[pt] Este trabalho propõe analisar o discurso do indivíduo apenado e encarcerado, com o objetivo de examinar como são exercidas as práticas de resistência ao sistema que o excluiu temporariamente do convívio social. A noção de identidade de resistência é aqui concebida como aquela construída por atores que se encontram em posições desvalorizadas ou estigmatizadas, constituídas por processo de dominação (Castells, 1999; Bourdieu, 1998; Bauman, 2001), ou por atores que, por alguma percepção particular de si mesmos e de outros, se posicionam contra algo ou alguém (Ewick e Silbey, 2003). As entrevistas para geração de dados foram concedidas por internos de um presídio na Cidade do Rio de Janeiro. Baseado em pressupostos da Sociolinguística Interacional, este trabalho prioriza a análise das narrativas de um detento, João, utilizando a estrutura de análise desenvolvida por Labov (1972) em interface com os estudos narrativos de histórias de vida apresentados por Linde (1993) e de narrativas de resistência apresentados por Ewick e Silbey (2003). A análise dos dados ressalta que o discurso de João pode ser caracterizado como de resistência, especificamente de resistência à identidade (socialmente essencializada) de criminoso. João emprega termos genéricos e destaca a agência de terceiros em suas histórias, amenizando o impacto causado aos seus interlocutores, por atos criminosos relatados. Deste modo, João atribui às constantes situações de adversidades, injustiças e restrições, a sua entrada no mundo do crime e a sua postura crítica a instituições e representantes governamentais, que, se não justificam, ao menos esclarecem as razões por atos infracionais cometidos. / [en] This work intends to analize the discourse of a convict, aiming to examine how are performed resistance practices against the system which has temporarily deprived him of social interaction. The idea of resistance identity is adopted in this study as the one built by actors who find themselves in stigmatized and devalued social positions caused by a process of domination (Castells, 1999; Bourdieu, 1998; Bauman, 2001), or by actors which oppose someone or something because of particular perceptions of themselves or of others (Ewick e Silbey, 2003). The interviews for data generation were given by inmates in a prison in Rio de Janeiro City. Based on Interactional Sociolinguistics principles, this work prioritizes the narrative analysis of a prisoner, João, using the criteria for analysis developed by Labov (1972) associated with the narrative studies of life stories presented by Linde (1993) and narratives of resistance by Ewick and Silbey (2003). The data analysis shows that João’s discourse may be considered as a discouse of resistance, specifically resistance to identity of a criminal (socially essentialized). João uses general terms and gives emphasis to the agency of others in his histories, minimizing the impact noticed by his interlocutors for criminal acts described. Therefore, João considers the regular cases of adversity, injustice and restriction, some of the causes for his relations to a life of crimes and for his critical stance towards governmental institutions and representatives, just as if they do not justify, at least enlighten the reasons for his transgressions.

Syftet med denna studie är att få ta del av speciallärares erfarenheter kring sitt arbete med elever i matematiksvårigheter. Jag valt att göra en livsberättelsestudie, där fyra speciallärares berättelser kring sitt arbete med elever i matematiksvårigheter är i fokus. Genom deras egna berättelser om sitt liv som speciallärare vill jag komma åt hur de jobbar med sina elever och varför de väljer att jobba på just de sätten de gör. Jag vill få fram speciallärarens tankar kring varför dessa elever hamnar i matematiksvårigheter och vad det kan bero på.Resultatet visar att de speciallärare som deltagit i studien är ganska samstämmiga i hur de idag jobbar med sina elever och varför de gör som de gör. Resultatet visar att det är en komplex fråga hur man får dessa elever inkluderade i den ordinarie undervisningen. Speciallärarna i studien ser att elever i svårigheter ofta kan vara rumsligt inkluderade, då de är i klassrummet med sina klasskamrater, men att de inte har något utbyte av det som sker, då de inte hänger med i undervisningen. Speciallärarna ser då att det är större möjligheter att klara dessa elever om de plockas ut i mindre grupper eller enskilt. Det är många faktorer som spelar in för att en elev ska lyckas med matematik och en viktig del i speciallärarnas arbete handlar om att skapa en lugn och trygg miljö för dessa elever. Det visar sig att endast en mindre del av deras berättelser handlade om att arbeta med matematiksvårigheter, då fokus i deras arbete oftast ligger på andra områden. Det centrala i allas berättelser handlar om hur viktigt det är för dem att skapa en bra miljö för sina elever, där eleverna får chans att bygga upp sin självkänsla och att få dem att våga tro på sig själva. / The purpose of this study is to gain access to Special Education Needs (SEN) Teachers experiences in their work with students with mathematical difficulties. I have decided to do a life story study, with four SEN Teachers' stories about their work with students of mathematical difficulties in focus. By their own stories about their life as a SEN Teachers, I would like to find out how they work with their students and why they choose to work the way they do. I want to get the SEN Teacher`s thoughts about why these students end up in difficulties with mathematics and what the reason might be.The results show that the SEN Teachers who participated in the study are fairly consistent in how they currently work with their students, and why they work the way they do. The results also show that it is a very complex issue to get these students included in the regular curriculum. The SEN Teachers see that students with difficulties can often be spatially included when they are placed in the classroom with their classmates, but cannot keep up with what is happening in the classroom, and they won’t gain the right knowledge. SEN Teachers will see that there are better chances of success with these students if they are placed in small groups or individually. There are many factors that come into play for a student to succeed in mathematics, and an important part of the SEN Teachers' work is about creating a peaceful and safe environment for these students. I found that only a small part of their stories was about the actual work with mathematics difficulties, the main part of their work were often needed in other areas. The core message of all the stories is the importance to create a good environment for their students, where the students have a chance to build their self esteem and to believe in themselves.

