Nesse trabalho me propus a compreender o que significa e como se vivencia a velhice dentro do Centro de Esporte, Lazer e Recreação do Idoso (CELARI), localizado na Escola de Educação Física da Universidade Federal do Rio Grande do Sul, em Porto Alegre (RS). A partir de uma incursão etnográfica (observação participante; entrevistas; análise de documentos) desenvolvida de abril a dezembro de 2011, compartilhei, com os participantes, diversos momentos de convívio, como oficinas de atividades físicas, atividades sociais, reuniões, passeios, e outras situações de convivência. Após esse longo período de produção de dados, examinei o material obtido, desenvolvi categorias de análise e cheguei a interpretações que foram apresentadas em diferentes tópicos/aspectos/temáticas que me ajudaram a responder às perguntas do estudo, e que se relacionaram: ao sentimento de pertencimento; às perspectivas de corpo e saúde presentes naquele contexto; e às lógicas de sociabilidade que sustentavam as dinâmicas sociais daquele universo. Sobre pertencimento, compreendi que vivenciar a velhice no CELARI significa compartilhar um ambiente predominantemente feminino onde o sentimento de pertencer permeia as relações cotidianas. Observei que a concepção de saúde dos idosos ultrapassa a condição biológica e se relaciona com felicidade, divertimento e sentir-se bem naquele contexto. Pude perceber que a preocupação com o corpo e com a boa forma são aspectos que atravessam o processo de envelhecimento. Porém, se essa preocupação se vincula predominantemente a uma dimensão utilitária do corpo (saúde biológica; autonomia), ela também se relaciona com a busca por um corpo bonito, o qual também faz parte dos objetivos dos participantes. O CELARI é, então, um espaço que viabiliza diversas formas de sociabilidade e de interação entre os participantes, onde as trocas afetivas costuram as relações cotidianas e, por vezes, sustentam a participação no projeto. / In this study I set out to understand what old age means and how it is experienced within the Centro de Esporte, Lazer e Recreação do Idoso (CELARI), located in the Physical de Education School of the Federal University of Rio Grande do Sul in Porto Alegre. During the period between April and December of 2011 I developed an ethnographic incursion (participative observation, interviews and document analysis) in which I shared several moments of socializing such as physical activity workshops, social activities, meetings, tours and other everyday situations. After this long period of data production I proceeded to the examination of the obtained material, developed analytical categories and came to some interpretations. Those interpretations were presented in different topics/aspects/themes and helped me to provide answers to this study's questions. Such questions relate to the sense of belonging, the perspectives concerning body and health in that given context and the sociability logics supporting the social dynamics of that universe. On the sense of belonging I understood that experiencing old age at CELARI means to share a predominantly feminine environment where everyday relations are permeated by the sense of belonging. I noticed that the conception of elderly health goes beyond the biologic condition and relates to happiness, fun and feeling good in that context. I could realize that aspects like the preoccupation with the body and being in shape pervade the ageing process. Although this preoccupation focus predominantly on the body's utility dimension (health; autonomy) it also relates to the search of a beautiful body, which is also part of the participants objectives. CELARI is then a space that allows various forms of sociability and interaction among its participants, where the affective exchanges pervade the daily relationships and sometimes sustain participation in the project.

Since 1992, most US transnational adoptions have occurred between White American parents and female babies born in China. Many of these adopted girls grow up in the US as a racial minority, but when visiting their birth country they become the racial majority. I collected both qualitative and quantitative data from Mandarin language learners during a summer language program in China to find the similarities and differences among six adopted and 11 non-adopted American adolescents. The data reveal that adoptees are initially perceived to be insiders for racially belonging in China, but cultural and linguistic differences place them as outsiders. Most adoptees fit in-between belonging and not belonging in Chinese society by attempting to "pass" as Chinese citizens in public spaces. Their accounts emphasize how race, nationality, and adoptivity contribute to larger themes for identity development and belonging in "third spaces" across globalized contexts.

Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro / Os processos de tornar-se aluno, mediados pelas identidades e pertencimentos, é o objeto desse estudo. O desenvolvimento desse estudo voltou-se para compreender esses processos e melhor informar, principalmente, aos que dela participam na construção de espaços e saberes que privilegiem o sujeito aluno e, possivelmente, redimensionar o papel da escola e dos professores no atual contexto sócio-educacional brasileiro. A partir dos aspectos teórico-epistemológicos, bem como dos dados metodológico-empíricos pretende-se propor uma teoria sobre o tornar-se aluno baseada no paradigma dialético de construção do conhecimento. Buscou-se compreender o cenário da escola como um espaço de inclusão que conflita com as práticas de interação socioculturais de sala de aula pela utilização de normas e ideologias distantes das propostas das políticas de uma escola inclusiva. Através da abordagem etnográfica de pesquisa objetivou-se estudar, analisar a natureza dos processos de tornar-se aluno, descrita por três grupos de participantes da pesquisa, em diferentes momentos de transição de suas vidas acadêmicas (educação infantil, ensinos fundamental e superior). Considera-se que a etnografia na educação tem um potencial dialético e sócio-interativo para explicar a perspectiva do aluno e outros sujeitos da escola sobre a escolarização e os processos de tornar-se aluno. Nesse sentido, buscou-se identificar e descrever as características das diferentes etapas do processo de escolarização a partir da vivência das práticas educacionais pelos alunos e das relações e interações dos atores escolares intermediadas pelo deveres, fazeres e saberes observados na ação pedagógica em sala de aula. Procurou-se, ainda, entender e explicitar o papel da memória na construção individual e coletiva dos alunos sobre o tornar-se aluno para o desenvolvimento acadêmico e profissional. Nesse sentido, pretende-se, com a apresentação dos resultados desse estudo, contribuir para ampliar o entendimento sobre como o aluno torna-se aluno. / The process of becoming a student, mediated by the identities and affiliations, are presented in this study. The development of this study was focused to understand these processes and to provide better information, especially to those who participate in the construction of spaces and knowledge that privilege the individual student and possibly reassess the role of schools and teachers in the current socio-educational Brazil. From the theoretical-epistemological, and methodological and empirical data it intended to propose a theory about becoming a student based on the dialectic paradigm of knowledge construction. It tried to understand the school setting as a space of inclusion that conflicts with the practices of socio-cultural interaction in the classroom through the use of standards and away from ideologies proposed from the inclusive policies to school. Through ethnographic approach the research aimed at studying and analyzing the nature of the processes of becoming a student, described by three groups of subjects, at different times of transition from their academic life (kindergarten, primary and higher). It is considered that ethnography in education has the potential socio-dialectical and interactive to explain the perspective of the student and other school subjects on education and the process of becoming a student. Accordingly, we sought to identify and describe the characteristics of different stages of education from the experience of educational practices for students and the relationships and interactions of school actors brokered by a "duty", "tasks" and "knowledge" observed in pedagogical action in the classroom. It was, also, found ways to understand and to explain the role of memory in individual and collective construction of students on the student to become the academic and professional development. Accordingly, it is intended, with the presentation of the results of this study to help to increase understanding about how the student becomes a student.

Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro / Os processos de tornar-se aluno, mediados pelas identidades e pertencimentos, é o objeto desse estudo. O desenvolvimento desse estudo voltou-se para compreender esses processos e melhor informar, principalmente, aos que dela participam na construção de espaços e saberes que privilegiem o sujeito aluno e, possivelmente, redimensionar o papel da escola e dos professores no atual contexto sócio-educacional brasileiro. A partir dos aspectos teórico-epistemológicos, bem como dos dados metodológico-empíricos pretende-se propor uma teoria sobre o tornar-se aluno baseada no paradigma dialético de construção do conhecimento. Buscou-se compreender o cenário da escola como um espaço de inclusão que conflita com as práticas de interação socioculturais de sala de aula pela utilização de normas e ideologias distantes das propostas das políticas de uma escola inclusiva. Através da abordagem etnográfica de pesquisa objetivou-se estudar, analisar a natureza dos processos de tornar-se aluno, descrita por três grupos de participantes da pesquisa, em diferentes momentos de transição de suas vidas acadêmicas (educação infantil, ensinos fundamental e superior). Considera-se que a etnografia na educação tem um potencial dialético e sócio-interativo para explicar a perspectiva do aluno e outros sujeitos da escola sobre a escolarização e os processos de tornar-se aluno. Nesse sentido, buscou-se identificar e descrever as características das diferentes etapas do processo de escolarização a partir da vivência das práticas educacionais pelos alunos e das relações e interações dos atores escolares intermediadas pelo deveres, fazeres e saberes observados na ação pedagógica em sala de aula. Procurou-se, ainda, entender e explicitar o papel da memória na construção individual e coletiva dos alunos sobre o tornar-se aluno para o desenvolvimento acadêmico e profissional. Nesse sentido, pretende-se, com a apresentação dos resultados desse estudo, contribuir para ampliar o entendimento sobre como o aluno torna-se aluno. / The process of becoming a student, mediated by the identities and affiliations, are presented in this study. The development of this study was focused to understand these processes and to provide better information, especially to those who participate in the construction of spaces and knowledge that privilege the individual student and possibly reassess the role of schools and teachers in the current socio-educational Brazil. From the theoretical-epistemological, and methodological and empirical data it intended to propose a theory about becoming a student based on the dialectic paradigm of knowledge construction. It tried to understand the school setting as a space of inclusion that conflicts with the practices of socio-cultural interaction in the classroom through the use of standards and away from ideologies proposed from the inclusive policies to school. Through ethnographic approach the research aimed at studying and analyzing the nature of the processes of becoming a student, described by three groups of subjects, at different times of transition from their academic life (kindergarten, primary and higher). It is considered that ethnography in education has the potential socio-dialectical and interactive to explain the perspective of the student and other school subjects on education and the process of becoming a student. Accordingly, we sought to identify and describe the characteristics of different stages of education from the experience of educational practices for students and the relationships and interactions of school actors brokered by a "duty", "tasks" and "knowledge" observed in pedagogical action in the classroom. It was, also, found ways to understand and to explain the role of memory in individual and collective construction of students on the student to become the academic and professional development. Accordingly, it is intended, with the presentation of the results of this study to help to increase understanding about how the student becomes a student.

Nesse trabalho me propus a compreender o que significa e como se vivencia a velhice dentro do Centro de Esporte, Lazer e Recreação do Idoso (CELARI), localizado na Escola de Educação Física da Universidade Federal do Rio Grande do Sul, em Porto Alegre (RS). A partir de uma incursão etnográfica (observação participante; entrevistas; análise de documentos) desenvolvida de abril a dezembro de 2011, compartilhei, com os participantes, diversos momentos de convívio, como oficinas de atividades físicas, atividades sociais, reuniões, passeios, e outras situações de convivência. Após esse longo período de produção de dados, examinei o material obtido, desenvolvi categorias de análise e cheguei a interpretações que foram apresentadas em diferentes tópicos/aspectos/temáticas que me ajudaram a responder às perguntas do estudo, e que se relacionaram: ao sentimento de pertencimento; às perspectivas de corpo e saúde presentes naquele contexto; e às lógicas de sociabilidade que sustentavam as dinâmicas sociais daquele universo. Sobre pertencimento, compreendi que vivenciar a velhice no CELARI significa compartilhar um ambiente predominantemente feminino onde o sentimento de pertencer permeia as relações cotidianas. Observei que a concepção de saúde dos idosos ultrapassa a condição biológica e se relaciona com felicidade, divertimento e sentir-se bem naquele contexto. Pude perceber que a preocupação com o corpo e com a boa forma são aspectos que atravessam o processo de envelhecimento. Porém, se essa preocupação se vincula predominantemente a uma dimensão utilitária do corpo (saúde biológica; autonomia), ela também se relaciona com a busca por um corpo bonito, o qual também faz parte dos objetivos dos participantes. O CELARI é, então, um espaço que viabiliza diversas formas de sociabilidade e de interação entre os participantes, onde as trocas afetivas costuram as relações cotidianas e, por vezes, sustentam a participação no projeto. / In this study I set out to understand what old age means and how it is experienced within the Centro de Esporte, Lazer e Recreação do Idoso (CELARI), located in the Physical de Education School of the Federal University of Rio Grande do Sul in Porto Alegre. During the period between April and December of 2011 I developed an ethnographic incursion (participative observation, interviews and document analysis) in which I shared several moments of socializing such as physical activity workshops, social activities, meetings, tours and other everyday situations. After this long period of data production I proceeded to the examination of the obtained material, developed analytical categories and came to some interpretations. Those interpretations were presented in different topics/aspects/themes and helped me to provide answers to this study's questions. Such questions relate to the sense of belonging, the perspectives concerning body and health in that given context and the sociability logics supporting the social dynamics of that universe. On the sense of belonging I understood that experiencing old age at CELARI means to share a predominantly feminine environment where everyday relations are permeated by the sense of belonging. I noticed that the conception of elderly health goes beyond the biologic condition and relates to happiness, fun and feeling good in that context. I could realize that aspects like the preoccupation with the body and being in shape pervade the ageing process. Although this preoccupation focus predominantly on the body's utility dimension (health; autonomy) it also relates to the search of a beautiful body, which is also part of the participants objectives. CELARI is then a space that allows various forms of sociability and interaction among its participants, where the affective exchanges pervade the daily relationships and sometimes sustain participation in the project.

