao papel social que a escola passa a representar no período, constituindo, em meio a rupturas e continuidades, uma cultura própria e, sobretudo, uma civilização escolar. Buscamos, portanto, demarcar o lugar protagonizado pela civilização escolar em meio à estrutura e projeto pedagógico vinculado à instituição escolar no período entre as décadas de 60 a 80, a fim de visualizar a construção de uma cultura propriamente escolar que tem como pressuposto a disseminação de hábitos e costumes proposto por um projeto civilizador, que corresponde, em última instância, a uma dada civilização escolar / Abstract: This thesis is a survey about the Primary Education's History in São Paulo, a investigative sought in the Brazilian's educational scenario, and especially primary education in São Paulo, highlighting the corresponding threshold between the educational context that is shaped during the decades from 60 to 80 and practice , habits and customs that constitute a particular school culture. We seek to understand, from the studies related to school culture and civilization educational possibilities of reconstructing this history through analysis of documentation gathered at two public schools in the city of Araraquara - taken as primary sources - which included as part of the material culture of school, these documents might provide clues, traces, traces of traces of that civilization in the context of school primary school in São Paulo, establishing a dialogue between the sources and educational context of the period investigated. Thus, the documentation gathered allows us to understand the educational scene that took shape over these two decades, particularly in relation to the identification of reconfiguration on the social role that the school is to represent the period, constituting, in the midst of ruptures and continuities, a culture own and, above all, a civilization school. We seek, therefore, mark the place played by civilization in the midst of school structure and educational project linked to the educational institution in the period between the 60 to 80, in order to view the construction of a proper school culture that takes as its premise the spread of habits and customs proposed by a civilizing project, which is, ultimately, to a particular civilization in school / Doutor

Made available in DSpace on 2016-04-28T19:59:13Z (GMT). No. of bitstreams: 1 Lucimeire Ferrari Dotto.pdf: 567606 bytes, checksum: 961940454fbe5ee02ef74627150da65e (MD5) Previous issue date: 2008-10-08 / Secretaria da Educação do Estado de São Paulo / The dissertation has as object of study the building of one of the key characters in the novel O Coronel Sangrado (1877) by the paraense writer Inglês de Sousa. It deals about Miguel Faria, a character who occupies a central place in this narrative, seen under a clear contrast established between matutice and civility, having as scenario the Amazon region. The analysis demonstrated, at first, through the relationship between the character and the city context (Belém; Óbidos) and the countryside (Paranameri), that she wore a social civilized mask, although she still kept her wild, rough nature, in order to survive in a society ruled by the duality between truth and disguise. Later, however, the analysis focused on the way the narrator s speech inscribes that of the character, under the Bakhtinian conception of novel as a quoted speech, revealed a character who, despite being built with a certain degree of dialogy thanks to the partnership with the narrative point of view through free indirect speech, ends up being conducted by the narrative voice, both acting as a refraction of authorial intention marked by the regional realistic obliquity. The result is a novel structured around two characters Miguel Faria and the one who gives title to the novel: the colonel Sangrado materializing the critical ideological standpoint of Inglês de Sousa about a region such as the Amazon dominated, on the one hand, by the power of colonelism and, on the other hand, by the idilic and exotic image of its wild nature / A dissertação tem por objeto de estudo a construção da personagem Miguel Faria considerada como uma das personagens-chave do romance O Coronel Sangrado (1877) do escritor paraense Inglês de Sousa, estudada à luz do contraste estabelecido entre a matutice e a civilidade, tendo como cenário a região amazônica. A análise demonstrou, num primeiro momento, por meio da relação da personagem com o contexto da cidade (Belém/Óbidos) e do campo (Paranameri), que Miguel vestiu uma máscara social de civilizado, embora mantivesse, ainda, a sua natureza selvagem de matuto, para sobreviver numa sociedade pautada pela dualidade entre o ser e o parecer. Numa segunda etapa, porém, o estudo sobre o modo como o discurso do narrador inscreve o da personagem, sob a ótica da concepção bakhtiniana de romance como discurso citado, revelou uma personagem que, apesar de construída com certo grau de dialogia, graças à parceria com o ponto de vista narrativo por meio do discurso indireto livre, acaba sendo conduzida pela voz narrativa, atuando ambas como formas de refração da ideologia autoral marcada pelo viés regional realista. O resultado é um romance estruturado sobre duas personagens, Miguel Faria e aquela que dá título ao romance: o coronel Sangrado, materializando o posicionamento crítico-ideológico de Inglês de Sousa sobre uma região como a amazônica dominada, por um lado, pelo poder do coronelismo e; por outro, pela imagem idílica e exótica de sua natureza selvagem

