Made available in DSpace on 2016-04-29T14:16:11Z (GMT). No. of bitstreams: 1 Maria Lucia Garcia Mira.pdf: 2402158 bytes, checksum: 706fd7cea1c63492435269579eb7ec64 (MD5) Previous issue date: 2012-05-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Considering the challenges and possibilities outlined in the present context, this study understood as relevant the approximation of conditions of research education, for social workers in São Paulo. It first became interested in comprehending how training is being produced in private institutions. From the twelve institutions offering courses in Social Work in the city, through an intentional sample, this study approached five. In order to observe different angles, the study considered the ones which would have a tradition in the education of Social Workers; recent courses, going through a recognition process; distributed in the three institutional modalities, as defined by law; addressed in the terms of traditional and blended education. It had as a premise the incidence of the conjunctural conditions and different conceptions as determinants of the definition of pedagogical projects of courses for the education of social workers in the investigative dimension, not always in consonance with the education objectives, collectively outlined by the profession. The present study assumed the aim of understanding how Social Services courses in São Paulo have built and supported the education in Research for graduate students, and has endeavored to bring bibliography built by social workers, closer to references to the training for the research practice; in observing the pedagogical projects of the courses by considering the increments of the subject research, of understanding how teachers and coordinators connected to the research education or Coursework perceive and operationalize such education; and of understanding how students developing Coursework or involved with the other research processes, include the education that they participate, to build skills and competences for investigative dimension of the profession. It refers to a qualitative research that approached students, teachers and course coordinators, carried out through nineteen semi-structured interviews and observation, with the use of a field diary, considering that these instruments enable the perception of limits, possibilities and conditions occurring in reality. It also carried out a bibliographic research. Taking as categories of analysis, knowledge production, the education and the work, it focused on the existence of two education projects in dispute that occur in the training purposes and condition the targeted professional profile. It noted that the legal definitions and the economic purposes which arise on academic learning influence the education and reflect on the purposes of the profession. The institutions build different education proposals, expressed in pedagogical projects, curriculum and curriculum frameworks, which spread over the pedagogical process, but which focus on education for the Coursework. Students, teachers and coordinators take part in the process in different ways. While the first see training as a determined period of time, the coordinators consider more the institutional and administrative aspects, teachers play an essential role in the education. However, their material working conditions, their recognition and their own education require special attention. It is argued that even under adverse conditions they have built conditions for education / Considerando os desafios e possibilidades que se delineiam no atual contexto, este estudo entendeu como relevante a aproximação das condições de formação em pesquisa, para assistentes sociais no município de São Paulo. Interessou-se por compreender como está sendo produzida a formação em instituições privadas. Das doze instituições que oferecem cursos de Serviço Social no município, através de uma amostra intencional, este estudo se aproximou de cinco. Para a observação de diferentes ângulos, foram consideradas as que teriam uma tradição na formação de assistentes sociais; cursos recentes, em processo de reconhecimento; distribuídos nas três modalidades institucionais, definidas por lei; contemplados nas modalidades de ensino presencial e semipresencial. Teve como pressuposto a incidência das condições conjunturais e concepções diferenciadas como condicionantes da definição dos projetos pedagógicos dos cursos para a formação dos assistentes sociais na dimensão investigativa, nem sempre em consonância com os propósitos formativos delineados coletivamente pela profissão. O presente estudo assumiu o objetivo de compreender como Cursos de Serviço Social no município de São Paulo têm construído e oportunizado a formação em Pesquisa para os estudantes de graduação, e se desdobrou em buscar aproximação da bibliografia construída pelos assistentes sociais, de referências à formação para o exercício da pesquisa; em observar os projetos pedagógicos dos cursos, considerando os incrementos da matéria pesquisa; em compreender como coordenadores e professores ligados à formação da pesquisa ou TCC apreendem e operacionalizam tal formação; e em entender como os alunos, que estão elaborando TCC ou envolvidos em outros processos de pesquisa, compreendem a formação da qual participam, para a construção de habilidades e competências para