Cette recherche se présente comme une contribution à une philosophie sociale de la violence abordée sous l’angle des rapports entre violences et identités. Elle propose une réflexion descriptive et normative sur les enjeux contemporains que nous adressent les conflits identitaires violents et la multiplication des théâtres de guerre et de massacres qui mettent les identités à feu et à sang. Pour étudier ces enjeux, nous avons choisi de confronter la sociologie critique de Pierre Bourdieu et la philosophie de Axel Honneth. Sur cette question, la sociologie de Bourdieu fournit de précieuses ressources théoriques non seulement pour comprendre le pouvoir de la violence symbolique sur la construction sociale des identités, mais aussi pour déterminer les formes contemporaines de souffrances susceptibles de révéler le franchissement d’un seuil de violence extrême et l’effondrement des identités qui en résulte. Or, le concept normatif de reconnaissance, qui est au centre de la théorie de Honneth, permet de dégager non seulement les potentiels de résistance et de révolte qui se logent dans ces expériences négatives, mais aussi le pouvoir qu’ont les luttes pour la reconnaissance de conjurer ou réparer les effets dévastateurs de la violence sur la constitution des identités : ses analyses sur la réification interrogent, par exemple, les mécanismes de neutralisation empathique qui sont à l’œuvre dans les situations où l’humain semble réduit à une simple chose. Si notre enquête trouve son point de départ dans une commune vulnérabilité des sujets humains à différentes formes de violences, qui sont autant de blessures infligées à l’identité, c’est aussi le potentiel politique d’émancipation de la violence, à la fois sur les groupes en lutte et les ordres sociaux, qui fait l’objet de notre étude. Certaines formes de violences contestataires portent en effet des demandes de justice et de dignité qui en font des conflits de reconnaissance orientés vers l’émancipation. Cette recherche se donne ainsi pour horizon de penser le problème de la justification des violences dans la perspective ouverte par la grammaire morale des conflits sociaux. / This thesis is conceived as a contribution to the social philosophy of violence, focusing on the specific interplay between violence and identity. It offers a descriptive and normative reflection on the questions raised by modern-day, violent identity-based conflicts and the multiplication of wars and massacres where identities are brutalised. These questions are explored using two distinct models, Pierre Bourdieu’s critical sociology and Axel Honneth’s philosophy. Indeed, Bourdieu offers resources to understand the power of symbolic violence, that is to say constraints applied by social forces, over the social construction of identities. Bourdieu’s sociology also assists the examination of modern forms of social suffering, which may entail a collapse of identities and experiences of extreme violence. The normative concept of recognition, which Honneth puts at the centre of his theory, then allows for a consideration of the potential for revolt and resistance nested in these negative experiences, as well as of the ability of struggles for recognition to offset or repair the devastating effects of violence on identity formation. Honneth’s analyses of reification investigate the mechanisms of neutralisation of empathy operating when human beings seem to be reduced to mere things. Although this study is grounded in the shared vulnerability of human beings subjected to different forms of violence which inflict damage to their identities, it also explores the political power of violence, both in groups involved in struggles and in the social order. Some forms of violent protest carry with them demands for justice and dignity, and can therefore be conceptualised as recognition struggles aiming at emancipation. This thesis therefore recasts the question of the justification of violence, building on the perspectives opened by the moral grammar of social conflicts.

