Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / O presente estudo tem como enfoque os conhecimentos da mulher negra a partir da modalidade educaÃÃo nÃo intencional informal, pois a mesma alcanÃa vÃrios aprendizados do cotidiano que sÃo influenciados e repassados atravÃs do meio cultural e social do indivÃduo. à bem verdade que as ideias as quais permeiam o termo educaÃÃo estÃo entremeados de fatores ideolÃgicos, religiosos e culturais que exercem influÃncia no ambiente sociocultural da pessoa. Desse modo investigamos como a educaÃÃo informal contribuiu para a construÃÃo de uma cultura da mulher negra do bairro Irapuà II. Nos estudos da Saffioti (1987) apontam que a mulher negra à vÃtima de preconceito triplo, uma vez que sÃo discriminadas, em relaÃÃo ao gÃnero, por homens negros e brancos. SÃo discriminaÃÃes por serem negras ou pertencerem a grupos Ãtnicos, alÃm disso sofrem preconceitos por estarem situadas geograficamente em regiÃes marginalizadas. Assim, a fundamentaÃÃo metodolÃgica da pesquisa baseia-se em Weber (1992) para entender o mÃtodo compreensivo;para interpretar as narrativas, utilizamos o Geertz (2008), jà que nosso estudo à de cunho etnogrÃfico.A pesquisa à de abordagem qualitativa, entÃo, seguimos as orientaÃÃes de Bauer e Gaskell (2008), para falarmos sobre memÃria, como fonte, usamos Halbwachs (1968) e Xavier (2010). Quando falamos de narrativas seguimos o pensamento de Tuchman (1991). Usamos a fotografia como fonte, entÃo, utilizamos as recomendaÃÃes de Loizos (2011). Em relaÃÃo aos instrumentos utilizados na pesquisa, usamos como aporte teÃrico Ferrarotti (2014) e Lakatos (2003). Nossa fundamentaÃÃo teÃrica à a luz da Saffioti (1987), Louro (2003) na discussÃo da mulher enquanto gÃnero. Quando nos referimos a educaÃÃo, construÃmos o texto a partir das compreensÃes de Romanelli (1986), Gadotti (2008,) Farias Filho (2000), assim como o entendimento em relaÃÃo à educaÃÃo informal pelas pesquisas de Gohn (2010), LibÃneo (2010) e Durkheim (2007). Ainda aludimos a uma discussÃo sobre pertencimento, identidade e identificaÃÃo, tendo como o aporte teÃrico se Bauman (2005), Bezerra de Menezes (2000), Hall (1997) Martinho Rodrigues (2014) e Levi Strauss (1993). E, com o intuito de termos uma maior compreensÃo sobre o termo cultura, seguimos o pensamento antropolÃgico de Geertz (2008) e Laraia (1986). Utilizamos outros autores na construÃÃo desse trabalho. Os resultados encontrados nos silÃncios do processo educacional que foram negadas, aos estereÃtipos que foram construÃdos, as discriminaÃÃes que sofreram, mesmo sem perceber pela questÃo da cor da pele e pela origem de lugar. Um silÃncio em uma sociedade que segrega os atores sociais por sua condiÃÃo financeira, polÃtica e cultural.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2014-08-08T14:45:44Z No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertacao Alexandre Adalberto Pereira.pdf: 2283194 bytes, checksum: 67969c96c0c575557129385e4b06efd0 (MD5) / Made available in DSpace on 2014-08-08T14:45:44Z (GMT). No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertacao Alexandre Adalberto Pereira.pdf: 2283194 bytes, checksum: 67969c96c0c575557129385e4b06efd0 (MD5) Previous issue date: 2009-05-26 / This study discusses pedagogical drawing as visual representations, in which social actors use culturally coded repertoire in order to build meanings that are arranged in a process of significance which is also culturally constructed. In this study I approach the drawings searching for signs of identity generalizations for which they appoint. I present a perception that these representations are important cultural artifacts of the school environment (Martins, 2005) and I approach them as critical objects, fragments of discourses pregnant of social cultural dramas and nets, of which the students, as subjects of knowledge, actively participate. The methodology has a qualitative character, understanding that part of the meaning built for the world, as well as its possible interpretations, are not perceived as the world itself, but as results from the action of those who produce it. Stereotyped images of the pedagogical drawings are treated as social processes of representations made by politics, that is, meaning processes and choices of certain representations, more valid than others, and, especially, the way how these representations standardize, structure and shape certain meanings and knowledge to identity and subjectivity. / Este estudo discute o desenho pedagógico como representação visual, na qual atores sociais fazem uso de um repertório culturalmente codificado para construir sentidos que são dispostos num processo de significação que, também, é culturalmente construído. Neste estudo, busco olhar para esses desenhos investigando alguns sinais de generalizações identitárias que eles possivelmente dirigem. Apresento uma percepção de que essas representações são importantes artefatos culturais do ambiente escolar (Martins, 2005) e passo a abordá-los como objetos críticos, fragmentos de discursos prenhes de dramas e tramas socioculturais, das quais os alunos, enquanto sujeitos do conhecimento, ativamente participam. O enfoque metodológico é de caráter qualitativo, entendendo que parte do sentido constituído para mundo, bem como suas possíveis interpretações, não são percebidos como o mundo em si sequer como uma representação precisa mas como a ação dos interesses daqueles que o produzem. As imagens estereotipadas dos desenhos pedagógicos são tratadas como processos sociais de representações constituídos por políticas, processos de significação e escolhas de determinadas representações, tornadas mais válidas que outras e, sobretudo, o modo como essas representações normatizam, estruturam e modelam certos significados e conhecimentos para identidades e subjetividades.