a dimensão investigativa da profissão. Trata-se de uma pesquisa qualitativa, que se aproximou de discentes, docentes e coordenadores de curso, realizada através de dezenove entrevistas semiestruturadas e observação, com o uso de diário de campo, considerando que estes instrumentos possibilitam a percepção de limites, possibilidades e condições que ocorrem na realidade. Realizou também uma pesquisa bibliográfica. Tendo como categorias de análise, a produção de conhecimento, a formação e o trabalho, deteve-se sobre a existência de dois projetos formativos em disputa que incidem nos propósitos da formação e condicionam o perfil profissional objetivado. Observou que as definições legais e os propósitos econômicos que sobrevêm sobre o ensino superior condicionam a formação e repercutem sobre os propósitos da profissão. As instituições constroem diferentes propostas formativas, expressas nos projetos pedagógicos, currículos e grades curriculares, que se espalham durante o processo pedagógico, mas que se concentram na formação para o TCC. Discentes, docentes e coordenadores inserem-se de maneira diferenciada no processo. Enquanto os primeiros observam a formação como um momento determinado, os coordenadores aproximam-se mais dos aspectos institucionais e administrativos, os professores desempenham uma ação fundamental na formação. Contudo, as suas condições materiais de trabalho, o seu reconhecimento e a sua própria formação demandam atenção especial. Defende-se que mesmo em condições adversas têm construído condições para a formação

Este trabalho se alinha a estudos de vertente sociocultural que buscam descrever organizações interacionais entre múltiplos participantes que oferecem condições para a produção conjunta de conhecimentos no plano social (HEWITT, 2004; SCHULZ, 2007; ABELEDO, 2008; BULLA, 2007; STAHL, 2011, SALIMEN; GARCEZ, SALIMEN, 2011, entre outros). Tendo como ponto de partida descrições já realizadas sobre a relação entre perguntas na organização da fala-em-interação de sala de aula e a criação de oportunidades de construção de conhecimentos nesse cenário, o objetivo é descrever a mobilização de perguntas em um laboratório de desenvolvimento de tecnologia de ponta, onde – diferentemente do que costuma ocorrer em sala de aula – não há um participante que se coloca na posição de quem detém de antemão o conhecimento a ser produzido: um laboratório de tecnologia de ponta. Partiu-se de um corpus de 38 ocorrências de resolução de problema identificadas por Kanitz (2013) em 60h de registros audiovisuais gerados no laboratório investigado. Foram selecionados dois segmentos interacionais cujo início é típico do que ocorre na totalidade dos dados: um participante pede a ajuda de outro, mas em cada um deles o participante que pede ajuda projeta uma posição epistêmica distinta em relação ao outro e à solução do problema Na análise, foram focalizadas as perguntas mobilizadas pelos participantes ao longo de cada segmento e descreveu-se de que modo sua mobilização contribuiu (ou não) para a resolução do problema. Sustenta-se que ao mobilizarem perguntas no laboratório de tecnologia investigado os participantes: 1) implementam ações diversas para resolver os problemas ligados aos projetos do laboratório; 2) calibram, sustentam e negociam seus status epistêmicos, o que é decisivo para a resolução dos problemas que eles enfrentam; e 3) ratificam e sustentam a participação e a competência de cada um para o trabalho colaborativo de resolução do problema. Portanto, é mediante trabalho interacional custoso, com orientação constante a esses três aspectos, que os participantes criam condições para produzir em conjunto o conhecimento necessário para resolver os problemas que emergem das atividades ligadas aos projetos do laboratório. A investigação realizada oferece contribuições para estudos de fala-em-interação interessados em descrever modos de organizar a produção de conhecimento, ao documentar um desenho organizacional em que perguntas são recursos disponíveis a todos os participantes para implementar ações diversas orientadas à resolução de problemas derivados de projetos. Por extensão, a pesquisa oferece subsídios para a defesa de uma pedagogia baseada em projetos. / This work aligns to sociocultural studies that aim to describe interactional organizations among multiple participants that provide conditions for joint production of knowledge (HEWITT, 2004; BULLA, 2007; SCHULZ, 2007; ABELEDO, 2008; SALIMEN; GARCEZ, SALIMEN 2011; STAHL, 2011, among others). Taking as starting point previous descriptions of the relationship between questions in the organization of classroom interaction and opportunities for knowledge production in this setting, the aim here is to describe the mobilization of questions by participants in a leading technology center, where – unlike what usually happens in traditional classroom – there is no participant who stands in the position of someone who has the knowledge to be produced by the others. From a corpus of 38 problemsolving instances identified by Kanitz (2013) in 60h of audiovisual records generated in the laboratory, two segments were selected. The start of each segment is typical of what occurs in the overall data: a participant asks help for the other, but in each instance the participant who requests help projects a distinct epistemic position in relation to the other and to