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In this thesis, I bring into conversation two political theoretical frameworks -- decolonial thought and new materialism – with the South Korean novella The Vegetarian. I suggest that the novella, especially through its protagonist, performs a form of agency which calls for a reading that hinges not on the pursuit of definitive analysis but on the recognition of a personal, affective interaction with violent status quo sensibilities. I demonstrate that there exist understandings of agency within decolonial thought and new materialism which could be attuned to this call. I suggest a method that relies upon two thinkers in these frameworks for reading the novella, and after reading the novella through this method and transparently reflecting on my own role in these texts' encounter, I demonstrate that this way of simultaneously reading the novella and the theoretical texts has the capacity to affirm the open and uncertain mutual changes that happen at their encounter. / Master of Arts / In this thesis, I bring into conversation two political theoretical schools of thought -- decolonial thought and new materialism – with the South Korean novella The Vegetarian. I suggest that the novella demonstrates a unique agency which calls for a reading that is centered not on the pursuit of definitive analysis but on the recognition of a personal, affective interaction with status quo violence. I demonstrate that there exist understandings of agency within decolonial thought and new materialism which could be attuned to this call. I suggest a method that relies upon two thinkers in these frameworks for reading the novella, and after reading the novella through this method and transparently reflecting on my own role in these texts’ encounter, I demonstrate that this way of simultaneously reading the novella and the theoretical texts has the capacity to affirm the open and uncertain mutual changes that happen at their encounter.

This thesis offers a reconsideration of the contentious relationship between Michel Foucault and postcolonial thought through the decolonial turn, by interpreting critique as attitude. The discussion of continuity in Foucault’s work on subjectivity, between his genealogical and ethical periods, leads to an understanding of critical attitude as a mode of critique and self-critique that depends on genealogy as a method of historical inquiry. Meanwhile, the shift away from European modes of rationality described by the decolonial turn in philosophy, proposes an approach to social transformation and the dismantling of Eurocentrism through understanding critique as operative in terms of the decolonial attitude. A comparison of these two attitudes as modes of critique provides common ground for the recognition of their mutual compatibility as techniques for reinterpreting history that also work in the service of contending with coloniality.

nÃo hà / A prÃtica drag queen diz respeito a um processo de adequaÃÃo que desloca a aparÃncia corriqueira de uma pessoa para uma outra que pode transitar entre gÃneros (masculino, feminino, polimorfo, diversos) e espÃcies (humano e animal, como à o caso de drags que se apresentam como animais e atà alienÃgenas). O presente trabalho tem por objetivo observar e participar dessa prÃtica na cidade de Fortaleza â CE com intuito de absorver seus processos de criaÃÃo, adaptaÃÃo, montagem e desmontagem. Entender as mutaÃÃes as quais essa prÃtica està sujeita, as influÃncias externas e a capacidade de adaptaÃÃo das drag queens estudadas. Usar lentes analÃticas que possibilitem enxergar as prÃticas atravÃs de uma epistemologia da performance que leve em consideraÃÃo a decolonizaÃÃo do pensamento e a apreensÃo crÃtica da tradiÃÃo cientÃfica europeia. O estudo se configura por meio de uma experiÃncia etnogrÃfica embasada no exercÃcio da descriÃÃo densa e de entrevistas pontuais. Os registros foram feitos mediante diÃrio de campo, fotografias, vÃdeos e gravador de voz. Concluiu-se que a prÃtica drag queen na cidade de Fortaleza â CE passou e passa por mudanÃas constantes no que diz respeito à tradiÃÃo e ao surgimento de novas formas de fazer drag. Formas essas impactadas pelo reality show americano RuPaulâs Drag Race e sua tendÃncia de transformaÃÃo da drag queen em um produto passÃvel de ser comercializado mundialmente atravÃs da TV. Observou-se ainda que, ademais da forte influÃncia trazida por esse reality show, o contexto local tem se mostrado resistente Ãs tentativas de suplantaÃÃo da tradiÃÃo, tendo como elementos de resistÃncia o bate- cabelo e o dialeto yorubà que se contrapÃem à forÃa histÃrica de opressÃo conhecida como colonizaÃÃo.

Discrimination against migrants in the work place is a frequent subject of studies and discussions. Perceptions and experiences of the Swedish labour market are directly connected to where we come from – our skin colour, religion, and gender. These may even be opposite if we compare a native Swedish and a migrant´s experience of job search, career opportunities, salary, and daily work life. The aim of this thesis is to look closer at migrants that were able to fight or stop discrimination after they were exposed to it. The thesis focuses on strategies used by such individuals and what knowledge and/or experiences led them to resist against it. Decoloniality theory makes up the foundation of the analysis of the material collected from interviews, examining different standpoints from dominant Western world perspectives. This study also uses intersectionality in order to tackle the strategies' complexity and help deconstruct discrimination. Each individuals' experience with discrimination in the workplace and their choice of strategies to avoid it are analysed. The thesis shows how decoloniality theory could connect to migrants' positive attitudes towards most of their professional choices and attempts to retake power amidst discrimination. / <p>2017-06-01</p>

This paper seek to roughly outline a new way for Swedish authorities and institutions to better and more successfully handle the integration process, by pointing towards the Erasmus+ project SIMPLE and a method that address trauma in immigrants. Moreover importance is placed on the viewpoint of decoloniality and acculturation. And how to keep stereotyping at bay.

