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I denna studie granskas science fiction-serietidningen Saga utifrån dess upprätthållande eller brytning av traditionella normer kring sexualitet, kön och genus utifrån både normer inom science fiction men även vårt samhälles normer. Syftet med denna uppsats är att att undersöka Sagas framställning i media som ett normbrytande och nytänkande medium och undersöka om denna kategorisering faktiskt stämmer överens med seriens innehåll och berättelse. I analysen utgör Prince Robot IVs karaktär från serien, samt scener han agerar i, grundempirit. Uppsatsen använder sig av semiotisk bildanalys och diskurspsykologi som analysens metodredskap för att bättre kunna examinera innehållet. Analysen sker främst ur en queerteoretisk utgångspunkt med fokus på teorier kring heteronormativitet, könsroller, maskulinitet och andrafiering. I analysen utgår studien efter fyra teman för att mer konkret kunna jobba med frågeställningarna; “Heteronormativitet, homosexuellt begär och tvåsamhet”, “Den manliga hjälten - om könsroller och toxisk maskulinitet”, “Robotar som monster & avvikande aliens” samt “Den domesticerade familjen”. I analysen framgår det att Saga både upprätthåller och bryter normer inom de teman som undersöks. Uppsatsens slutsats dras till att Saga är ett normbrytande media som går emot många normer kring sexualitet, kön och genus, främst genom hur Saga presenterar homoerotiskt begär och maskulinitetsrollen genom Prince Robot IV. Sammanställningen av analysen visar även att normerna kring sexualitet, kön och genus inte förändras utifrån att seriens karaktärer är aliens, eftersom de följer samma normer som är aktuella i vårt samhälle. I slutsatsen framgår det också att ‘den andre’ i Saga blir robotarna då de inte passar in under det naturliga som är gemensamt för övriga aliens i Saga, utan robotarna tillhör snarare det tekniska.

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Submitted by PPG Psicologia (psicologia-pg@pucrs.br) on 2018-06-08T22:17:11Z No. of bitstreams: 1 HELENA_BONOCORE_MORAIS_DIS.pdf: 1351264 bytes, checksum: b5ef6e727b371af6ea41d3eefc279033 (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-06-14T19:15:19Z (GMT) No. of bitstreams: 1 HELENA_BONOCORE_MORAIS_DIS.pdf: 1351264 bytes, checksum: b5ef6e727b371af6ea41d3eefc279033 (MD5) / Made available in DSpace on 2018-06-14T19:29:55Z (GMT). No. of bitstreams: 1 HELENA_BONOCORE_MORAIS_DIS.pdf: 1351264 bytes, checksum: b5ef6e727b371af6ea41d3eefc279033 (MD5) Previous issue date: 2018-03-27 / This study aims to understand the works of gender affirmation processes of Brazilian trans people that share their experiences through videos created and shared on YouTube. This is a qualitative study that used Netnography as an investigation method and for the purposes of data analysis. Aiming at understanding and discussing the specificities of the data collection, postulates from poststructuralism, Queer Theory, Feminism and Transfeminism were used in this study. The data collection took place in the virtual field, more specifically on YouTube, during the second semester of 2017, in which began the writing of the Field Journal, where the contents of the videos were registered, as well as impressions along the data collection process, that eventually resulted in the analysis of 29 videos from 8 different subjects. As inclusion criteria for choosing the videos, it was considered content from Brazilian people as long as they appear on YouTube?s search area when terms such as trans, transsexual, and transgender were typed; had shared content within at least 30 days; and identified oneself as trans, transgender, transsexual, trans man, or trans woman in at least one video. The videos analyzed in this research were publically shared by trans people, they are of general access to the population, and had previous visualization consent from their creators; therefore, this study did not demand the elaboration and application of the informed consent, or the approval or registration in the CEP/CONEP. The video analysis emerged the discussion of the spectacularization of trans identities and the gender performative affirmation processes, as well as the deconstruction of trans bodies in the virtual space. We also noted the emphasis of gender technologies such as surgeries and hormonal therapy in the videos of Brazilian trans people, thus creating success formats, a YouTube trans normative with its own segments. The discussion fostered in this study points to gender performativity on YouTube, to the importance of social media in the trans population?s representativity and visibility, and to the establishment and reproduction of singular video formats with trans themes on YouTube Brazil. / Este estudo buscou compreender como se d?o os os processos de afirma??o de g?nero de pessoas trans brasileiras que compartilham suas experi?ncias atrav?s de v?deos criados e compartilhados no website YouTube. Esta ? uma pesquisa qualitativa que utilizou a Netnografia como m?todo de investiga??o e an?lise dos dados. A fim de compreender e possibilitar a discuss?o das especificidades advindas da coleta de dados, foram utilizados os pressupostos de teorias p?s-estruturalistas como a Teoria Queer, estudos feministas e transfeministas. A coleta de dados ocorreu no campo virtual, mais especificamente no site YouTube, durante o segundo semestre de 2017, quando foi iniciado ? no momento da coleta, as Notas de Campo, onde foram registrados os conte?dos dos v?deos assim como impress?es ao longo da coleta, que resultou na an?lise de 29 v?deos de 8 pessoas diferentes. Como crit?rio de inclus?o dos dados, foram considerados v?deos de pessoas brasileiras, que aparecessem na ?rea de busca do YouTube quando digitado termos como trans, transexual e transg?ro; ter compartilhado conte?do h? pelo menos 30 dias, e se identificar como trans, transg?nero, transexual, homem trans ou mulher trans em algum de seus v?deos. Os v?deos analisados nesta pesquisa foram compartilhados publicamente por pessoas trans, sendo de acesso geral ? popula??o e tendo consentimento pr?vio de visualiza??o por parte de quem os criou, portanto este estudo n?o exigiu a elabora??o e aplica??o do Termo de Consentimento Livre e Esclarecido (TCLE) ou a aprova??o e registro sistema CEP/CONEP. A partir da an?lise dos v?deos, foi discutida a espetacularizac?o das identidades trans e dos processos de afirma??o de g?nero performatizados, al?m da (des)constru??o dos corpos trans no espa?o virtual. Percebeu-se tamb?m o destaque das tecnologias de g?nero, como cirurgias e terapias hormonais nos v?deos de pessoas trans brasileiras, criando um formatos de sucesso, uma normativa trans do YouTube, com segmentos pr?prios. As discuss?es fomentadas neste estudo apontaram para a performatiza??o do g?nero no espa?o do YouTube, para a import?ncia das m?dias sociais na representatividade e visibilidade da popula??o trans e do estabelecimento e reprodu??o de formatos singulares de v?deos com tem?ticas trans no YouTube Brasil.