Abstract Unfortunately, little or no time is spent on transitioning inmates back into society, especially those with physical and mental disabilities. One support service that is being taken into consideration is the Day Reporting Center. Day Reporting Centers are highly structured nonresidential programs. Parolees report to the center on a daily basis, submit to drug tests, and are enrolled in various counseling, education, or vocational classes. Whereas most centers have strict monitoring and surveillance of parolees, one center that stands out in its alternative approach of self-governance is the San Bernardino Day Reporting Center in San Bernardino, California. There, the parolees are allowed to contribute to the running and governance of the Center. The hypothesis asserts that the positive culture that surrounds the Center provides parolees the opportunity to reconsider, revise, challenge, and change their negative criminal identities, by viewing themselves in a constructive manner to successfully transition back into society. Eight assumptions were used to either support or nullify the hypothesis: spheres of civility; performative spaces; personal social space; weaving theory; opportunity theory; transformation theory; Freirian pedagogical approach; and pelindaba. The data was gathered using multiple sources, such as several interviews with staff and ex-parolees, and observations of daily procedures and classroom instruction and interaction. NVivo 8, a Qualitative Data Analysis software program (QDA), was used to transcribe, code, and organize the interviews into various themes. The comments by staff and parolees demonstrated that the implementation of these assumptions has resulted in a family like environment. This environment has allowed parolees to focus on their identity in a positive, transformative, and rehabilitative manner that is supported by everyone at the Center.

Made available in DSpace on 2014-06-11T19:35:46Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-03-11Bitstream added on 2014-06-13T20:46:58Z : No. of bitstreams: 1 gibello_aas_dr_arafcl.pdf: 2631044 bytes, checksum: 77fa0139f0f415da8680e6aff0681820 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta tese consistiu numa pesquisa acerca da História da Educação primária paulista, na qual buscou investigar o cenário educacional brasileiro e, sobretudo, o ensino primário paulista, destacando o limiar correspondente entre o contexto educacional que se configura durante décadas de 60 a 80 e as práticas, hábitos e costumes que constituem uma cultura especificamente escolar. Procuramos apreender, a partir dos estudos correspondentes à cultura escolar e civilização escolar as possibilidades de reconstrução dessa história por meio da análise de documentação recolhida em duas escolas públicas estaduais do município de Araraquara – tomados como fontes primárias – que compreendidos como parte da cultura material da escola, puderam apresentar indícios, resquícios, vestígios dos rastros dessa civilização escolar no contexto da escola primária paulista, estabelecendo um diálogo entre as fontes e o contexto educacional do período investigado. Assim, a documentação recolhida permitiu compreender o cenário educacional que se configurou ao longo dessas duas décadas, principalmente em relação à identificação da reconfiguração quanto ao papel social que a escola passa a representar no período, constituindo, em meio a rupturas e continuidades, uma cultura própria e, sobretudo, uma civilização escolar. Buscamos, portanto, demarcar o lugar protagonizado pela civilização escolar em meio à estrutura e projeto pedagógico vinculado à instituição escolar no período entre as décadas de 60 a 80, a fim de visualizar a construção de uma cultura propriamente escolar que tem como pressuposto a disseminação de hábitos e costumes proposto por um projeto civilizador, que corresponde, em última instância, a uma dada civilização escolar / This thesis is a survey about the Primary Education’s History in São Paulo, a investigative sought in the Brazilian’s educational scenario, and especially primary education in São Paulo, highlighting the corresponding threshold between the educational context that is shaped during the decades from 60 to 80 and practice , habits and customs that constitute a particular school culture. We seek to understand, from the studies related to school culture and civilization educational possibilities of reconstructing this history through analysis of documentation gathered at two public schools in the city of Araraquara - taken as primary sources - which included as part of the material culture of school, these documents might provide clues, traces, traces of traces of that civilization in the context of school primary school in São Paulo, establishing a dialogue between the sources and educational context of the period investigated. Thus, the documentation gathered allows us to understand the educational scene that took shape over these two decades, particularly in relation to the identification of reconfiguration on the social role that the school is to represent the period, constituting, in the midst of ruptures and continuities, a culture own and, above all, a civilization school. We seek, therefore, mark the place played by civilization in the midst of school structure and educational project linked to the educational institution in the period between the 60 to 80, in order to view the construction of a proper school culture that takes as its premise the spread of habits and customs proposed by a civilizing project, which is, ultimately, to a particular civilization in school