Made available in DSpace on 2016-03-15T19:45:23Z (GMT). No. of bitstreams: 1 Silvia Regina Ramos Sollai.pdf: 3174664 bytes, checksum: c9bd11a4fcf88fe8bf418a97cb1c1fa5 (MD5) Previous issue date: 2011-06-21 / This study focuses on the triad among text, culture and the teaching and learning processes of Portuguese as a second language in Brazil as well as Portuguese as a Foreign Language abroad. If we assume the concept of text as every communication process endowed of meaning (GUIMARÃES, 2009) and yet, if in a class of Portuguese to foreigners, the process of teaching and learning aims at producing meaning, so text is the target-culture embodiment itself. Working as a teacher in the area has revealed the lack of specific training and educational material about Brazilian culture to courses of Portuguese to speakers of other languages. The intersection among language, culture and text, especially as the object of study, is reviewed and evaluated for its methodological aspect mostly. Little or nothing is said about its stereotyping feature, i.e., its invariant characteristic. In order to focus on this aspect rarely addressed, our proposal is to compare texts about Brazilian culture produced by both foreign students and teacher. After collecting data and elaborating a theme framework for the analyzed texts categorization, a deeper understanding of the representations of Brazil and its people, set under the eyes of learners of different nationalities and the teacher, was sought in order to detect similarities and differences between teaching second and foreign cultures. We concluded that the PL2 texts selected as prompts to compose the framework of identifying elements show our society in a more realistic way, whereas the representation claimed by PLE students portrays Brazil, that is to say, as the stereotyped home for soccer, carnival, beautiful nature and friendly people. The results also suggest that the relevance of reflection and research in this area, specifically about stereotypes and Brazilian cultural identity, comes from the imminent need to understand this material in its complexity and to provide data that allow professional enhancement. The availability of published materials grants broadening horizons in continuing formation and in improvement to teaching Portuguese to foreigners. / O presente estudo focaliza a tríade texto, cultura e os processos de ensino e aprendizagem de Português como Segunda Língua (PL2) em contexto brasileiro e de Português como Língua Estrangeira (PLE) em contexto internacional. Se entendermos texto como todo processo de comunicação dotado de sentido (GUIMARÃES, 2009) e se, em sala de aula de PL2 e/ou PLE, o processo de ensino e aprendizagem objetiva a produção de sentido, logo texto é a materialização da cultura-alvo. A atuação da pesquisadora enquanto professora da área evidenciou a carência de formação específica e de material didático sobre a cultura brasileira para cursos de Português para falantes de outras línguas. O cruzamento entre língua, cultura e texto, em especial quando se torna objeto de pesquisa, é analisado e avaliado quanto ao seu aspecto metodológico, e pouco ou nada se diz acerca de seu caráter estereotipado, isto é, invariável. Com o intuito de enfocar esse aspecto pouco abordado nos trabalhos desenvolvidos nessa área, nossa proposta é comparar textos sobre cultura brasileira produzidos por professor e aluno estrangeiro. Após a realização do levantamento do corpus e elaboração do quadro de temas para a categorização dos textos analisados, apuramos a representação do Brasil e dos brasileiros neles configuradas sob o olhar de aprendizes de nacionalidades diversas e do professor, com a finalidade de detectar convergências e divergências entre o ensino de segunda cultura e de cultura estrangeira. Concluímos que os textos de PL2 selecionados para compor o quadro de elementos identitários mostram a nossa sociedade de maneira mais realista, enquanto as representações declaradas pelos estudantes de PLE refletem um Brasil de forma estereotipada como o país do futebol, do carnaval, das belezas naturais e de pessoas cordiais. Os resultados também sugerem que a relevância de reflexões e pesquisas nessa área e, especificamente, sobre estereótipos e identidade cultural brasileira, advém da evidenciada necessidade de apreender esses materiais em sua complexidade e disponibilizar alguns dados que permitam uma melhor atuação dos profissionais envolvidos. O conhecimento daquilo que já existe publicado em termos de material permite abrir caminhos para a formação acadêmica que assegurem a melhoria e a qualidade do ensino de português para estrangeiros.