the solution of the problem The analysis focused on the questions mobilized by the participants along the segment and the extent to which their mobilization contributed (or not) to solve the problem at hand. It is argued that participants mobilize questions in the technology lab to: 1) implement several actions to solve problems related to projects of the lab; 2) calibrate, support and negotiate their epistemic status, which is decisive for the resolution of problems they face; and 3) confirm and support participation and competence of each one for the collaborative work of solving problems. It is by costly interactional work, with constant orientation to these three aspects, that participants create conditions to produce the knowledge needed to solve the problems that emerge from the activities related to the lab projects. The investigation contribute to studies of talk-in-interaction interested in describing ways of organizing knowledge production, since it documents an organizational design in which questions are resources available for all participants to implement various activities oriented to the resolution of problems derived from projects. By extension, the research contributes for the defense of a pedagogy based on projects.

A pesquisa investiga o que os professores de Língua Portuguesa do Nível Fundamental de alguns municípios do Oeste do Paraná apresentam como dificuldades para ensinar e aprender a disciplina, relacionando os dizeres dos professores com alguns poderes e instituições que proferem discursos sobre o ensino de Língua Portuguesa. As respostas discursivas escritas dos professores foram coletadas em situação de formação em serviço e, para relacioná-las aos dizeres e instituições, são utilizados alguns livros publicados, frutos de produções universitárias, os Parâmetros Curriculares Nacionais e livros didáticos. Os objetivos estão articulados à questão geral de pesquisa: de que forma ou em que medida o que o professor expõe como dificuldades se relaciona com os conhecimentos sobre o ensino de Língua Portuguesa que circulam no meio pedagógico, os quais ele tem acesso nos locais de trabalho e na sua formação? Como pressupostos teóricos, serão utilizados alguns conceitos basilares pertencentes à Análise do Discurso de linha francesa, dentre os quais o de discurso, formações imaginárias, interdiscurso, formação ideológica (PÊCHEUX, 1995; 1997); formações discursivas e controle de discursos (FOUCAULT, 1997; 1998); configurações sobre a formação docente (SOUZA, 2006); modos de apresentação dos discursos (FERNÁNDEZ, 1994) e especificidades relativas ao discurso e conhecimento universitários (CHAUI, 1997; 2003 e BARZOTTO, 2009). As análises realizadas possibilitam: a problematização sobre a configuração e a presença do discurso da dificuldade no ensino; a distinção entre um modelo utilitário de formação docente e a formação-pesquisa; a localização de modos de dizer presentes nas respostas, configurados como discurso prescritivo, de queixa e mesclado, o qual denota a presença do velho e do novo enquanto proposta para o ensino; a referência entre os modos de dizer com alguns dos conteúdos presentes nas respostas dos docentes, permitindo depreender pertenças destas para com instituições que também proferem discursos sobre o ensino e sobre o trabalho como docente de Língua Portuguesa. / The research investigates what Portuguese Language teachers of Primary Level from some cities in the West of Parana present as difficulties to teach and learn the subject, relating the speeches of the teachers with certain authorities and institutions to utter discourses about the teaching of Portuguese language. The discursive answers written by the teachers were collected in situation of work formation and to relate them to speeches and institutions will be used a few books, result of academic productions, the National Curriculum Parameter and didactic books. The objectives are articulated to the general question of research: how or in what extent what the teacher presents as difficulties it is related to knowledge about the teaching of Portuguese circulating through the pedagogical environment, which the teachers have access in the workplace and their education? As theoretical background will be used some basic concepts belonging to Discourse Analysis of the French line, among them the one of discourse, imaginary formations, interdiscourse, ideological formation (PÊCHEUX, 1990, 1997); discursive formations and control of discourses (Foucault, 1997 , 1998); configuration about teaching formation (SOUZA, 2006); presentation modes of discourse (Fernandez, 2004) and specificities related to the discourse and academic knowledge (CHAUI, 1997, 2003 and Barzotto, 2009). The performed analysis allows: the problematic about the configuration and the presence of the discourse of difficulty in teaching, the distinction between a functional model of teaching formation and research-formation, the localization of modes of expressing present in the answers, configured as prescriptive discourse, of complaint and merged, which denotes the presence of \"old and new\" while proposal for teaching, the reference among the modes of expressing with some of the contents present in the teachers answers, allowing to deduce from them toward institutions that also utter discourses about teaching and work as a Portuguesa Language teacher.