Orientador: Regiane Máximo de Souza / Coorientador: Ailton Souza Aragão / Banca: Rosani de Castro / Banca: Vitoria Maria Miranda Pureza / Resumo: A violência contra crianças e adolescentes no Brasil apresenta um cenário historicamente complexo, em que os problemas muitas vezes são submetidos a avaliações individuais, contrapondo a violência, que apresenta muitos sentidos e significados. Tais avaliações impactam diretamente nos referenciamentos de crianças e adolescentes para a rede de atendimento, ocasionando decisões equivocadas e fazendo com que as notificações sejam realizadas a partir de critérios fatuais, caracterizando a falta de um trabalho em rede e de ações intersetoriais. Neste ponto, ferramentas de corte quantitativo para a tomada de decisão dos sujeitos que compõem a rede de atendimento é uma lacuna que pode ser explorada. Sendo assim, o objetivo da pesquisa é elaborar um protocolo que auxilie as instituições integrantes do Sistema de Garantia de Direitos dos municípios de Uberaba/MG e Bauru/SP a gerenciar as notificações de violência contra crianças e adolescentes. A pesquisa utiliza abordagem quantitativa, com a utilização da técnica de modelagem. Nesse sentido, o Analytic Network Process (ANP) torna-se um método de apoio à decisão apropriado, relacionado os direitos fundamentais das crianças e adolescentes com os tipos de violência cometidos e selecionando o setor prioritário que os sujeitos devem ser atendidos. A pesquisa apontou que, de um ponto de vista geral, o setor de Saúde deve ser o encaminhamento prioritário para as vítimas. Nos casos específicos de Negligência e Violência Física, a Assistência ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Violence against children and adolescents in Brazil presents a historically complex scenario, in which problems are often subjected to individual evaluations, counteracting violence, which presents many meanings. These evaluations directly impact on children and adolescents referrals to the service network, causing mistaken decisions and making notifications based on factual criteria, characterizing the lack of networking and intersetorial actions. At this point, quantitative cutting tools for the decision making of the subjects that make up the service network is a gap that can be explored. Therefore, the aim of the research is to elaborate a protocol that will help the institutions that are part of the System of Guarantee of Rights of the municipalities of Uberaba / MG and Bauru / SP to manage the notifications of violence against children and adolescents. The research uses a quantitative approach, using the modeling technique. In this sense, the Analytic Network Process (ANP) becomes a method to support the appropriate decision, related the fundamental rights of children and adolescents with the types of violence committed and selecting the priority sector that the subjects should be attended. The research pointed out that, from a general point of view, the Health sector should be the priority route for the victims. In the specific cases of Neglect and Physical Violence, Social Assistance and the Guardianship Council are the priority sectors, respectively. The Health secto... (Complete abstract click electronic access below) / Mestre

This is a qualitative investigation into women’s awareness of sexual violence during emerging adulthood. Sexual violence refers to any sexual act that is experienced as a threat or violation and takes away an individual’s ability to control intimate contact (Adams, 2005). Current estimates suggest that one in six adult women in the United States has been the victim of rape or attempted rape in her life (Department of Justice, 2015). Women in emerging adulthood (18-28 years old) are three to four times more likely than all women to experience sexual assault, and sexual violence is more prevalent than other crimes on college campuses (Cantor, Fisher, Chinball, Townsend, Lee, 2015). Given the ubiquity of sexual violence, some researchers (e.g., Brison, 2002; Adams, 2005) have argued that the threat of sexual violence harms women. There is a growing body of literature, essays, documentaries, and news reports documenting college women’s experiences of sexual assault. However, the dearth of empirical psychological literature on the impact of women’s knowledge of the possibility of sexual violence impacts them has implications for practitioners and researchers working with women affected by sexual violence. Therefore, a phenomenological approach using semi-structured individual interviews was used in this qualitative investigation of how women in emerging adulthood are aware of the possibility of sexual violence. The study was guided by the following questions 1. How do women in emerging adulthood encounter sexual violence in their lives? 2. How are women in emerging adulthood taught to think about, prepare for, and deal with unwanted sexual encounters? 3. What social forces perpetuate rape culture? Six women in emerging adulthood and enrolled in university courses were interviewed for this study. During the interview process, participants described how they learned about sexual violence, how they think about it in the present day, how their awareness impacts their movement in the world, and how sexual violence impacts their relationships with others. The content of the interviews was analyzed using Interpretive Phenomenological Analysis (IPA) as described by Smith, Flowers, and Larkin (2009). Results from the data analysis yielded four superordinate themes: (a) Lack of dialogue about sexual violence, (b) Living with the possibility of sexual assault, (c) Discrepant understandings of sexual violence, and (d) Sexual assault and interpersonal relationships. These themes reflect an awareness of sexual violence that is informed by dominant representations of what sexual assault looks like. Participants’ narratives reflect the struggle of trying to understand their own experiences of sexual violation in a culture that represents narrow depictions of what counts as sexual violence. The participants also expressed hope and optimism for change in the future.