Med utgångspunkt i kvalitativa intervjuer och queerteori lyfter uppsatsen fram fyra personer som identifierar sig som queera och deras upplevelser kring ballroomscenen i Sverige. I studien undersöks de såväl möjliggörande som begränsande mekanismerna som finns i ballroom. Det finns ingenting skrivet om ämnet i Sverige, därför är uppsatsens syfte att fylla det gapet. Materialet synliggör de komplexa intersektionella samverkningarna som finns i rummet, dess postmoderna karaktär, samt hur praktikerna i rummet delvis görs utifrån normativa premisser men att de ändå resulterar i ett motstånd och ett mothegemoniskt ifrågasättande.

Orientador: Arilda Ines Miranda Ribeiro / Banca: Maria de Fátima Salum Moreira / Banca: Wiliam Siqueira Peres / Banca: Helena Altmann / Banca: Márcio Rodrigo Vale Caetano / Resumo: A Educação Física se encontra inserida em sistemas discursivos que constroem representações sobre condutas normalizadas em nossa sociedade. Ostentar um corpo diferente dos padrões de saúde e beleza instituídos, não se adequar aos comportamentos sociais "apropriados" segundo seu gênero, ou transgredir o sistema de inteligibilidade cultural que prediz uma relação causal e ordenada entre sexo, gênero e sexualidade são marcadores que denunciam algumas "diferenças" durante aulas de educação física na escola. Ao contar com o aporte teórico de estudos pós-estruturalistas e da teoria queer, objetivamos compreender de que maneira os discursos utilizados pela disciplina produzem marcas associadas ao gênero e a sexualidade, tendo a heterossexualidade como base normativa. Investigamos como sujeitos que questionam os padrões de normalidade heterossexual são representados nos espaços escolares e como constroem resistências para transitarem por eles. A pesquisa foi desenvolvida junto a jovens adultos gays no município de Presidente Prudente - SP. Através da aplicação de questionários socioeconômicos e da elaboração de seis (6) entrevistas semiestruturadas, analisamos relatos sobre vivências de sujeitos, que se autorrepresentam enquanto homossexuais, a partir de suas rememorações sobre aulas de educação física na Educação Básica. Os resultados obtidos apontam que a Educação Física escolar é gerenciada pelos mecanismos reguladores de gênero na qual a heterossexualidade é tomada como padrão de normalidade. Sujeitos que não performatizam a masculinidade hegemônica, ou pautada na noção de virilidade e subjugação do feminino, são alvos constantes de marcações de diferenças que objetivam "materializar" suas "não adequações" no cenário escolar e, mais especificamente, durante aulas de educação física nesse contexto. / Abstract: Physical education is part and parcel of the discursive systems that construct representations of standardized behaviors in our society. Sporting a different physique than that set by the commonly accepted standards of health and beauty, not adhering to socially appropriate gender behaviors, or running afoul of the system of cultural intelligibility that demands a causal and ordered relationship between sex, gender and sexuality are markers that indicate "differences" in physical education classes at school. By relying on the theoretical framework of poststructuralist studies and queer theory, we aim to understand how the discourses used by the discipline produce standards for gender and sexuality, using heterosexuality as a normative baseline. We researched subjects who questioned the standards of heterosexual normality as represented in academic spaces and how they built the defenses that allowed them to transit in these spaces. The survey was developed with young gay adults in the city of Presidente Prudente - SP. Through the use of socioeconomic questionnaires and the development of six (6) semi-structured interviews, we analyzed reports of the experiences of the subjects, who self-represent as homosexuals, from their recollections of physical education classes throughout basic education. The results obtained indicate that Physical Education is managed by the regulatory gender mechanisms in which heterosexuality is taken as a standard of normality. Subjects who did not demonstrate hegemonic masculinity, as grounded in the notion of virility and female subjugation, are constant targets of labeling that aim to "materialize" their "lack of adequacies" in the school setting and, more specifically, within the context of physical education classes. / Doutor