Nesse trabalho me propus a compreender o que significa e como se vivencia a velhice dentro do Centro de Esporte, Lazer e Recreação do Idoso (CELARI), localizado na Escola de Educação Física da Universidade Federal do Rio Grande do Sul, em Porto Alegre (RS). A partir de uma incursão etnográfica (observação participante; entrevistas; análise de documentos) desenvolvida de abril a dezembro de 2011, compartilhei, com os participantes, diversos momentos de convívio, como oficinas de atividades físicas, atividades sociais, reuniões, passeios, e outras situações de convivência. Após esse longo período de produção de dados, examinei o material obtido, desenvolvi categorias de análise e cheguei a interpretações que foram apresentadas em diferentes tópicos/aspectos/temáticas que me ajudaram a responder às perguntas do estudo, e que se relacionaram: ao sentimento de pertencimento; às perspectivas de corpo e saúde presentes naquele contexto; e às lógicas de sociabilidade que sustentavam as dinâmicas sociais daquele universo. Sobre pertencimento, compreendi que vivenciar a velhice no CELARI significa compartilhar um ambiente predominantemente feminino onde o sentimento de pertencer permeia as relações cotidianas. Observei que a concepção de saúde dos idosos ultrapassa a condição biológica e se relaciona com felicidade, divertimento e sentir-se bem naquele contexto. Pude perceber que a preocupação com o corpo e com a boa forma são aspectos que atravessam o processo de envelhecimento. Porém, se essa preocupação se vincula predominantemente a uma dimensão utilitária do corpo (saúde biológica; autonomia), ela também se relaciona com a busca por um corpo bonito, o qual também faz parte dos objetivos dos participantes. O CELARI é, então, um espaço que viabiliza diversas formas de sociabilidade e de interação entre os participantes, onde as trocas afetivas costuram as relações cotidianas e, por vezes, sustentam a participação no projeto. / In this study I set out to understand what old age means and how it is experienced within the Centro de Esporte, Lazer e Recreação do Idoso (CELARI), located in the Physical de Education School of the Federal University of Rio Grande do Sul in Porto Alegre. During the period between April and December of 2011 I developed an ethnographic incursion (participative observation, interviews and document analysis) in which I shared several moments of socializing such as physical activity workshops, social activities, meetings, tours and other everyday situations. After this long period of data production I proceeded to the examination of the obtained material, developed analytical categories and came to some interpretations. Those interpretations were presented in different topics/aspects/themes and helped me to provide answers to this study's questions. Such questions relate to the sense of belonging, the perspectives concerning body and health in that given context and the sociability logics supporting the social dynamics of that universe. On the sense of belonging I understood that experiencing old age at CELARI means to share a predominantly feminine environment where everyday relations are permeated by the sense of belonging. I noticed that the conception of elderly health goes beyond the biologic condition and relates to happiness, fun and feeling good in that context. I could realize that aspects like the preoccupation with the body and being in shape pervade the ageing process. Although this preoccupation focus predominantly on the body's utility dimension (health; autonomy) it also relates to the search of a beautiful body, which is also part of the participants objectives. CELARI is then a space that allows various forms of sociability and interaction among its participants, where the affective exchanges pervade the daily relationships and sometimes sustain participation in the project.