Apartheid South Africa was variously imprisoned, exiled, and engaged in the task of homecoming. This troika permeated society as reality, symbol and creative capital; as a political reality each of the experiences distilled the diverse human possibilities and potentials of apartheid. This is a study of the linked political encounters of detention/imprisonment, exile and homecoming, as well as the more general dynamics of oppression and resistance and the culture of violence, through the life story genre. Within the dynamics of struggle the focus of the thesis is on the transformative nature of resistance, in particular auto/biographical counter-discourses, as a means through which opponents of apartheid retained/regained agency and power. The main aim of the thesis is to articulate and apply a theory of life story praxis in the context of political contestation. The theory has five main components. Firstly, the life story in such contexts is marked by the imperative for narratives to be provisional, partial, tactical, to be managed in accordance with an evolving political purpose. The second component relates to the violent collaboration of state and opponent in identity construction and interpretation. This argument facilitates, as the third theoretical premise, a broad definition of texts that either are auto/biographical or impact upon the context and process of narration. Fourthly, lives are told many times over, identities are repeatedly un/remade, within an arena that is dense with prior versions and/or a discursive void. Finally, I argue that the ownership and meaning of life story narratives are provisional and contested while retaining a dominant narrative and political truth. In the main body of the thesis this theory is applied to the life stories of incarceration, exile, and homecoming.

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abstract: ABSTRACT In this thesis, I probe into the ways in which the much-debated word Jihad lends itself to multifarious meanings within the Mourid Sufi Order and examine the foundations of the principles of peace and non-violence that informed the relationships between Cheikh Ahmadou Bamba, the founder of Mouridism (1853 ca - 1927) and the French colonial state from 1883 to 1927. As a matter of fact, unlike some Senegalese Muslim leaders who had waged a violent Jihad during the colonial conquest and expansion, Cheikh Ahmadou Bamba promoted peaceful forms of Jihad which partook of his reform and revival movement in the Senegalese society. Yet, it is worth pointing out that the Mourid leader's ethics of peace and philosophy of non-violence as methods of struggle (the etymological sense of the word Jihad) during colonial times have been largely unexplored within academia. The contours of these new forms of resistance were grounded on a peaceful and non-violent approach which, according to Cheikh Ahmadou Bamba, was the only way to reach his spiritual, educational and social goals. This thesis proffers a counter-example to religious violence often associated with and perpetrated in the name of Islam. I argue in this thesis that a close investigation into Cheikh Ahmadou Bamba's epistemology of Jihad evidences that the term Jihad has spiritual, educational, social, cultural and economic functions which naturally contrast with its one-sided and violent connotation spotlighted over the last two decades. In conducting research for this work, I used a transdisciplinary approach that can allow me to address the complex issues of Jihad, peace and non-violence in a more comprehensive way. Accordingly, I have used a methodology that crosses the boundaries of several disciplines (historical, anthropological, sociological and literary). / Dissertation/Thesis / M.A. Religious Studies 2013