The present thesis explores how people’s gender with its various intersections shape theirexperiences of making friends in adulthood in the Finnish context and presents anintersectional analysis of the processes and challenges of making friends. The intersections Ifocused on were those of gender with ethnicity, race, religion and migrant or non-migrantstatus. Additionally, it discusses how the decolonial concepts of “world”-travelling anddiatopical hermeneutics can be used to explore how making friends could become easier. Thedata was collected through two focus group discussions with participants I recruited at anevent which provides a space for people of various backgrounds to meet people and makefriends. The research shows that making friends requires conscious effort and the challengesfor people who inhabit certain intersections can be bigger than for others. There are manybarriers that need to disappear for friendship formation to become easier, and that can happenby challenging our own prejudice and having an open mind. Making friends requires us to beable to travel to others’ “worlds” and welcome them to our own, which can only becomepossible if we encounter people that are different to us without prejudice. Meeting andlistening to each other is key to making friends, while also education from a young age maybe the key to combat and most importantly prevent discrimination and promote positiverelationships between people of different backgrounds.

This thesis represents an attempt to challenge power hierarchies infusing white Western European academic and political fields. It constitutes a project, built on decolonial critique of privileges of research, that aims at attending to local and marginalised feminist perspectives in order to reach a deeper understanding for a complex and ambivalent Serbian post-socialist reality. A critical scrutiny of previous research conducted within the field of Comparative Politics and post-socialist feminist critique of academic knowledge, has led to the identification of problematic results of unequal distributions of power within politics and the academia. Moreover, through a historical overview of the geopolitical context and the feminist legacy of the region, the importance of contextualisation and the necessity of an epistemological and ontological shift within knowledge production has further been emphasised. Lastly, with a combining approach of qualitative interviews and autoethnography, lived experiences of postsocialism and its intersections with feminism have been sought and analysed. By highlighting women’s activism in democratisation processes and the severe socio-political problems facing contemporary Serbia, these experiences problematize the hegemonic Western projections of a post-socialist transition as an elite project towards ‘progress’ and Europeanisation.