Under de senaste 20 åren har det blivit vanligare att organisera verksamheter i team. Upplevelsen av att arbeta team skiljer sig mellan individer, team och verksamheter. Tidigare forskning har främst fokuserat på hur vårdpersonal upplever teamarbete. Syftet med denna studie var att undersöka personalens upplevelse av teamarbete och hur det påverkar arbetsklimatet i kommunal verksamhet. 12 kommunanställda intervjuades om deras upplevelse av teamarbete. Den insamlade datan analyserades, av en fenomenologiinspirerad, forskningsanalys som kallas för EPP-metoden. Upplevelsen av teamarbete beskrivs utifrån de tre abstrakta teman (1) Socialt klimat, (2) Arbetsprocess samt (3) Arbetsstruktur. Studiens resultat visade att majoriteten av personalen upplevde teamarbete inom den kommunala verksamheten som positiv samt att deras upplevelse av hur teamarbete påverkar arbetsklimatet var bra. Resultatet stämmer väl överens med tidigare forskning gällande teamarbetets positiva aspekter och även hur det påverkar arbetsklimatet.

The yet unresolved interethnic conflict on the island of Cyprus known as the ‘Cyprus Problem’is one of the longest persisting conflicts in the world stretching over five decades. The conflictis between the Greek-Cypriots and Turkish-Cypriots and has consequently divided the Islandinto a Greek-Cypriot administrated southern part, and a Turkish-Cypriot administrated northernpart. Despite the opening of the borders in 2003, which granted permission to cross over to eachside, studies show that the peace-building interaction between the younger generations remainslimited. Through in-depth interviews with ten young Cypriot women, the thesis analyses socialfactors impeding the interaction across the divide and provide an understanding of the women’sperception of peace in Cyprus. The politicisation of the construction of belonging continues todisconnect the women from a shared Cypriot identity and hence impedes interaction across thedivide. Further, the context of the negotiations has created a stalemate on peace-buildinginteraction for many of the women and had a negative impact on their views on politics ingeneral. The study reaffirms that women’s political involvement is essential to bring aboutpeace and reconciliation in Cyprus.

This thesis uses belonging as an analytical tool to analyse the history of the Basotho community in the Dewure Purchase Areas in Zimbabwe. The thesis analyses how Basotho’s migration history and their experiences with colonial displacements shaped and continue to shape their construction of a sense of belonging. It also examines how Basotho’s purchase of farms in the Dewure Purchase Areas in the 1930s and their establishment of a communally owned farm have played a key role in their struggles for belonging. It also explores the centrality of land, graves, funerals, and religion in the belonging matrix. The study, however, avoids projecting the Basotho community as a monolithic and cohesive unit by analysing the various internal schisms and cleavages within the community and examining their impacts. Although, Basotho have seemingly managed to integrate into the local community, a more critical analysis reveals that they have also continued to maintain a level of particularism. The central dynamic in this thesis, therefore, is how the Basotho, in their different struggles and strategies to belong, over the last century, have fundamentally been caught between being seen and treated as the same as the other people around them and being seen (and seeing themselves) as different. It is arguably this ambivalence or delicate balancing between integrating and remaining ‘outsiders’ that has shaped Basotho’s sense of belonging and determined the strategies they have deployed in different historical contexts. The thesis concludes that, since it is relational and always in a state of becoming, strategies deployed in constructing and articulating belonging constantly change to suit particular historical contexts.

This thesis examines the tension and cooperation between politics of conformity and difference that are embedded in urban spaces, such as burials and mosques in Britain and beyond. It examines the social, political and cultural ideologies and complexities of the historical past and present by focusing on death, belonging and architecture. It will show that the past has become re-imagined and embedded into the postcolonial concrete present. Thereby, carving out new national traditions and memories that travel through time and space. The study suggests that urban space, although often ignored is important not only for our everyday consciousness and social realities, but is pivotal to examine and study especially in relation to national policies, such as “multiculturalism”. / Arts, Faculty of / Asian Research, Institute of / Graduate