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No. of bitstreams: 3 Dissertação - Larissa Leão de Castro - 2015.pdf: 2620661 bytes, checksum: 73d9be64a235850e530239c903ab6157 (MD5) Apêndice K e Apêndice L.pdf: 2450099 bytes, checksum: 1a870969eb6fcc8e3a2b02f9a16979f3 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-08-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This work, developed in the research line Foundations of Educative Processes, investigated the change from the concept of violence to the trends which prevail in the reconfiguration of its discussion in schools with the term school violence until the development of the term bullying in the scientific production. It aims at understanding what this conceptual change, and particularly, the development of the terminology bullying, reveals and/or hides about violence in schools, by means of the scientific productions in Brazil. Discussing the phenomenon of violence and the way it is treated justifies itself by the importance of reflecting on and overcoming the logico-historical processes which produce, sustain and legitimize violence. The study is based on a structural perspective of discussion of the phenomenon of violence in the broad sense and of school violence in particular, and deals with this phenomenon as a totality, articulating the psychic and social mediations which constitute it. It reads the problem from Freud, Adorno, Horkheimer, Zaluar, Souza, Rodrigues, Zuin, among other authors who work on totality categories and seek the analysis of the main deciding and constituent mediations of the analyzed question, either by means of the analysis of culture, of the constitution of the subject, of history, work, economic organization, or school. A bibliographical research produces the status quaestionis of the production of theses and dissertations on school violence and bullying in Brazil between 2005 and 2012, by understanding the reconfiguration of the discussion of violence in schools until the development of the term bullying and expounds a comparative analysis both of the trends of the scientific production of theses and dissertations on school violence and of the trends of the scientific production on bullying in Brazil. Finally, it analyzes, internally and comparatively, these prevailing trends with the perspective of discussing violence in the broad sense and its relation with school. Moreover, it analyzes the trends of previous knowledge developing in history, aiming at understanding the implications of this change. The research postulates that there is a dimension of rupture between the prevailing trends in the studies on school violence and bullying with the studies on violence in the broad sense, which are based on theories of totality in the analyses and its relation with school education. This change implies a rupture of conceptions and epistemological interests, presuppositions, currents of thought, explicit or implicit political commitments and interventions against the problem, which not only tends to hide what it generates, and to sustain violence in the society, but also tends to legitimize it by means of such hiding. / Le présent travail, développé dans la ligne de recherche Fondements des processus éducatifs, étudie le passage du concept de violence aux tendances prédominantes dans la reconfiguration de sa discussion dans les écoles par le terme violence scolaire jusqu'au développement du terme bullying dans la production scientifique. Son objectif est de comprendre ce que ce changement conceptuel, et particulièrement le développement de la terminologie bullying, révèle et/ou occulte de la violence dans les écoles, au moyen de l'étude de la production scientifique au Brésil. La problématisation du phénomène de la violence et de la manière dont cette problématique est traitée se justifie par l'importance d'une réflexion sur les processus logico-historiques qui produisent, entretiennent et légitiment la violence en vue de les surmonter. Notre étude part d'une perspective structurelle de discussion du phénomène de la violence au sens large et de la violence dans les écoles en particulier et aborde ce phénomène comme une totalité, articulant les médiations psychiques et sociales qui le constituent. Elle lit la problématique à partir de Freud, Adorno, Horkheimer, Zaluar, Souza, Rodrigues, Zuin, parmi d'autres auteurs qui partent de catégories de totalité et cherchent l'analyse des principale médiations déterminantes et constitutives de la question analysée, que ce soit au moyen de l'analyse de la culture, de la constitution du sujet, de l'histoire, du travail, de l'organisation économique, ou de l'école. Le développement de la recherche bibliographique produit l'état de