[pt] O presente estudo tem como objetivo investigar a trajetória da literatura de civilidade e dos manuais de etiqueta no Brasil, refletindo sobre aspectos centrais do contexto histórico e cultural em que estiveram inseridos. Utilizando o conceito de processo civilizador, de Norbert Elias, buscou-se compreender a conjuntura histórica que marcou a chegada deste tipo de literatura ao Brasil, especialmente sob a forma de manuais de etiqueta, como consequência da europeização dos costumes iniciada com a vinda da corte portuguesa para o Rio de Janeiro. Empreendeu-se uma análise dos discursos presentes em dois manuais de etiqueta: Novo Manual do Bom Tom (Verardi, [1857] 1900) e Guia de Boas Maneiras (Carvalho, [1961] 1966). Buscou-se traçar pontos de transformação e de permanências dos comportamentos nos dois manuais, enfocando aspectos da higiene, funções corporais, controle dos gestos e hábitos à mesa. A dissertação discute em que medida os discursos normativos trazidos pela literatura de civilidade podem ser vistos como reveladores das engrenagens do consumo e da sociedade moderna. / [en] This research aims to investigate the trajectory of the literature on civility and the manuals of etiquette in Brazil, reflecting upon core aspects of the histori-cal and cultural context in which they were placed. Using Norbert Elias s concept of civilizing process, it was sought to understand the historical context that marked the arrival of this type of literature in Brazil, especially in the form of eti-quette manuals, as a consequence of the Europeanization of customs initiated with the coming of the Portuguese Court to Rio de Janeiro. An analysis of the discourses present in two manuals of etiquette: New Manual of Good Taste (Verardi, [1857] 1900) and Guide of Good Manners (Carvalho, [1961] 1966) were undertaken. It was sought to draw points of transformation and permanence of the behaviors in the two manuals, focusing on aspects of hygiene, body functions, control of gestures and habits at the table. This work discusses how the normative discourses brought by the literature of civility may reveal the gears of the con-sumption and also the modern society.

Made available in DSpace on 2014-06-11T19:32:23Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-03-02Bitstream added on 2014-06-13T19:02:58Z : No. of bitstreams: 1 dantas_sm_dr_fran.pdf: 4403584 bytes, checksum: 6bd1ce3a3fba5fffec4619921338836f (MD5) / O cerne dessa tese é compreender a constituição do urbano e seu corolário na cidade de Uberabinha, atual Uberlândia, em Minas Gerais, no final do século XIX e primeiras décadas do século XX, tendo como corpus documental as atas da Câmara Municipal e relatórios do Executivo, os periódicos locais, as produções de memorialistas e imagens fotográficas. A emancipação de povoados e arraiais do Triângulo Mineiro significou a possibilidade de autonomia política e a perspectiva de construção de cidades modernas, regidas pelos princípios da civilidade e do progresso. Em Uberabinha, os grupos sociais dominantes lideraram o processo de configuração do espaço urbano com a implementação de serviços e a modernização dos equipamentos e, à medida que a face da cidade se transformava, enunciavam um discurso de convencimento para validar as representações e as práticas que postulavam devessem ser cumpridas. Por meio de estratégias discursivas, políticas, sociais e imagéticas buscaram-se formar cidadãos que se pautassem pelos princípios de civilidade. Fruto de concepções liberais, o projeto de civilização executado construiu uma cidade marcada pelos conflitos entre os diversos grupos sociais que disputavam espaço para expressar suas representações, excluindo outras possibilidades e ocultando contradições que, vez ou outra, vinham à baila, manchando a imagem dominante. Em certa medida, a elite local logrou êxito ao criar um conjunto de práticas que visavam viabilizar seus interesses, presentes nos códigos de postura e regulamentos diversos, nos artigos dos periódicos, na defesa da educação como garantia de civilização. O trinômio modernidade, civilidade e progresso se sustentou de modo ambíguo, incorporando novos componentes e conservando elementos tradicionais para tornar Uberabinha/Uberlândia uma cidade de destaque em meio às demais da região / This study aims at understanding the constitution of the urban aspect and its corollary in the city of Uberabinha, currently called Uberlândia, located in the state of Minas Gerais, at the end of nineteenth century and first decades of twentieth century. The research instruments of this paper include a data corpus which contain the minutes of Uberlândia City Hall, as well as, the reports from the Executive, the local journals, the memorialist productions and the photographic images. The emancipation of villages and small towns of Triângulo Mineiro denoted the possibility of policy autonomy and the perspective of building modern cities