For this study, twelve life stories of alumni from the Vrije Universiteit in Amsterdam, who were enrolled during the Nazi Occupation between 1940 and 1945, were collected and analyzed. Besides exploring the extent to which the interviews were co-constructed jointly by the interviewer and interviewees, this study addresses three questions. First, it acknowledges methodological concerns associated with an overabundance of narrative data, and suggests a new method for arriving at a core narrative based on the distribution of time. This core narrative can then be analyzed further. Second, it is suggested that early memories serve as identity claims; because of their congruency with the remainder of the story, they appear to foreshadow what is to come. As a result, it is argued that childhood memories merit special attention in the analysis of narratives. Third, and finally, the constraints on narratives imposed by cultural conventions, or master narratives, are explored. Narrators use a variety of strategies in order to satisfy sometimes competing demands on their narratives. It is argued that culture makes its influence felt in ways that are not always obvious, particularly if the interviewee and interviewer share the same culture.

ABSTRACT POST-DIVORCE EXPERIENCE OF HIGHLY EDUCATED AND PROFESSIONAL WOMEN Kavas, Serap Ph.D., Department of Sociology Supervisor: Assoc. Prof. Ayse Gunduz Hosgor July 2010, 327 pages Based on life-story interviews with women this dissertation analyzes post divorce experience of highly-educated and professional women. Economic, social, psychological well-being of divorced women / specifically, how they manage to adapt to their new lives after legal dissolution were examined. As is shown in our research while divorce caused various difficulties including financial, social and parenting problems, it, on ther other hand provided relief, for the participants. The participants developed wide range of survival strategies in the face of difficulties and challenges they experience which attested to their agency during and after the divorce process. To the study, while an urbanite, educated and professional woman&rsquo / s termination of a failing relationship itself can be considered as liberation on her part, it will be an overstatement to say that women are enjoying their independence and start anew, just as men do. In this connection, this study searched for insights into the question: How does act of divorce affect these women with respect to their empowerment? Feminist theory is used over the duration of this study. The study scrutinized on the emergent themes such as societal attitudes, single parenting, remarriage, intergenerational and intra-family transmission of divorce, financial consequence, and women&rsquo / s varying coping strategies as well as many other common themes emerged. Studying post-divorce experience of women, which is an unexplored area in Turkish context, employing qualitative method and dwelling on grounded theory approach as an inductive way of data analysis, this study intends to be a considerable contribution to the literature.