la question de la production de dissertations et thèses sur la violence scolaire et le bullying au Brésil entre 2005 et 2012, pour comprendre la reconfiguration de la discussion de la violence dans les écoles jusqu'au développement du terme bullying et expose une analyse comparative tant des tendances présentes dans la production scientifique de dissertations et de thèses sur la violence scolaire que des tendances de la production scientifique sur le bullying au Brésil. Enfin, elle analyse, de manière interne et comparative, ces tendances prédominantes avec la perspective d'une discussion de la violence au sens large et de sa relation avec l'école. En outre, elle analyse les tendances du savoir antérieur qui se développait dans l'histoire, en vue de comprendre les implications de ce changement. La recherche postule qu'il y a une dimension de rupture entre les tendances prédominantes dans les études sur la violence scolaire et le bullying et les études sur la violence au sens large, qui partent de théories de totalité dans les analyses et de leur relation avec l'éducation scolaire. Ce changement implique une rupture de conceptions et d'intérêts epistémologiques, des présuppositions, des courants de pensée, des engagements politiques explicites ou implicites et des interventions face à la problématique qui non seulement tend à occulter ce qu'elle produit et entretient la violence dans la société, mais tend aussi à la légitimer au moyen de cette occultation. / Este trabalho, desenvolvido na linha de pesquisa Fundamentos dos Processos Educativos, investigou a mudança do conceito de violência para as tendências predominantes na reconfiguração de sua discussão nas escolas pelo termo violência escolar até o desenvolvimento do termo bullying na produção científica. Objetivou compreender o que essa mudança conceitual e, particularmente, o desenvolvimento da terminologia bullying revela e/ou oculta sobre a violência nas escolas, por meio das produções científicas no Brasil. Problematizar o fenômeno da violência e de como essa problemática vem sendo tratada se justifica pela importância de se refletir sobre e superar os processos lógico-históricos que produzem, mantêm e legitimam a violência. O estudo parte de uma perspectiva estrutural de discussão sobre o fenômeno da violência em sentido amplo e da violência nas escolas em particular e aborda esse fenômeno como uma totalidade, articulando as mediações psíquicas e sociais que o constituem. Lê a problemática a partir de Freud, Adorno, Horkheimer, Zaluar, Souza, Rodrigues, Zuin, dentre outros autores que partem de categorias de totalidade e que buscam a análise das principais mediações determinantes e constitutivas da questão analisada, seja por meio da análise da cultura, da constituição do sujeito, da história, do trabalho, da organização econômica, da escola. O desenvolvimento da investigação bibliográfica realizou o estado do conhecimento da produção de dissertações e teses sobre violência escolar e bullying no Brasil no período de 2005 a 2012, para compreensão da reconfiguração da discussão da violência nas escolas até o desenvolvimento do termo bullying e expôs uma análise comparativa tanto das tendências presentes na produção científica de dissertações e teses sobre violência escolar quanto nas tendências da produção científica sobre bullying no Brasil. Ao final, analisa, interna e comparativamente, essas tendências predominantes com a perspectiva de discussão da violência em sentido amplo e sua relação com a escola. Além disso, analisa as tendências do conhecimento anterior que vinha se desenvolvendo na história, visando compreender as implicações dessa mudança. A pesquisa postula que há uma dimensão de ruptura entre as tendências predominantes nos estudos sobre violência escolar e bullying com os estudos sobre violência em sentido amplo, que partem de teorias de totalidade nas análises e sua relação com a educação escolar. Essa mudança implica uma ruptura de concepções e interesses epistemológicos, pressupostos, correntes de pensamento, compromissos políticos explícitos ou implícitos e intervenções frente à problemática que não só tende a ocultar o que gera, e mantém a violência na sociedade, mas tende a legitimá-la por meio desse ocultamento.