O efeito placebo tem sua origem atrelada aos estudos ligados às ciências médicas e farmacológicas e, basicamente, consiste na capacidade de produtos inertes produzirem efeitos por meio do seu uso ou consumo. Esse efeito passou a fazer parte do escopo do Marketing em 2005, quando estudos mostraram a capacidade do preço gerar modificações sobre o desempenho de um produto. A ideia do efeito placebo desencadeado pelo preço dos produtos está ancorada no fato das crenças globais, que associam preço baixo a produtos de má qualidade, anteciparem as expectativas do consumidor acerca da resposta do produto e, a partir disso, alterarem o seu desempenho. Nessa mesma linha, o estereótipo do país de origem também se apresenta como uma crença global, em que produtos oriundos de países com estereótipo negativo são associados a produtos inferiores e de má qualidade. Sendo assim, esta pesquisa analisou a ocorrência do efeito placebo desencadeado pelo país de origem do produto, analisando, ainda, a interação da força das expectativas e do preço do produto na geração deste efeito. Para tanto, três estudos experimentais foram operacionalizados. O primeiro estudo apresentou as testagens iniciais sobre o efeito placebo gerado pelo país de origem e mostrou que o país de origem com estereótipo negativo é capaz de gerar um efeito placebo negativo sobre o desempenho do produto. Não foi identificado, no entanto, a ocorrência de efeito placebo gerado pelo estereótipo positivo do país de origem. No segundo estudo, analisou-se o efeito placebo do país de origem em cenário de alta e baixa expectativa. Como resultado, obteve-se, em cenário de baixa expectativa, a ocorrência de efeito placebo negativo gerado pelo estereótipo negativo do país de origem. Já em cenário de alta expectativa, os resultados indicam que o fortalecimento das expectativas eliminou o efeito placebo negativo e, além disso, promoveu a ocorrência de um efeito placebo positivo gerado pelo estereótipo positivo do país de origem. O último estudo observou a interação do país de origem e do preço do produto sobre a geração de efeito placebo. Os resultados mostram que, em cenário de preço baixo, há efeito placebo negativo gerado pelo país de origem com estereótipo negativo, mas não foi observada a ocorrência de efeito placebo positivo gerado pelo estereótipo positivo do país de origem. Já, em cenário de preço alto, não se observou a ocorrência de nenhum efeito placebo, nem positivo, nem negativo. Ou seja, o preço elevado do produto foi capaz de anular o efeito placebo negativo gerado pelo estereótipo negativo do produto, mostrando a capacidade do preço em compensar os efeitos negativos causados pelo país de origem com imagem desfavorável. Com base nisso, os achados desta tese contribuem para o avanço teórico dos estudos sobre efeito placebo em Marketing, uma vez que adicionam o país de origem como um elemento gerador deste tipo de efeito e, ao analisar a interação do país de origem com o fortalecimento das expectativas e o preço do produto, confirmam as bases conceituais sobre a relação entre esses elementos. Além disso, seus achados, em termos gerenciais, podem promover reflexões por parte das organizações que compõem o seu mix de produtos com bens importados e também que operaram no exterior e fazem investimentos externos diretos em diversas partes do mundo. / The placebo effect has its origin linked to studies related to medical and pharmacological sciences and basically consists in the ability of inert products to produce effects through its use or consumption. This effect became part of the Marketing scope in 2005 when studies showed the ability of pricing to generate changes on the performance of a product. The idea of the placebo effect triggered by product price is anchored on the fact that global beliefs, which associate low price to low quality products, anticipate consumer expectations about the response of the product and, from there, change its performance. Along the same line, the stereotype of the country of origin also presents itself as a global belief in that products from countries with negative stereotypes are associated with inferior and bad quality products. Thus, this research analyzed the occurrence of the placebo effect triggered by the country of origin of the product, also analyzing the interaction of the strength of expectations and of product price in the generation of this effect. For this purpose, three experimental studies were operationalized. The first study presented initial testings on the placebo effect generated by the country of origin and showed that the country of origin with negative stereotypes is able to generate a negative placebo effect on product performance. However, the occurrence of the placebo effect generated by positive stereotypes in the country of origin was not identified. In the second study, the placebo effect of the country of origin in a scenario of high and low expectations was analyzed. As a result, in a scenario of low expectations, the occurrence of a negative placebo effect generated by the negative stereotype of the country of origin was