The rapid and radical integration of artificially intelligent (non)human beings into public and private life has reshaped humans' everyday interactions in varied spaces, from the medical examination room to the bedroom. I contend that it is humanity's charge to agitate an onto-epistemological shift toward a post-anthropocentric future grounded in existential equality between all beings. A shift toward better ways of being and knowing is accomplished through a new materialist and decolonial intervention in (non)human subjectivities which require that humans commit to: 1) divest from western-rational discourses binding agency and intimacy to the corporeal body and 2) (re)locate intimacy in the (in)corporeal communion of the soul and spirit to establish harmonious techno-human affinities. I submit Her and Ex Machina, science fiction films and cultural artifacts, as case studies depicting decolonial futures which create discursive space to interrogate western-rational onto-epistemologies, critique colonial hegemonies, and (re)define subjectivity to include all thinking, feeling beings.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2018-02-23T19:06:25Z No. of bitstreams: 2 Tese - Julma Dalva Vilarinho Pereira Borelli - 2018.pdf: 2406894 bytes, checksum: d07b321be99164a47f927ad8aef25afd (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-02-23T19:07:31Z (GMT) No. of bitstreams: 2 Tese - Julma Dalva Vilarinho Pereira Borelli - 2018.pdf: 2406894 bytes, checksum: d07b321be99164a47f927ad8aef25afd (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-23T19:07:31Z (GMT). No. of bitstreams: 2 Tese - Julma Dalva Vilarinho Pereira Borelli - 2018.pdf: 2406894 bytes, checksum: d07b321be99164a47f927ad8aef25afd (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-02-16 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / The reconceptualization of linguistics in a proposal of critical practice has brought important reflections for language studies. The consideration of other voices, recognizing what we can learn from those on the margins, broadens our possibilities as applied linguists and invites us to look at ourselves as well as at the practices we reproduce. In addition, this critical perspective challenges us to transgress the boundaries that separate disciplinary knowledge, which moves us away from the possibility of expanding our views by taking into account other kinds of knowledge (MOITA LOPES, 2006). In line with this proposal of problematization, decolonial thinking is discussed by social scientists as a standpoint, a way of being in the world (MIGNOLO, 2014). The decolonial challenge consists of problematizing colonialities, which maintain and reproduce violent ways of living in this world and thinking about it. In this study, I take this path of decolonial criticism and, based on the knowledge of those who experience the teaching practicum – school teachers, university teachers and pre-service teachers, I discuss the following objectives: a) to problematize the structure of the teaching practicum and discuss the main challenges faced in the English teaching practicum; b) to problematize the interpersonal relationships built during the teaching practicum by those participants; c) discuss the possibilities of re-signifying both the structure and the interpersonal relationships of the teaching practicum. To enable these reflections, I talked to teachers from different contexts in the Midwest: 10 university teachers (5 from Goiás, 3 from Mato Grosso, 1 from Mato Grosso do Sul, and 1 from the Federal District); 11 schoolteachers (8 from one city in Goiás and 3 from one city in Mato Grosso); and 40 pre-service teachers (12 from a university in Goiás, 13 from a university in the Federal District, 9 from a university in Mato Grosso, and 6 from another university in Goiás). Thus, the interpretations and discussions of the knowledge constructed in this study are based on principles of qualitative research (DENZIN; LINCOLN, 2013), considering aspects of a decolonial practice. Regarding the structure of the teaching practicum, our main reflections, in this doctoral dissertation, point to a teaching practicum highly influenced by a technical perspective of teacher education and oriented by documents that emphasize collaboration between school and university without promoting conditions for the accomplishment of this task. In addition, the separation of teacher observation and teaching practice does not seem to make sense, since there is not involvement of the pre-service teachers and university teachers in the school life. Concerning the interpersonal relationships, we problematize the lack of interaction that characterizes the teaching practicum, the hierarchy that separates teachers, based on the place where they work, and the type of relationship experienced within the university itself. In addition, we focus on the conflicts that are generated by a teaching practicum that is planned at the university, without negotiation with the school, and we think about possibilities for a more integrated work. Based on these problematizations, I advocate a decolonial teaching practicum, that goes beyond bringing university and school together, and promotes an epistemological re-conceptualization which can make the teaching practicum a space of speech and careful listening (SILVESTRE;, 2017; REZENDE, 2017) for all participants. / A ressignificação da linguística em uma proposta de atuação crítica trouxe importantes considerações para os estudos da linguagem. A abertura para outras vozes, reconhecendo o que podemos aprender com aqueles/as que estão à margem, amplia nossas possibilidades como linguistas aplicados/as e nos convida a olhar para nós mesmos/as, assim como para as práticas que reproduzimos. Além disso, o viés crítico nos desafia a transgredir as fronteiras que separam os conhecimentos disciplinarizados, que nos afastam da possibilidade de expandir nossos olhares por meio da consideração de outros saberes (MOITA LOPES, 2006). Alinhado a essa proposta de problematização, o pensamento decolonial é discutido por autores das Ciências Sociais como um posicionamento, uma forma de estar no mundo (MIGNOLO, 2014). O desafio decolonial consiste na problematização das colonialidades, que mantêm e reproduzem formas violentas de viver e pensar neste mundo. Neste estudo, assumo este caminho de crítica decolonial e recorro aos saberes daqueles/as que vivenciam o estágio – professores/as da escola, professores/as licenciandos/as e professores/as da universidade, tendo em vista os seguintes objetivos: a) problematizar a estrutura do estágio e discutir os principais desafios enfrentados no estágio de inglês; b) problematizar as relações interpessoais construídas durante o estágio por esses/as participantes; c) discutir as possibilidades de ressignificação tanto da estrutura quanto das relações interpessoais do estágio. Para que essas reflexões fossem possíveis, conversei com professores/as de diferentes locais da região Centro-Oeste: 10 professores/as da universidade, sendo 5 de Goiás, 3 de Mato Grosso, 1 de Mato Grosso do Sul e 1 do Distrito Federal. Conversei também com 11 professores/as da escola, sendo 8 de uma mesma cidade em Goiás; 3 de uma mesma cidade no Mato Grosso, e com 40 professores/as licenciandos/as: 12 de uma universidade em Goiás; 13 de uma universidade no Distrito Federal; 9 de uma universidade no Mato Grosso; 6 de outra universidade em Goiás. Dessa forma, as interpretações e discussões dos saberes que compõem este estudo se apoiam em princípios da pesquisa qualitativa (DENZIN; LINCOLN, 2013), considerando aspectos de uma prática decolonial. No que diz respeito à estrutura, nossas principais reflexões, nesta tese, apontam para um estágio com fortes resquícios de uma prática de formação tecnicista e regido por leis que ressaltam a colaboração entre escola e universidade, mas não apresentam condições para a realização desse trabalho. Além disso, sua organização em práticas de observação e regência parece não fazer sentido, já que não contam com o envolvimento dos/as professores/as licenciandos/as e dos/as professores/as da universidade na vida escolar. No que concerne às relações interpessoais, problematizamos a falta de interação que caracteriza o estágio, a hierarquização que separa professores/as, com base no local em que atuam, e o tipo de relação vivenciada dentro da própria universidade. Ademais, focalizamos os conflitos que são gerados por um estágio que é planejado na universidade, sem negociação com a escola, e nos dedicamos a pensar em possibilidades para que haja um trabalho mais integrado. Com base nessas problematizações, defendo uma prática de estágio decolonial, que supere a aproximação entre universidade e escola, e promova uma ressignificação epistemológica que possa tornar o estágio um espaço de fala e escuta cuidadosa (SILVESTRE, 2017; REZENDE, 2017) de todos/as os participantes.