Many individuals who consult psychotherapists have been subjected to interpersonal violence, such as wife-assult, sexualized assault and abuse, physical abuse, sexualized harassment, and other forms of humiliation. In this dissertation, I proposed that whenever individuals are subjected to interpersonal violence, they resist. Even when victims cannot stop the violence, they continue to resist. Part One presented examples of resistance and outlined eight assumptions that make diverse responses to interpersonal violence intelligible as forms of resistance. With few exceptions, psychotherapists have overlooked such resistance, largely because traditional approaches to therapy are based on the assumption of personal deficiency, that is, the view that problems in living are symptomatic of psychological or biological problems in individuals. However, by elucidating the complex, patterned, and collaborative nature of face-to-face communication, early micro-analysts introduced a new view of human problems as originating and maintained in social interaction. This insight led to the development of a comparatively new group of psychotherapies founded on the assumption of pre-existing ability, that is, the view that individuals know how to be well. It Is a small step to suggest, further, that individuals also possess the ability to resist interpersonal violence. In Part Two, I examined the nature and scope of resistance and its relationship to interpersonal violence. While resistance can be open and direct, under extreme conditions it is more often subtle and disguised because victims face the threat of retaliation for any act of open defiance. Perpetrators anticipate resistance and take specific steps to conceal and suppress it. Further, on close examination, it is apparent that there are a number of structural similarities between sociopolitical and interpersonal violence and resistance, so that the significance of small acts of resistance can be more readily elucidated by combining micro-analysis and critical philosophy. Feminist therapists and researchers, as well as some narrative therapists, have recognized spontaneous resistance and described methods of elucidating and honouring such resistance in the practice of therapy. In Part Three, I illustrated how language can be used to conceal and ultimately suppress victims' spontaneous resistance. In colonialist discourse and sexual assault trial judgments, language is used conceal violence, mitigate perpetrators' responsibility, and deny both the necessity and existence of resistance. In political and clinical theory, victims of oppression are often represented as passive and self-subjugating due to their presumed condition of false consciousness or internalized oppression. These representations negate or downplay victims' spontaneous resistance and reproduce the stereotype of the passive victim. In clinical research and theory, victims' complex mental and behavioural responses to interpersonal violence are recast as effects, such as depression, post-traumatic stress disorder, conduct disorder, and so on. As an alternative, I propose that therapy can be conceived as a process of elucidating and honouring victims' prudent, determined, and courageous resistance. / Graduate

Films such as Natural Born Killers (Oliver Stone, 1994) and Crash (David Cronenberg, 1996) have become famous for their alleged associations with real violence. Politicians, the media and campaign groups apparently believe that these movies are a drag which produces serious side effects. Look at any discussion of these movies in the press and you will find a raging debate on violence in the mass media and violence in our society. There is a basis to this dominant discourse that can be understood by reference to social theories of risk. It is my thesis that risk theories can help us to understand the dynamic of the current debate on media violence. Risk analysis is concerned with invisible risks that are harmful to individual and global environments. The companies who manufacture products that are perceived to have risks refuse to claim responsibility for their actions and, instead, talk of 'acceptable risk levels'. Campaign groups, such as Greenpeace, argue that anecdotal evidence suggests there are no acceptable levels: they reveal the full extent of the real and potential side effects produced by these large industries. Pro-censorship groups and self-appointed moral watchdogs have utilized this dominant discourse to engineer a political debate that they hope will lead to the regulation of media violence. The entertainment industry is presented as a manufacturer of risks. They produce products, for example violent movies, which are perceived to contain side effects that are harmful to individuals and to social environments. The industry may talk of 'acceptable levels', but anecdotal evidence, such as the James Bulger case, suggests that media violence can lead to real violence in our society. Anti-violence campaign groups undertake their own research which claims to measure the side effects of television violence. The entertainment industry is asked to self-regulate, and legislation is called for. My argument is that the debate on media violence has become polarized. Independent researchers need to change the terms of reference in order to alter the dominant discourse surrounding risk theories and the mass media. What is more, researchers must recognize that the effects of watching films or television cannot be measured in the same way the effects of car pollution are measured. Watching films or television programmes is a complex and dynamic process that does not lend itself to scientific measurements. Thus, new methods of research must be utilized in order to break the circularity of the debate on violence and the mass media. One such method is to understand viewer response to risk, and perceptions of the dangers and rewards associated with risk-taking behaviour. John Adams' (1995), 'risk thermostat hypothesis' indicates that people have a propensity to take risks which varies from one individual to another. Recent qualitative research in audience response to media violence also suggests that that is the case. New research methods can seek to understand individual perceptions of risk-taking, and the cultural construction of risk, in relation to the mass media.