Made available in DSpace on 2009-11-18T19:01:38Z (GMT). No. of bitstreams: 1 mbgomes.pdf: 1916342 bytes, checksum: d3e274b572fe37fd42cf2d47606bb34f (MD5) Previous issue date: 2008 / This work aims to explore the context and emotions related to the experience of scuba diving as hedonic consumption, as well as to understand in which conditions the benefit arising from the regular practice of this activity impact the identity construction of the practitioner. Through in-depth interviews, data were collected from scuba divers living in the city of Rio de Janeiro, during the months of January and February of 2008. In order to obtain the expected objectives, the chosen methodology of research was qualitative, with priority of the subject and the subjectivity, using an interpretative approach for the data analysis. The research results confirm some benefits of high-risk sports practice such as flow, self-evolution and communitas. Two additional benefits are presented: the condition of alterity of the ¿underwater world¿, which attributes extraordinany meaning to scuba diving and impacts identity construction, and the scuba ¿buddy¿ practice, that helps to build-up an overall sense of trust to the other. The work is concluded with some managerial recommendations aiming the development of scuba diving industry and related tourism. These above mentioned suggestions include a new industry positioning, integrated marketing communications with specific references to alterity and flow, market segmentation, the creation of gathering spaces and a gradation scale among practitioners. / Este trabalho tem como objetivo explorar o contexto e as emoções relacionadas à experiência do mergulho scuba como atividade hedônica e as condições em que os benefícios oriundos de seu consumo habitual impactam a construção de identidade do praticante. Por meio de entrevistas em profundidade, foram coletados dados junto a mergulhadores scuba residentes na cidade do Rio de Janeiro, durante os meses de janeiro e fevereiro de 2008. Para atingir os objetivos propostos, o método de pesquisa adotado foi qualitativo, com priorização do sujeito e da subjetividade, utilizando-se uma forma interpretativa para análise de dados. Os resultados confirmaram alguns benefícios da prática de esportes de alto risco já pesquisados academicamente como o fluxo, communitas e evolução pessoal. Apresentam-se dois benefícios adicionais: a condição de alteridade do mundo submarino, que atribui significância extraordinária a essa atividade esportiva e impacta a construção identitária dos envolvidos, e a prática de dupla de mergulho, que desenvolve uma confiança generalizada no próximo e serve como referência na definição do indivíduo. Conclui-se o trabalho, fazendo-se recomendações gerenciais com o intuito de beneficiar e desenvolver a indústria e o turismo relacionado a esse esporte. Essas sugestões incluem um novo posicionamento da indústria, comunicação integrada de marketing com menções específicas à alteridade e à experiência de fluxo, segmentação de mercado, criação de espaços de convivência para praticantes e por último, a criação de uma gradação relativa aos diversos níveis de mergulhadores.

Cette thèse interroge les dynamiques de construction du rapport à la politique (intérêt, critique, indifférence, engagement etc.) des descendants d’immigrés nés en France – ou y ayant grandi – et résidant dans un quartier d'habitat social dans lequel est mise en oeuvre la politique de la ville. L'originalité de ce travail vient du fait que différents rapports à la politique sont étudiés et que les familles rencontrées sont originaires de différents pays (Sénégal, Algérie, Maroc, Vietnam, Laos, Comores etc.). L'analyse développée à partir d’entretiens biographiques souligne l’influence des différents parcours migratoires des parents et des expériences communes des enfants sur la construction de leurs attitudes politiques ; elle questionne leur éventuelle spécificité. Elle accorde une attention particulière à la mémoire familiale et aux dynamiques des transmissions intergénérationnelles, aux trajectoires socioprofessionnelles des descendants d’immigrés et de leurs parents ainsi qu’au contexte local de vie. / This PhD questions the dynamics of political attitudes (interest, criticism, indifference, involvement etc.) of French youths from non-European immigrant background born or raised in France in deprived areas where a specific policy is implemented. The originality of this study is that it includes different attitudes towards politics and different countries of origin. The interlocutors interviewed are from Senegal, Algeria, Morocco, Vietnam, Laos, Comoros etc. The analysis developed from biographical interviews underlines the influence of the different migration paths of the parents, and the common experiences of their children on the construction of their political attitudes; it questions their possible specificity. This analysis pays particular attention to the family memory and the dynamics of intergenerational transmission, to the socio-professional trajectories of immigrants’ descendants and those of their parents as well as their local context of residence.