Notre projet de mémoire consistait à valider auprès de personnes qui vieillissent et qui ont subi des pertes l’hypothèse de recherche suivante : « Comment l’intégration de grandes théories sur la vie spirituelle à l’outil du bilan de vie (à son questionnaire) aide l’aîné qui subit des pertes à trouver un sens à sa vie? » Notre projet de mémoire consistait à valider auprès de personnes qui vieillissent et qui ont subi des pertes l’hypothèse de recherche suivante : « Comment l’intégration de grandes théories sur la vie spirituelle à l’outil du bilan de vie (à son questionnaire) aide l’aîné qui subit des pertes à trouver un sens à sa vie? » Dans ce mémoire, nous nous intéressons à la problématique du vieillissement, notamment dans le cadre québécois, à ce vieillissement plus spécifique des aînés hémodialysés en situation de pertes. Cela dit, dans l’introduction, nous esquisserons le contexte général derrière le projet. Le mémoire est présenté selon les quatre étapes prévues par la méthode de la praxéologie pastorale, à savoir l’observation, l’interprétation, l’intervention et la prospective. Dans la première étape, nous introduirons les paramètres de notre observation en milieu pastoral. Nous chercherons ainsi à clarifier le problème rencontré, à partir des questions convenues en praxéologie pastorale: le qui, le quoi, le où, le quand, le comment et le pourquoi. Dans la seconde étape, nous tenterons de faire rencontrer des interprétations théoriques en vue de trouver une compréhension nouvelle du drame qui se joue. Ainsi, nous soulignerons que nous sommes redevables à quatre grandes théories sur la vie spirituelle quant au cadre de référence de notre recherche, à savoir Oser, Gmünder et Ridez; Vasse; Breton et Liébanas. La troisième étape se voudra une sorte d’évaluation des changements à apporter à la pratique, leurs impacts, les stratégies pour les mettre en place et les résistances qui ne manqueront pas de se manifester à leur égard. Dans la dernière étape, nous nous interrogerons sur les visions inconscientes du monde et de l’être humain véhiculées par l’intervention dans le but de se réajuster. Dans ce mémoire, nous avons identifié, à l’aide de l’outil du bilan de vie, six aspects de la vie spirituelle d’un aîné hémodialysé en situation de pertes, soit les représentations ou les images de Dieu, le sens du péché commis, les signes de l’existence du péché, l’antériorité de l’amour de Dieu par rapport au péché, les voies d’entrées à la vie spirituelle, les indications pour cheminer spirituellement et les effets de vie et de mort. / Our thesis project is to validate with aging people who have suffered loss, the following research hypothesis: « How the integration of major theories on the spiritual life to the life story tool (in the questionnaire) for the seniors who suffers loss help on the sens which people make of their life?» In this study, we are interested in the problems of ageing, in particular within the Québec framework, specifically regarding the ageing of elders within hemodialysis process in situation of a loss. In the introduction, we will outline the general context behind the project. The report is presented according to the four stages laid down by the method of pastoral praxeology, namely the observation, interpretation, the intervention and the prospective. Firstly, we will introduce the parameters of our observation in our pastoral milieu. We will thus seek to clarify the encountered problem, starting from the questions agreed in pastoral praxeology: the which, the what, the where, the when, the how and the why. Secondly, we will try to meet theoretical interpretations in order to find a new understanding of the drama which is played. Thus, we will stress out that we are indebted to four great theories on the spiritual life as for the framework of reference of our research, namely Oser, Gmünder and Ridez; Vasse; Breton and Liébanas. The third step will be a sort of evaluation of changes to implement in real life, their impacts, the strategies to implement them and the unavoidable resistances generated by them. Lastly, we will wonder about the unconscious visions of the world and human being conveyed by the intervention with an aim of being refit. In this study, we have identified, using the tool of the life story, six aspects of the spiritual life of an elder in a hemodialysis process in situation of a loss, which are the representations or the images of God, the meaning of sin, the signs of the existence of the sin, the anteriority of the love of God compared to the sin, the ways of entry to the spiritual life as well as the indications to grow spiritually and the effects of life and death.