obtained. However, in a scenario of high expectations, results indicate that the strengthening of the expectations eliminated a negative placebo effect and in addition, promoted the occurrence of a positive placebo effect generated by the positive stereotype of the country of origin. The last study observed the interaction of the country of origin and the price of the product upon the generation of the placebo effect. The results show that in a scenario of low price, there is a negative placebo effect generated by the country of origin with a negative stereotype, but the occurrence of a positive placebo effect generated by the positive stereotype of the country of origin was not observed. However, in a scenario of high prices, there was no occurrence of a placebo effect, whether positive or negative. In other words, the high price of the product was able to cancel the negative placebo effect generated by the negative stereotype of the product, showing the capacity of the price to compensate for the negative effects caused by the country of origin with an unfavorable image. Based on this, this thesis’ findings contribute to the theoretical progress on the studies about the placebo effect in Marketing, once the country of origin is added as a generating element of this type of effect, and when analyzing the interaction of the country of origin with the strengthening of expectations and the price of the product, the conceptual foundations about the relationship between these elements are confirmed. Moreover, its findings in management terms can promote reflections by organizations that compose the product mix with imported goods and also that operate overseas and make foreign direct investments in various parts of the world.

This qualitative study examined Urban Black high school students’ pathways to academic success, with particular attention to their perspectives about achieving academic success despite stereotype threats and impeding social factors, the support systems they rely upon, and the coping mechanisms they employ when encountering challenges. Study data suggested that the way urban Black high school students achieved academic success despite stereotype threats and impeding social factors is to identify and focus on their goals, circumventing what obstacles they could and cognitively and emotionally coping with what they could not. Students primarily relied upon family members, community members, school staff, and college-bound programs as support mechanisms. In response to challenge, they employed coping mechanisms of cognitive, emotional, and behavioral strategies that enhanced their focus on the goal, reduced their stress, helped them avoid distraction, and promoted their achievement of the goal. These strategies indicated that the students possessed grit and a growth mindset. The relatively few instances of racism and stereotyping identified in this study indicate the need for more study conducted using different methods to reveal the more widespread and insidious instances of racism and stereotyping within school systems. Longitudinal research also may be helpful for revealing the challenges, racism, and stereotypes students experience as they happen, along with the sensemaking, coping strategies, and support mechanisms they employ to persist through to completion. Keywords: African American, Urban, high school students, racism, stereotype threat, success factors

Research on existential mortality fears has indicated that death reminders impact individuals at the cognitive and behavioral levels. One way people cope with this threat is through cherishing cultural values that provide life with meaning. However, little research has explored how death reminders impact cultural standards regarding gender. These cultural values often manifest through various means by male and female groups. Guided by terror management theory, which posits that people address threats to their existence by engaging in culturally-sanctioned behaviors to enhance their self-esteem, the purpose of this study was to examine the effect of mortality salience (MS) on male participants' propensity for sexism and attitudes towards those with atypical gender stereotypes. Participants (n = 136) were recruited from courses at a local university and were selected based on the assumption that they had been exposed to media depicting death-related events. A quantitative research design was used to examine differences between the experimental MS and control pain salience conditions, and to assess effect sizes. Results from a MANOVA indicated that MS was associated with significantly higher sexism scores (F = 15.322, p < .001) as measured by the Ambivalent Sexism Inventory, and with less favorable ratings of peers (as measured by a common opinion rating scale used in previous research in this area) who violated traditional gender stereotypes (F = 13.459, p < .001). The findings imply existential threats may contribute to negative stereotyping based on gender and enhance conservative views of gender stereotypes. Implications for social change are discussed involving the reduction of intolerance and prejudice directed at those who hold opposing worldviews.