Abstract During the last decade many female writers of British decent have focused on identity construction and coming of age. These writers have been especially interested in exploring how people living in the diaspora are trying to cope with their ambivalent feelings towards their mixed cultural heritage. Helen Oyeyemi's The Icarus Girl is one of these novels. The novel depicts a young girl's struggle with the dualism within her, being both British and Nigerian, that threatens to dissolve her self-identity. This essay will explore how The Icarus Girl deals with the theme “double consciousness” (imposed binaries) and how the narrative's structure and stylistic devices enable the story to be read (interpreted) from two different perspectives, thus the narrative's structure offers an ambiguous double reading that corresponds to Jessamy's unresolved doubleness. The first reading suggests that the traumatic experience of “double consciousness“ is left in a status quo, or even being fatal, which in the essay is called the Western reading. The second reading suggests a recovery, i.e. that the young protagonist comes to terms with her mixed cultural heritage, the so-called West-African reading. In pursuing this aim I discuss how “double consciousness” in this novel is a traumatic state of mind transferred from mother to daughter, but also how stylistic devices, belonging to the genre of the fantastic, are used to emphasize the theme and make possible the two different readings.

Comment les traditions orales kanak pourraient-elles agir au-delà de leurs frontières habituelles et influencer les processus de construction identitaire dans la société néo-calédonienne contemporaine ? Notre travail explore les interactions entre la tradition orale kanak et la tradition écrite néocalédonienne, en examinant les textes de réécriture, ces lieux de rencontre entre traditions qui constituent un espace de patrimoine commun. Cette thèse retrace les chemins d’une histoire, Le Chef et le lézard (dont on trouve de multiples versions dans les différentes traditions orales kanak), dans la tradition écrite. Sont élucidés les contextes historiques, politiques et littéraires des processus de production de versions de l’histoire, afin de mettre en évidence les forces en oeuvre, et d’éclairer la manière dont les représentations qui y figurent pourraient participer aux processus de construction identitaire. Les outils conceptuels employés sont la « réécriture », la « vā » (l’espace relationnel océanien d’échange et de rencontre),ainsi que la littérature comme « outil de renforcement communautaire ». La contribution originale qu'apporte notre travail consiste en démontrant le degré et l’étendue de l’intégration d'une histoire kanak dans le polysystème littéraire néo-calédonien ; en soulignant le rôle actif joué par des acteurs kanak dans les processus de réécriture ; en créant une métaphore étendue géographique du paysage littéraire néo-calédonien ; en témoignant de la richesse des traditions orales et écrites de Kanaky/Nouvelle-Calédonie ; et en constituant une passerelle entre les chercheurs/lecteurs non-francophones et la littérature néo-calédonienne. / How might Kanak oral traditions move beyond their usual boundaries and influence identity construction processes in contemporary New Caledonian society? This thesis explores the interactions between Kanak oral tradition and New Caledonian written tradition, by examining the (re)writings that are places of encounter between these traditions, and thus constitute a space of shared heritage. This study traces the pathways taken by a story, Le Chef et le lézard, (a number of versions of which are found in different Kanak oral traditions), as it moves into and within written tradition. The historical, political, and literary contexts of the (re)writing processes that produce versions of Le Chef et le lézard are elucidated, to demonstrate the forces at work and shed light on how the representations that figure in the (re)writings might participate in identity construction processes. The conceptual tools used in the study include: rewriting; vā (the relational space of exchange and encounter found throughout Oceania); and literature as a means of building community. The original contribution of this thesis has been to demonstrate the degree and the extent of the integration of a Kanak story into the New Caledonian literary polysystem; to highlight the active role played by Kanak actors in the rewriting process; to develop anextended geographic metaphor for the New Caledonian literary landscape; to bear witness to the richness of oral and written traditions in Kanaky/Nouvelle-Calédonie; and to create a bridge between non-Francophone researchers/readers and New Caledonian literature (oral and written).

During the past ten years the changing sociopolitical context in South Africa challenged mental health services to re-position themselves in order to stay relevant to specific contextual demands. The field of psychology has also been introduced to the application of postmodern principles in counselling and training practices internationally and nationally, which promised exciting alternative avenues for many practitioners and clients. In reading the literature on the possible opportunities of applying postmodern principles to psychological and educational practices, it became clear that the relationship between counsellors/clients and trainers/students can be a collaborative co-construction of knowledge production. Existing literature on current training practices however reflects a fragmented picture, in which the orientation, content and pedagogy are not consistently aligned with an epistemology and practice. Postmodern literature on the notion of “identity/self” as the narration of a multilevelled construct is used to conceptualise training contexts as contexts that provide students with certain narratives with which they can construct their counsellor identities. The aim of the research is to story the construction of counsellor identity through the application of narrative therapy within a learning model. Text production was imbedded in a referential research context which is defined as a context of the following relational positionings: narrative counsellor, trainer, researcher, students and participants. The contribution of this context towards the construction of counsellor identity is explored through engaging in and narrative analysis of written conversations, journals and visual projects of students who engaged in a training context. Through the narrative analysis process, temporal dimension story grids were developed for the written conversations and training journals and the visual projects were analysed according to denotational and higher signification inventories. Narratives that were co-created in the training context include that of uncertainty, self-awareness, growth, change, hope and respect for individual life narratives, which also contributed to the process of the construction of counsellor identity. These are all familiar narratives that exist in the South African context as we live in a country that is in a continuous process of change and where certainty is an elusive concept. On the basis of the narrative themes that emerged, guidelines were developed for creating training contexts that could facilitate the construction of a counsellor identity that is of relevance within the changing South African context. These guidelines include a repositioning in the trainer/student relationship; using externalising language practices to facilitate the co-construction of knowledge through a critical engagement with the learning material and a conceptualisation of evaluation as a process based activity rather than an outcome based activity. / Thesis (PhD (Psychology))--University of Pretoria, 2006. / Psychology / unrestricted