Esse trabalho teve como objetivo refletir sobre uma experiência de pesquisa participante a partir de quatro eixos principais: verificar sua execução em relação aos princípios metodológicos da pesquisa participante, identificar suas possíveis contribuições para os Serviços de Saúde da área, verificar sua pertinência junto aos Movimentos Sociais da região, tanto no sentido de produzir um conhecimento autônomo como tendo em vista suas práticas e, finalmente, discutir o papel dos Movimentos Sociais no que diz respeito ao processo de aquisição de cidadania. Desenvolvendo-se como um estudo de caso e utilizando dados de caráter qualitativo e quantitativo, o trabalho revelou que a pesquisa participante constitui-se como um recurso metodológico adequado à produção de conhecimento, à prática dos Serviços de Saúde e dos Movimentos Sociais. O estudo permitiu, também, perceber que a \"cidadania\" (conceitos e práticas) não está totalmente presente nas representações e discursos dos atores sociais. / This study was undertaken for the purpose of reflecting an experiment in participation research along four main lines: the verification of its execution with regard to the methodological principles of participation research, the identification of its possible contributions to the Health Services in the area, the verification of its relevance to the Social Movements of the region, both with a view to producing autonomous knowledge as also with its practices in mind and, finally, the discussion of the role of the Social Movements with regard to the progress of the aquisition of citizenship. Undertaken as a case study and employing data of a qualitative and a quantitative nature, the study shows that participation research is an adequate methodological resource for the production of knowledge and for the practice both of Health Services and of Social Movements. The study, further, permits the perception that \"citizenship\" (in therms of concepts and practices) is not fully present either in the roles represented or in the discourse of the social actors.

Esta tese apresenta uma reflexão filosófica sobre a retomada epistemológica representada pela Produção Partilhada do Conhecimento. Ao contrário do saber universitário, marcado pelo uso da razão metódica originada no Iluminismo no século XVII, que distingue sujeito de objeto, a Produção Partilhada do Conhecimento busca a interatividade entre estatutos epistemológicos distintos, onde sujeitos tornam-se ao mesmo tempo objetos. A partir da análise do encontro entre os saberes da oralidade em culturas tradicionais, e o saber racional metódico da ciência universitária, a passagem da oralidade à escrita no processo de colonização das Américas e o uso da hipermídia no século XXI, o trabalho apresenta contribuições de Hans-Georg Gadamer, Jürgen Habermas e Paul Ricoeur quanto à necessidade de uma hermenêutica que estabeleça o entendimento entre culturas distintas, e enfim demonstra como a hipermídia representa um intermeio adequado pelo qual esta hermenêutica se expressa, ilustrando com exemplos de casos como o do pesquisador Caio Lazaneo junto a comunidades indígenas, e o trabalho dos pesquisadores do Instituto Socioambiental junto às comunidades quilombolas do Vale do Ribeira. / This thesis presents a philosophical reflection on the epistemological recovery represented by the Shared Production of Knowledge. Contrary to university knowledge, marked by the use of methodical reason originated in the Enlightenment in the seventeenth century, which distinguishes subject from object, the Shared Production of Knowledge seeks the interactivity between distinct epistemological statutes, where subjects become objects at the same time. Based on the analysis of the meeting between oral knowledge in traditional cultures and the methodical rational knowledge of university science, the transition from orality to writing in the colonization process of the Americas and the use of hypermedia in the 21st century, the work presents contributions of Hans-Georg Gadamer, Jürgen Habermas and Paul Ricoeur on the need for a hermeneutic that establishes the understanding between distinct cultures, and finally demonstrates how hypermedia represents one intermedia by which this hermeneutic is expressed, illustrating with examples of cases like the researcher Caio Lazaneo with indigenous communities, and the work of researchers from the Socioambiental Institute with the quilombolas (descendants of enslaved Africans) communities of the Vale do Ribeira.