based on the principles of civility and progress. Beside this, in Uberabinha, the dominant social groups lead the process of urban space configuration with the implementation of services and the modernization of equipments and, while the city was being changed, the speech that was enunciated illustrated the convincing strategies to validate the representations and the practices they postulated should be done. Considering this point of view, the citizens were formed through discursive, politicals, socials and imagetic strategies, guided by the civility principles. As a result of liberal conceptions, the civilization project executed built one city marked by conflicts among the various social groups that fought for opportunities to express their representations, excluding other possibilities and hiding contradictions that, sometimes, came to light, vilifying the image of dominant people. Somehow, the local elite got success when they created a set practices that aimed at reaching its interests, inserted in the posture codes and various regulations, in journals, in the defense of education as guarantee of civilization. Therefore, the three aspects, modernity, civility and progress supported themselves in an ambiguous way, incorporating new components and ... (Complete abstract click electronic access below)

Orientador: Márcia Regina Capelari Naxara / Banca: Susani Silveira Lemos França / Banca: Denise Aparecida Soares de Moura / Banca: Josianne Francia Cerasoli / Banca: Christina da Silva Roquette Lopreato / Resumo: O cerne dessa tese é compreender a constituição do urbano e seu corolário na cidade de Uberabinha, atual Uberlândia, em Minas Gerais, no final do século XIX e primeiras décadas do século XX, tendo como corpus documental as atas da Câmara Municipal e relatórios do Executivo, os periódicos locais, as produções de memorialistas e imagens fotográficas. A emancipação de povoados e arraiais do Triângulo Mineiro significou a possibilidade de autonomia política e a perspectiva de construção de cidades modernas, regidas pelos princípios da civilidade e do progresso. Em Uberabinha, os grupos sociais dominantes lideraram o processo de configuração do espaço urbano com a implementação de serviços e a modernização dos equipamentos e, à medida que a face da cidade se transformava, enunciavam um discurso de convencimento para validar as representações e as práticas que postulavam devessem ser cumpridas. Por meio de estratégias discursivas, políticas, sociais e imagéticas buscaram-se formar cidadãos que se pautassem pelos princípios de civilidade. Fruto de concepções liberais, o projeto de civilização executado construiu uma cidade marcada pelos conflitos entre os diversos grupos sociais que disputavam espaço para expressar suas representações, excluindo outras possibilidades e ocultando contradições que, vez ou outra, vinham à baila, manchando a imagem dominante. Em certa medida, a elite local logrou êxito ao criar um conjunto de práticas que visavam viabilizar seus interesses, presentes nos códigos de postura e regulamentos diversos, nos artigos dos periódicos, na defesa da educação como garantia de civilização. O trinômio modernidade, civilidade e progresso se sustentou de modo ambíguo, incorporando novos componentes e conservando elementos tradicionais para tornar Uberabinha/Uberlândia uma cidade de destaque em meio às demais da região / Abstract: This study aims at understanding the constitution of the urban aspect and its corollary in the city of Uberabinha, currently called Uberlândia, located in the state of Minas Gerais, at the end of nineteenth century and first decades of twentieth century. The research instruments of this paper include a data corpus which contain the minutes of Uberlândia City Hall, as well as, the reports from the Executive, the local journals, the memorialist productions and the photographic images. The emancipation of villages and small towns of Triângulo Mineiro denoted the possibility of policy autonomy and the perspective of building modern cities based on the principles of civility and progress. Beside this, in Uberabinha, the dominant social groups lead the process of urban space configuration with the implementation of services and the modernization of equipments and, while the city was being changed, the speech that was enunciated illustrated the convincing strategies to validate the representations and the practices they postulated should be done. Considering this point of view, the citizens were formed through discursive, politicals, socials and imagetic strategies, guided by the civility principles. As a result of liberal conceptions, the civilization project executed built one city marked by conflicts among the various social groups that fought for opportunities to express their representations, excluding other possibilities and hiding contradictions that, sometimes, came to light, vilifying the image of dominant people. Somehow, the local elite got success when they created a set practices that aimed at reaching its interests, inserted in the posture codes and various regulations, in journals, in the defense of education as guarantee of civilization. Therefore, the three aspects, modernity, civility and progress supported themselves in an ambiguous way, incorporating new components and ... (Complete abstract click electronic access below) / Doutor