This master thesis is discussing ten pony books from 2006 in relation to the heterosexual matrix. It contains a rather extensive research overview regarding horse riding from a gender perspective, pony books, traditional feminist studies of girls’ books and queer readings of girls’ and children’s literature. The aim of the empirical study is two folded; firstly to show how the girl protagonists’ horse riding is presented in terms of masculinity and femininity (as defined by Natalie Koivula), secondly to analyze the relations between the girls appearing in the books from a queer perspective attempting to find some queer leakage in the depictions. The theory applied is based on Judith Butler and the method is derived from the tradition of queer readings and feminist counter readings. The results show that the protagonists construct masculinity as well as femininity, often combined, which question the assumption that girls and women can only construct femininity and furthermore illustrate that the division between femininity and masculinity is not as natural as is often assumed. The analysis also demonstrates that some of the girls express intense emotions for other girls and show a stronger bond towards other girls than towards boys. However, the relations between the girls are often normalized in accordance with the heterosexual matrix. The conclusion of the thesis is that the pony books can be both liberating from current heterosexual gender norms and reinforcing this societal order. Another important conclusion is that the liberating potential varies greatly between the books. / Uppsatsnivå: D

Förskolan har idag ett ansvar för att motverka könsmönster som kan begränsa barnens val både i förskoleåldern och senare i livet. Alla barn oavsett kön ska ha samma rättigheter och möjligheter att välja vilka aktiviteter de vill ägna sig åt och de ska inte begränsas utifrån kön vid de val de står inför i framtiden då de bland annat väljer vad de ska studera eller arbeta med. Syftet med uppsatsen är att problematisera hur förskolan aktivt kan motverka begränsande könsmönster, genom att studera hur några förskollärare pratar om sitt arbete med detta. För att uppnå studiens syfte har jag intervjuat fyra förskollärare om hur de arbetar med att motverka könsnormer som kan vara begränsande för barn. I uppsatsen presenteras bakgrundsfakta gällande förskolans styrdokument och frågor rörande kön och genus med fokus på HBTQ, och information om hur de intervjuade förskollärarna arbetar med dessa frågor. Resultatet av studien visar att de intervjuade förskollärarna arbetar med att motverka begränsande könsmönster genom att påminna barnen om att familjer kan se väldigt olika ut och genom att vara och skapa förebilder med hjälp av till exempel litteratur och på så sätt visa att det finns många olika sätt att vara på. De är alla mycket positiva till att arbeta med jämställdhet och att ge alla barn oavsett könstillhörighet tillgång till samma möjligheter. Studiens slutsats är att det är möjligt att i förskolan motverka könsmönster som begränsar barn men att det kräver så väl kunskap som medvetenhet och öppenhet inför människors olikheter. / Swedish preschools today have a responsibility in counteracting gender norms that can be limiting to the choices the children can make, both as preschool children and later in life. All children, regardless of gender, should have the same rights and possibilities to choose what activities they want to engage in, and later in life gender should not be an obstacle for them when choosing for example what they want to study or work with. The purpose of this essay is to problematise in what ways preschools actively can counteract limiting gender norms, by studying the way a few preschool teachers talk about their work regarding this area. To achieve the purpose of the study I have interviewed four preschool teachers about how they work to counteract limiting gender norms. In the essay, background facts are presented both regarding regulations of Swedish preschools and questions concerning gender as well as LGBTQ. It also contains information about how the preschool teachers work with these issues. The result of the study shows that the preschool teachers that have been interviewed in this study do work in order to counteract limiting gender norms by reminding the children that families can look very different and by being and creating role models with help from for example literature and in that way show that people are different in many ways, and that all the differences are positive. They are all positively set regarding working for equality and giving all children, no matter their gender, all the same opportunities. The conclusion of the study is that it is possible to counteract limiting gender norms in preschools but that it demands knowledge, awareness and openness towards the differences of people.