The marketing academy arguably holds an influential position within society, yet culturally speaking, very little is known about it; its people, processes or knowledge. Regardless of its privileged situation, we remain reflexively impoverished in terms of disciplinary self-understanding. This study, in some small way, hopes to change that. Indeed espousing and pursuing import around its scholarly intervention, this research instigates questions of a reflective nature, around marketing academia. More specifically, taking an anti-foundational perspective, it seeks to explore processes of knowledge production within the discipline. Having reviewed current approaches to the evaluation of knowledge production from within marketing and beyond, this study comes to suggest a disciplinary lacking with regard to reflexive understandings, through marketing’s; (1) lack of consideration around knowledge as practice and (2) unsatisfactory consideration of the academic ‘subject’ therein. With this in mind, it located a more precise interest around ‘the marketing academic’ and specifically, subjectivity formation, within a doctoral process of a major UK University. It was believed that this focus would provide a potentially revelatory means for generating new and responsible understandings into the conditions and effects of our disciplinary (re)production. To this end, having theorised and analysed subjectivity formation through a Foucauldian lens (‘subjectification’, 1983) this study came to produce five main conclusions. These included suggestions that (1) ‘the self’ was constituted, not inherent (despite dominant evaluatory positions to the contrary), (2) subjective reproduction within the site included ‘independence’ and ‘knowledgability’ (3) the rhetoric of independence served to obscure power relations and everyday interactions within the doctoral process (4) problematic power relations, in part, defined the supervisory relationship, and that (5) effects of training were both positively and negatively experienced by informants.

Re-evaluating classic work in the sociology of the visual arts, this Ph.D. thesis explores the tacit and practical bases of artistic mediation with reference to curatorial exhibition making in contemporary art. Data presented here derive from a visual microethnographic study of the exhibition-making process in two elite European centres for contemporary art (London’s Institute of Contemporary Art and ARC/Musée D’Art Moderne de la ville de Paris), combined with an additional thirty-five interviews with other curatorial professionals. By focusing on the visual dimensions of curatorial work, this thesis uses a case study in the sociology of art to think more broadly about aesthetic materials as active mediators of action, or actants in the sense of actor-network theory. Drawing on work in the sociology of education, communication studies, and the sociologies of science and technology, this research explores how the material, embodied, and situated interactions between curators, objects, and environments are constructed and understood in reflexive relation to more explicitly cognitive and verbal representations, interpretations, and accounts. In planning and installing an exhibition of contemporary art, curators frame artworks and build meaning based on the material and conceptual resources at hand. The plans made by curators when preparing an exhibition and composing textual documentation are altered and elaborated during the installation of contemporary art in the physical presence of the artworks and gallery space. The disjuncture between curatorial plans and these situated actions has consequences for the public presentation and comprehension of the final exhibition. In documenting these processes as they take shape in real time and in relation to material objects, the body, and the built environment, this work aims to contribute to the on-going developments and debates that centre on the creation of a ‘strong’ cultural sociology and to extend core sociological thinking on the social structures and bases of action.