[pt] O objetivo da pesquisa apresentada neste trabalho é buscar entender as trajetórias identitárias de duas professoras de inglês através da análise das narrativas nas quais elas (re)constroem suas histórias de vida profissional. Esta pesquisa está alinhada à Linguística Aplicada e à Linguística Aplicada Crítica que, através de posicionamentos críticos e reflexivos, buscam a reinvenção da vida social e novas formas de produção de conhecimento. Com base na metodologia qualitativa e interpretativista de pesquisa, os dados foram gerados a partir de conversas participativas de pesquisa entre a pesquisadora e as duas professoras. As professoras escolheram os recortes dos dados que consideraram mais relevantes para serem incluídos e analisados na pesquisa, o que fomentou uma prática reflexiva, investigativa e crítica em busca de momentos de aprofundamento de entendimentos. Conduziu-se uma microanálise das narrativas das professoras a partir dos estudos de Labov e dos princípios de coerência e causalidade, especificamente no sistema do senso comum, visando delinear a socioconstrução das escolhas profissionais das participantes. A discussão aponta para o entendimento de que as trajetórias pelas quais construímos nossas histórias de vida não são necessariamente lineares e indica que a principal contribuição desta pesquisa está em propor formas solidárias, inovadoras, híbridas e colaborativas de trabalho entre os participantes da pesquisa. / [en] The objective of the present research is to understand the identity construction of two English teachers as they (re)construct their professional life stories. Within the theoretical framework of Applied Linguistics and Critical Applied Linguistics, this study aims at searching, critically and reflectively, for a reinvention of social life and of forms of knowledge production. Based on a qualitative and interpretive research methodology, the data were generated during participatory research conversations that involved the researcher and the two teachers. The teachers themselves selected the parts of the data that they considered more relevant to be to be included and analyzed in this research, thus fostering a reflexive, investigative, and critical practice that pursued moments of deeper understandings. A micro-analysis of the narratives, based on Labov s studies and on Linde s coherence and causality principles, more precisely on this author s common sense system, yielded understandings on how professional choice is socially constructed. The discussion points towards the understanding that the trajectories through which we build our life stories are not necessarily linear and suggests that the main contribution of the present research lies in the proposal of a more innovative, cooperative and hybrid form of work among research participants.

Studiens syfte var att genom kvinnliga chefers/ egna företagares livsberättelser skildra hur kvinnor skapar mening i sitt yrkes- och familjeliv. Studiens teoretiska delar avsåg att belysa villkor för kvinnor i dagens yrkesliv samt skapa en förståelse för kvinnors val i samband med familjebildning avseende fördelning av föräldraledighet och ansvar för familj. Studien var en kvalitativ studie med livsberättelse som metod, fem kvinnor som är yrkesverksamma som chefer eller egna företagare har medverkat i studien. Studiens teoretiska ansats var socialkonstruktionistisk och förförståelsen av livsberättelser var att de skapas mellan den som berättar, den som intervjuar och den samtida kontexten. I livsberättelserna lyftes de meningsskapande sambanden för kvinnor verksamma som chefer eller egna företagare. Studiens resultat visade att kvinnors yrkesliv starkt påverkades av familjen och behovet av att vara nära sina barn påverkar kvinnornas karriärmöjligheter. Kvinnorna i studien tog i  samband med familjebildningen ansvar för barnens omvårdnad. Barnens utflytt skapade nya möjligheter till karriär för kvinnorna men skapade även existentiella frågor. Frågor om meningen i tillvaron och vad vardagen ska fyllas med för att upplevas meningsfull. Att få tillgång till både familj och yrkesliv var avgörande för kvinnorna i studien.

[pt] A tese toma como objeto de estudo as narrativas de dez educadoras de três escolas comunitárias de educação infantil - professoras, coordenadoras, cozinheiras e auxiliares de serviços gerais - e tem como objetivo conhecer quem são as profissionais responsáveis pelo atendimento de crianças entre zero e cinco anos de idade das creches e pré-escolas em um município da Baixada Fluminense do Rio de Janeiro. Conhecer, nessa pesquisa, significou chegar às pessoas, escutá-las e compreendê-las em sua inteireza, em sua humanidade e em suas relações. A relevância do trabalho das instituições comunitárias se deve ao fato de que ocupam um lugar fundamental no atendimento educacional do município pesquisado, pois assumem uma demanda que as redes públicas municipais não conseguem abarcar. A estratégia metodológica, sustentada no diálogo com Martin Buber, Mikhail Bakhtin e Paulo Freire, foi de recontar as histórias de vida das profissionais das escolas comunitárias de educação infantil. Em um movimento de rememoração do passado, o primeiro capítulo aborda os temas da narrativa, da memória e da formação, reconstrói o histórico das creches comunitárias no Brasil e, mais especificamente, das creches comunitárias da Baixada Fluminense. E, para ampliar esse movimento de volta ao passado, discute-se a escolha das histórias de vida como metodologia dessa pesquisa. O capítulo 2 enfoca a filosofia do diálogo, como proposta de ampliação para compreensão e análise das histórias de vida, trazendo os principais conceitos de Martin Buber, Mikhail Bakhtin e Paulo Freire. No terceiro capítulo, a pesquisa reconta as histórias de vida das entrevistadas. Os capítulos 4 e 5 trazem as análises das histórias de vida das profissionais das creches comunitárias de um município da Baixada Fluminense, divididas em dois eixos: histórias de infância e de formação (capítulo 4) e histórias de práticas com crianças, adultos, instituições, com a cultura e a religião (capítulo 5). O capítulo final, partindo do que é possível aprender com as histórias, traz recomendações para a formação de professores de educação infantil. / [en] The thesis analizes the narratives of ten educators - teachers, coordinators, cooks and general helpers – of three community preschools. Its main goal is to know who are these professionals, responsible for the assistance and care of children between zero and five years old of three community preschools in the region of Baixada Fluminense in the state of Rio de Janeiro. In the context of this research, to analize the narratives meant: approach those professionals, listen to them, try to understand them in their integrity, humanity and relations. These community institutions are very important because they occupy a very important role in the educational services of the studied region, which are not able to meet the educational needs of the population. The methodological strategy, sustained in dialogue with Martin Buber, Mikhail Bakhtin and Paulo Freire, was to retell the stories of life of the professionals that work in the community preschools. The first chapter mentions the themes of the narratives, memory, training and education, reconstructs the history of the community preschools in Brazil, specifically in the Baixada Fluminense region. It also discusses the choice of life stories as a methodology for this research. The second chapter focuses on the dialogue philosophy as a proposal to enlarge the analysis and understanding of the stories of life bringing the main concepts of Martin Buber, Mikhail Bakhtin and Paulo Freire. The third chapter retells the stories of life of the interviewed and the fourth and fifth chapters analizes the stories of life of the professionals that work in the community preschools in Baixada Fluminense, divided in two axial parts: childhood stories and training/education (chapter 4) and stories of professional/educational practices with children, adults and institutions with the culture and religion (chapter5). The last chapter brings reflections and suggestions, based on what is possible to learn with the life stories, for the training/education of preschool teachers.