Orientador: Wiliam Siqueira Peres / Banca: Leonardo Lemos de Souza / Banca: Pedro Paulo Gastalho de Bicalho / Resumo: Através de revisão bibliográfica pode-se colocar que após 50 anos da regulamentação da Psicologia, como profissão, ainda é difícil encontrar bibliografias que tenham como tema a Psicologia Jurídica; essa invisibilidade se justifica, também, devido à quase inexistência no Brasil de disciplinas nos cursos de graduação que tenham como foco tal área, ou seja, existem poucas problematizações sobre este campo na área acadêmica e entre o(a)s profissionais. Neste trabalho cartografamos as atuações e histórias de treze psicólogo(a)s que trabalham (trabalhavam) nas penitenciárias do estado de São Paulo. Orientamo-nos para realização desta pesquisa pelo método cartográfico que correspondeu à exigência, dialogando com saberes que de modo complementar favoreciam variações; vale ressaltar que a cartografia é um método idealizado por geógrafo(a)s e utilizado pelos filósofos Gilles Deleuze e Félix Guattari. Com isso, pôde-se traçar diversas linhas e formas de atuações que atravessam (atravessavam) essas pessoas no dia a dia de trabalho nas unidades penitenciárias, traçando que cada psicólogo(a) foi construindo sua maneira de atuar ao longo de suas vivências, alguns(algumas) tornando-se mais problematizadore(a)s de suas realidades e outro(a)s se mantendo como realizadore(a)s de exames criminológicos, os quais pudemos mapear como principal função instituída a Psicologia e acabam por minar outras possíveis atuações, como trabalhos com grupos e atendimento psicológicos. Discute-se assim, neste t... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Through literature review we can put that after 50 years of regulation of Psychology as a profession, it is still difficult to find bibliographies which have as their theme the area of Legal Psychology; this invisibility is justified due to the almost absence in Brazil of disciplines in undergraduate courses that has how center this theme, in other words, there are scarce discussions found on this research field in the academic area and among professionals. In this paper we started mapping the actions and stories of thirteen psychologists who work (worked) in the penitentiaries of the state of São Paulo. We were guided to this research by mapping method which corresponded to the requirement, dialoguing with knowledge that a complementary mode favoring variations; it is noteworthy that cartography is a method devised by geographers and used by philosophers Gilles Deleuze and Felix Guattari. Thus, it was possible to draw different lines and shapes of actions that cross (crossing) these people on a daily basis in the penitentiaries units, tracing every psychologist it was building his way of acting throughout their experiences, some becoming more discussants of their situations and others remaining as makers of the criminological examination, which is the main function established the psychology and end up undermining other possible actions, such as working with groups and psychological care. We discussed as well in this paper that there is a naturalization of the psychologist a... (Complete abstract click electronic access below) / Mestre

This thesis explores the relationship between sexual orientation and gender identity (SOGI) and career progression (CP) by applying a performative, post-structuralist, and queer theory influenced approach to career theory. It analyses how, that is to say in what ways and by what means, homosexual and transgender difference is produced through the processes associated with CP. It is based on 36 interviews with individuals of diverse ages and occupations who identify as Lesbian, Gay, Bisexual or Transgender (LGBT) and are based in the south-west of England. Hitherto career theory has based its understanding of CP on individual differences and/or category based explanations. The contribution of this thesis comes from using an anti-categorical understanding of difference to show how SOGI and CP are interacting disciplinary regimes. SOGI not only affects CP through assumptions about capability and suitability, but difference is constituted through CP – as the associated acts and interactions shape the way we think of ourselves, our possibilities, our becoming. Responsibility for achieving SOGI and CP is devolved to the individual, who is then often forced to prioritise one or the other. The findings show some shared patterns (which are argued to be based on situational, performative, embodied experiences not identity categories), such as minimising or compensating for difference, femininity as a locus for limiting discourse and self-employment as a mode of exclusion. Trajectories, choices and aspirations are affected, though not necessarily disadvantageously, leading to the conceptualisation of careers as queered by homosexual and transgender difference. This research contributes by arguing that rather than consider CP in terms of category based ceilings, CP and the production of difference can be understood as multiplicitous, emergent, and co-productive processes. This thesis forms a timely contribution to understanding LGBT experience during a period of intense change in social recognition, which includes discourses of normalisation, by suggesting that we still need to recognise the often subtle internal and external reiterations of heteronormative discourse that produce difference.