Social and political life on small subtropical islands is frequently shaped by the economic imperative of sustainable tourism development. In Okinawa, “ecotourism” promises to provide employment for a dwindling population of rural youth while preserving the natural environment and bolstering regional pride. In this dissertation, I consider how new subjectivities are produced when host communities come to see themselves through the lens of the visiting tourist. I further explore how Okinawans’ sense of place and identity are transformed as their language, landscapes, and wildlife are reconstituted as “cherishable,” yet vulnerable resources. I present a case study of how local ecological knowledge moves inter-generationally (between Okinawan elders and youth) and cross-culturally (between Okinawan nature guides and international and mainland Japanese tourists, who are often also considered “foreign”). By tracing the formal and informal social networks through which specific attitudes, beliefs, and sensibilities about the environment are circulated and reproduced, I demonstrate how nature-based therapies marketed to tourists for stress relief and lifestyle rehabilitation (e.g., forest therapy, dolphin therapy, and coral “gardening”) also influence Okinawan attitudes toward health and wellness. These kinds of activities reconfigure human relationships with non-human animal species; creatures previously “good to eat” (Harris 1985) are now even better to heal. “Sustainability” in Okinawa always begins with the question of military bases. The ecotourism concept poses a compelling, if problematic, economic alternative to the expansion of US bases into northern Okinawa, the hub of environmentally oriented conservationist, educational, and tourist programs on the main island. My analysis of the ecological and cultural effects of sustaining the tourism industry in Okinawa speaks to small islands facing similar economic and environmental challenges in East Asia, the Caribbean, Oceania, and beyond. / Anthropology

Science studies contends that scientific knowledge is produced through social and geographical processes. This dissertation applies this insight to the production of economic knowledge, specifically addressing how the Anti-Corn Law League, an organization that campaigned against the protectionist Corn Laws in Britain in the 1830s and 40s, made economic truth. The argument is organized in five chapters. The Introduction discusses the key theoretical ideas from science studies – controversy, consensus, and credibility – that later chapters use in interpreting the Anti-Corn Law campaign. Chapter II supplies the social and intellectual context of the Anti-Corn Law movement, showing how its origins in Manchester shaped its meaning, and how uncertainty about the benefits of free trade compelled Leaguers to present a persuasive case for it. Chapter III explores how the League’s public meetings were conducted, arguing that economic knowledge was produced through the processes of presenting and authenticating testimony, in which mass assent, expressed through various imaginaries of the nation, functioned as a rhetorical voucher of truth. Chapter IV examines a case in which assent was not attained, and the means through which the League sought to maintain credibility. It is argued that the League depicted itself as trustworthy according to assumptions society shared about what counted as knowledge and honesty, assumptions that constituted what can be called a cultural map of credibility. The Conclusion summarizes the main arguments of the thesis. It explicitly relates the study to the literature on the geographies of science, and elaborates on how geographical imaginations are inscribed in the process of knowledge production.

By permitting the integration of multiple forms of knowledge through joint fact-finding, it is suggested that collaborative governance approaches can produce more holistic and place-based understandings of environmental problems and help to alleviate conflict among stakeholders over the knowledge that is used to make decisions. Despite the central role of knowledge in collaborative processes, research in the collaborative environmental governance field to-date has provided limited practical insight into what they can and cannot achieve or how processes should be structured and run to produce successful outcomes related to knowledge production and use. This study seeks to address this gap in the literature through three specific research objectives: (1) to develop a theoretical framework for analyzing knowledge production and use in collaborative environmental governance; (2) to use the framework to analyze knowledge production and use in a real-world collaborative environmental governance process; and (3) to offer recommendations for designing or adapting collaborative environmental governance processes to better achieve the goals of collaboration related to knowledge production and use. A multiple case study approach was used to analyze knowledge production and use in a collaborative water allocation planning process in South Australia. The findings affirm that a number of theorized process and outcome criteria associated with successful knowledge production and use are achievable in practice. Despite limited evidence that local actors were involved directly in producing knowledge within the processes that were examined, the findings showed that participants in at least one of the cases were able to achieve a high level of understanding and acceptance of the knowledge used to base policy decisions, as well as to build social capital among scientists and local participants. This paradox draws attention to limits of current theories in the collaborative environmental governance literature for designing and implementing successful collaboration and offers important insights for evaluating collaborative processes. The study also provides a preliminary set of recommendations for structuring and executing collaborative processes to achieve successful outcomes related to knowledge production and use. While the findings of this study relate most directly to the water allocation planning system in South Australia, they are also transferable to other collaborative institutions, particularly those that are nested within a more traditional top-down system of governance.