Dans les dernières décennies, une majorité des pays occidentaux a vu les filles surpasser les garçons en matière de réussite académique. Pourtant, celles-ci restent sous-représentées dans les sciences et la recherche. Nous proposons dans la présente thèse d’explorer ce paradoxe contemporain à la lumière de la théorie de la justification du système (Jost & Banaji, 1994). En particulier, nous suggérons qu’il existe un stéréotype de genre de réussite scolaire, non spécifique à une discipline particulière, dont le contenu permet la justification et le maintien des trajectoires académiques défavorables aux femmes. Cette hypothèse générale est testée dans trois axes de recherche, donnant lieu à huit études. Le premier axe est destiné à documenter le contenu d’un stéréotype de genre de réussite scolaire. Le deuxième axe est consacré à l’étude du rôle possible du stéréotype de genre de réussite scolaire dans la perpétuation des inégalités de genre dans les trajectoires académiques. Enfin, l'objectif dans le troisième axe est de tester dans quelle mesure le stéréotype de genre de réussite scolaire permet de satisfaire le besoin de justifier le système lorsque celui-ci est menacé. Pris dans leur ensemble, les résultats indiquent que les élèves ont connaissance d’un stéréotype de genre décrivant les filles qui réussissent à l’école comme moins affirmées, mais plus conformismes et plus intelligentes et travailleuses que les garçons qui réussissent. Cependant, l’intelligence des filles est jugée moins malléable que celle des garçons. Les résultats semblent en outre confirmer que le contenu de ce stéréotype de genre, parce qu’il associe aux garçons plus qu’aux filles les caractéristiques jugées prédictives de la réussite dans les filières prestigieuses, pourrait servir une fonction de rationalisation et de maintien des trajectoires scolaires défavorables aux filles. En conclusion de cette thèse, nous réaffirmons la nécessité pour les recherches futures d'articuler les explications de niveaux intra-individuel, situationnel, positionnel et idéologique pour une meilleure compréhension des processus de perpétuation de la hiérarchie de genre défavorable aux femmes dans le milieu académique. / In spite of continuous academic improvement, female students are still underrepresented in the fields of science and research. Our aim is to explore this contemporary paradox from a system justification perspective (Jost & Banaji, 1994). Specifically, we suggest that a gender stereotype on academic achievement exists, and that its content serves to justify and maintain unfavourable academic paths for women. We test this general assumption in eight studies organized into three lines of research. The first line is intended to document the content of a gender stereotype on academic achievement. The second one focuses on the role of the gender stereotype on academic achievement in the perpetuation of gender inequalities in academic paths. The third one is devoted to testing the justifying function of the gender stereotype on academic achievement, when the gender system is threatened. Taken together, results show that students are aware of the shared belief that girls who succeed in school are less assertive, but more compliant, intelligent and hardworking than boys who succeed in school. Girls' intelligence is nevertheless described as less malleable than boys' intelligence. Results indicate that the caracteristics deemed to predict success in the most prestigious fields of education are ascribed to male students more than to female students, confirming that the gender stereotype on academic achievement could serve to rationalize and perpetuate the gender gap in higher education. Finally, we emphasize that future research should articulate individual, situational, positional and ideological levels of explanation to fully account for the processes underlying the maintenance of the gender hierarchy in the academic domain.