Diploma work deal with problems of work with life stories of homeless. The aim of the research is analysis of life stories of homeless and analysis of changes in homeless lifes after some time. The data collection was obtained by individual interview and the respondents were searching in the shelters. From the analysis was found some life periods of homelesses lifes and their attitudes and opinions on their situation. Then was found the changes, which came in thein lifes after five months. Then was analyse the question of responsibility of homeless.

209 f. / Submitted by Maria Auxiliadora Lopes (silopes@ufba.br) on 2013-08-23T19:38:56Z No. of bitstreams: 1 Vera Lucia da E. Bacelar.pdf: 1297070 bytes, checksum: a6eba1aa3edf3778571f5895969ecf40 (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-09-17T16:03:45Z (GMT) No. of bitstreams: 1 Vera Lucia da E. Bacelar.pdf: 1297070 bytes, checksum: a6eba1aa3edf3778571f5895969ecf40 (MD5) / Made available in DSpace on 2013-09-17T16:03:45Z (GMT). No. of bitstreams: 1 Vera Lucia da E. Bacelar.pdf: 1297070 bytes, checksum: a6eba1aa3edf3778571f5895969ecf40 (MD5) Previous issue date: 2012 / A pesquisa tem por objeto de estudo a formação de professor de Educação Infantil, considerando as relações entre ludicidade, história de vida e formação profissional no curso de Pedagogia. Teve uma abordagem qualitativa e o método autobiográfico. As técnicas utilizadas foram a de análise documental, entrevista semiestruturada e memorial. Os sujeitos da pesquisa tiveram sua formação na Universidade Federal da Bahia e exercem a docência como professores na Educação Infantil. O objetivo geral da pesquisa é compreender como se fez presente (ou não) a dimensão lúdica na história de vida de professores da Educação Infantil, incluindo a sua formação inicial no curso de Pedagogia, e suas implicações sobre o processo de sua profissionalidade. Os objetivos específicos visam: identificar como o egresso de Pedagogia avalia os conhecimentos construídos ao longo da sua formação para atuar na EI; analisar que dificuldades experimentaram ao assumir a sala de aula como docentes da EI; identificar nas suas histórias de vida fatos /experiências/ acontecimentos/ sentimentos que expressem a presença da dimensão lúdica e suas contribuições para a ação enquanto professora de EI. Os resultados apontaram que a ludicidade está presente história de vida das professoras de Educação Infantil que participaram dessa pesquisa e que no seu curso de formação inicial, esteve presente de forma limitada. Isso teve repercussões no início da carreira que possivelmente seriam evitadas se tal vivência, advinda inclusive das práticas dos estágios, acontecessem desde o início do curso. / Salvador