Orientador: Renata Cristina Geromel Meneghetti / Resumo: Esta pesquisa foi realizada com o objetivo de investigar o desenvolvimento da autonomia de cinco professoras dos anos iniciais do Ensino Fundamental para o trabalho com a Matemática, partindo das propostas do grupo de estudos e formação continuada com respaldo na Pedagogia Histórico-Crítica e na Psicologia Histórico-Cultural, tanto para o planejamento das atividades da sala de aula quanto para a reflexão sobre a realidade educacional e sobre o trabalho educativo. A investigação direcionou especial atenção à construção da identidade docente e como esta se constitui mediante os processos de estudo, discussão e reflexão do grupo, culminando na apresentação da Pedagogia Histórico-Crítica como uma proposta teórica e metodológica para pensar a própria formação e a prática pedagógica. A intenção foi oferecer indicativos de ampliação da autonomia docente pelo domínio teórico, prático e pela constante problematização da realidade, para os professores e, também, para os cursos de formação continuada, visando trabalhar o desenvolvimento da autonomia das professoras que atuam nos anos iniciais do Ensino Fundamental, para que possam buscar a construção de uma identidade docente crítica e transformadora. Para tanto, utilizamos os elementos da análise do discurso para interpretação das entrevistas semiestruturadas e questões pontuais evidenciadas no grupo de estudos. Buscamos, por meio desta pesquisa, caracterizar a identidade e autonomia das docentes, antes e depois das intervenções do gru... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research was conducted with the objective of investigating the development of the autonomy of five teachers from the early years of elementary school to work with mathematics, based on the proposals of the study group and continuing education supported by the Historical-Critical Pedagogy and Historical-Cultural Psychology, both for the planning of classroom activities and for reflection on educational reality and educational work. The research focused special attention on the construction of the teaching identity and how it is constituted through the group's study, discussion and reflection processes, culminating in the presentation of the Historical-Critical Pedagogy as a theoretical and methodological proposal to think about their own formation and pedagogical practice. The intention was to offer indications for the expansion of teacher autonomy through the theoretical, practical domain and constant problematization of reality, for teachers and, also, for continuing education courses, aiming to work on the development of the autonomy of teachers who work in the early years of elementary school, so that they can seek the construction of a critical and transforming teaching identity. For this, we used the elements of discourse analysis to interpret the semi-structured interviews and specific issues highlighted in the study group. We seek, through this research, to characterize the identity and autonomy of teachers, before and after the study group interventions, with a c... (Complete abstract click electronic access below) / Doutor

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El presente trabajo analiza el discurso de los programas periodísticos Beto a saber y 2020 sobre la construcción de la identidad de la denominada Generación del Bicentenario como actores en las protestas que ocurrieron durante la crisis política en noviembre del 2020 en el Perú. El propósito es identificar, desde ambos medios, las matices y diferencias que contribuyeron con la construcción de los actores mencionados. El análisis se conforma de la selección de tres programas de cada espacio periodístico. Para lograr los objetivos planteados, se emplea un método de investigación de tipo aplicada con enfoque cualitativo y de nivel descriptivo interpretativo. Con los resultados obtenidos se alcanza a descubrir y describir las particularidades en el modo de construir la identidad de los actores, es decir, de la Generación del Bicentenario en cada uno de los programas. Además, pone en evidencia criterios y percepciones de los enunciadores frente a esta problemática. / The present investigation analyzes the discourse of the journalistic programs Beto a saber and 2020 on the construction of the identity of the so-called Generación del Bicentenario (or Bicentennial Generation) as actors in the protests that occurred during the political crisis in November 2020 in Peru. The purpose is to identify, from both journalistic spaces, the nuances and differences that contributed to the construction of the aforementioned actors. The analysis is made up of the selection of three programs from each space. To achieve the proposed objectives, an applied research method with a qualitative approach and a descriptive-interpretive level is used. With the results obtained, it is possible to discover and describe the particularities in the way of constructing the identity of the actors, the Generación del Bicentenario (or Bicentennial Generation) in each of the programs. In addition, it highlights the criteria and perceptions of the enunciators in the face of this problem. / Tesis

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