Due to the social context of engineering classrooms, stereotype threat (STT) may play an essential role in the dearth of African American females in engineering. Empirical studies have confirmed the deleterious effects STT has on students' performance. However, acceptance of STT as more than a laboratory phenomenon necessitates an in-depth understanding of how stigmatized groups experience being socially devalued and negatively stereotyped. In this qualitative investigation, Intersectionality and the Critical Race Theory tenet of counter-storytelling were applied to capture the voices of 10 African American women to comprehend how they resisted or overcame STT and persisted in engineering degree programs. Data were triangulated from two different semi-structured interviews and reading reactions submitted by each participant. Findings reveal four characteristic themes shared by the participants: (a)Proof Stereotype Threat Exists; (b) Primary Contributors of Stereotype Threat; (c) Secondary Factors; and (d) Tools for Persisting. Based on participants’ narratives, 6 recommendations are offered to assist African American female students combat STT and persist in engineering.

Abstract Existing research has shown that gender stereotypes regarding characteristics of men and women influence others' perceptions of their fit with organizational roles, including leadership roles (cf. Eagly & Karau, 2002). However, little research has examined stereotypes regarding other demographic characteristics (e.g., race, sexual orientation) and how they may interact with gender stereotypes to influence leadership evaluations. The current study examined whether leader gender and sexual orientation interact to influence subordinates' evaluations of leader effectiveness, likability, and boss desirability using an experimental design. In addition to examining whether leader gender and sexual orientation interacted to predict leader evaluations, the present study also examined why, or the mechanisms, that underlie these effects. Specifically, the present study evaluated two potential mediators: (1) role incongruity, perceptions that there is a misfit between the characteristics of an individual and the role on communality (or warmth) and agency (or competence) and (2) moral outrage, affective reactions of contempt, anger, and disgust toward individuals and/or groups who violate societal mores. Results indicate that gay and lesbian leaders were perceived to be less agentic and more communal than their heterosexual counterparts, though leader gender and sexual orientation did not interact in predicting perceptions of agency and communality. Furthermore, in the full sample, leader gender and sexual orientation interacted to predict moral outrage. When examining moderated mediation analyses, moral outrage mediated the relationship between leader demographics and evaluations of leader effectiveness (but not leader likability) for gay male leaders. Results from the present study helps to inform researchers and practitioners regarding how and why stereotypes influence others' leadership evaluations and suggest entry points for interventions designed to minimize discrimination against sexual minorities in organizational settings.

Stereotype threat refers to the pressure that individuals feel when they are at risk of confirming a demeaning stereotype about themselves. Research has found that stereotype threat impairs performance on cognitive-based tasks by inducing mental interference (e.g., Schmader & Johns, 2003). This thesis hypothesised that this finding would generalise to driving and that drivers who are better able to inhibit cognitive interference (i.e., with better inhibitory ability) would be less susceptible to the disruptive effect of stereotype threat than drivers who are less able (i.e., with poorer inhibitory ability). A series of three experiments conducted in a driving simulator tested the predictions using the gender stereotype of driving skills and investigated the interpretation of the results. The experiments revealed that stereotype threat exerted both a facilitative and debilitative influence on driving performance, as indicated by different performance measures. The facilitative effect diminished when drivers experienced increased mental demands or when they were assessed by an unexpected performance measure, while the debilitative effect was more likely observed among drivers who received negative feedback than drivers who received positive feedback. Moreover, the results supported the prediction that inhibitory ability would moderate the detrimental impact of stereotype threat as the performance of drivers with poorer inhibitory ability was impeded more than that of drivers with better inhibitory ability. Regarding the processes underlying the present findings, the experiments provided suggestive evidence that stereotype threat elicits cognitive interference and simultaneously motivates drivers to concentrate on particular performance areas in an attempt to refute the stereotype. In combination, these processes appear to be at least partly responsible for the performance deficits and boosts observed.