<p>The purpose of this essay is to analyse how and why culture and tradition is created and maintained within a minor student society at a Swedish university by looking at its history. <em>The West Coast Nation</em> student society provided the material which was subsequently analysed and three sociological perspectives were applied in order to give the study a theoretical base. In order to investigate the purpose of the society, durkheimian theories on functionalism were applied. Moreover, Bourdieu’s thoughts on social fields were used as well as Elias’ theories on the established and the outsiders. The results indicate that the purpose of a student society of this sort is to provide the students with a culture and a group with which they may identify. From a historical perspective, the West Coast Nation seems to have had an increase in members steadily from the early 90’s on, but at the start of the 21^st century, the numbers dwindled, something which had as a result that a process of professionalization was begun. Furthermore, the society displayed strong intentions of establishing and maintaining continuity, which may be a result of the nation having trouble keeping members and board members since students, who form the basis of the society, leave the university after a few years.</p>

I detta arbete undersöks vilka digitala verktyg som används i några musiklärares undervisning, hur de används, samt vilka de bakomliggande pedagogiska intentionerna kan tänkas vara. Vi har även försökt tolka vilken attityd musiklärarna har till användandet av dessa verktyg och om den kan sägas vara beroende av ålder och yrkeserfarenhet. Fem informanter i fem små eller mellanstora svenska städer med olika typer av musiklärarjobb intervjuades i hopp om ett varierat svarsresultat. I bakgrunden tar vi upp vad som gör ämnet intressant och relevant; att ny teknik är en stor del av barn och ungdomars livsstil. Vi tar också upp några aspekter på inlärning; sociokulturellt perspektiv – synen på lärande som beroende av individens samspel med sin omgivning, samt hur inlärning påverkas beroende på hur stoff presenteras. Vidare finns ett avsnitt om investeringar som gjorts för att integrera datorteknik i svensk skola, ett om vad som sägs i skolverkets styrdokument och ett om lärares roll i förhållande till IKT (informations- och kommunikationsteknik).Resultatet visar att digitala redskap används i planering, undervisning och som visuella/auditiva minneslappar mellan lektioner. Vanligt förekommande är streamingtjänster och inspelningsprogram. Man framhåller också moderna kommunikationsmöjligheter som viktiga. Ett viktigt argument för användande av ny teknik är elevens chans till inlärning via gehör och härmning tack vare stor tillgång till musik. Vi kan vidare se att lärarnas inställning till ny teknik är överlag positiv, men inte helt utan restriktioner. Det praktiska spelandet och själva mötet med eleverna hålls som viktigast. Tesen om att lärares inställning till ny teknik skulle kunna bero på ålder och yrkeserfarenhet är inget detta arbete kan styrka. / In the present study, digital tools are examined that are used by certain music teachers, how they are used, and what the underlying pedagogical intentions may be. We have also tried to interpret the attitude of the music teachers in regard to the use of these tools, and whether it can be said to be dependent on age and work experience. Five informants in five small or medium-sized Swedish cities with various types of music teaching jobs were interviewed, with the hope in gaining an overall diverse response.In our view, we discuss what makes the subject interesting and relevant: that new technologies are a major part of children’s and young people's lifestyles. We also address some aspects of learning; socio-cultural perspectives - the view of learning as dependent on the individual's interaction with his environment, and also how learning is affected depending on how the material is presented. There is also a section on the investment made in integrating computer technology in Swedish schools, a section on what is presented in the agency's governing documents, and a third section on the teachers' role in relation to ICT (information and communication technology).The result shows that digital tools are used in planning, teaching and visual / auditory memory overlap between classes. Streaming services and sequencer programs are often used. It also points to modern means of communication as being important. An important argument for the use of new technologies is the opportunity for students to learn through hearing and mimicry thanks to much access to music. We can also see that teachers' attitudes towards new technologies are largely positive, but not without restrictions. The actual performance of music and the personal encounter with students will be held as the most important aspects. The question of the teacher's attitude toward new technologies as being dependent upon age and work experience has not been proven in this study.

Esta pesquisa teve como objetivo a compreensão das formas pelas quais o uso da Literatura nas aulas de História pode ou não interferir na construção do conhecimento histórico dos alunos por meio de possíveis alterações ou permanências em seu conjunto de representações sociais. Para tal, partimos de uma concepção de utilização da Literatura que se distancia da noção de que as obras literárias devam ser usadas apenas como meras ilustrações do que é dito em sala de aula para a análise de sua construção enquanto ficção, documento ou discurso da história, das representações que contém e de como elas podem interagir na produção de novos conhecimentos, o que inclui, ainda, mudanças nas representações dos estudantes no caso desse estudo, alunos de uma escola da rede pública. Uma das constatações da pesquisa é que o uso da Literatura tem limites quando a temática abordada na aula envolve os elementos fundamentais da identidade. A resistência dos sujeitos pode ocorrer por meio da criação de narrativas pretensamente consensuais, formadas por representações sedimentadas e as novas informações que as desestabilizaram e, em última instância, afetam a forma como os indivíduos se situam no tempo, no espaço e no contexto em que vivem. / This research was objective at understanding the ways in which the use of literature in history classes may or may not interfere with the construction of historical knowledge of students through possible changes or stays in its set of social representations. To this end, based on a conception of use of Literature that moves away from the notion that literary works should be used only as simple illustrations of what is said in the classroom for the analysis of its construction as fiction, document or speech history , the representations it contains and how they can interact in the production of new knowledge, which also includes, furthermore, changes in the representations of the students - in the case of this study, students of a public school. One of the research\'s findings is that the use of Literature has limits when the topic covered in class involves the basic elements of national identity. The resistance of the people, may occur through the creation of allegedly narratives \"consensuals\", formed by sedimented representations and new information that destabilized and, in the last instance, affect how individuals are located in time, space and context They live in.

Esta pesquisa teve como objetivo a compreensão das formas pelas quais o uso da Literatura nas aulas de História pode ou não interferir na construção do conhecimento histórico dos alunos por meio de possíveis alterações ou permanências em seu conjunto de representações sociais. Para tal, partimos de uma concepção de utilização da Literatura que se distancia da noção de que as obras literárias devam ser usadas apenas como meras ilustrações do que é dito em sala de aula para a análise de sua construção enquanto ficção, documento ou discurso da história, das representações que contém e de como elas podem interagir na produção de novos conhecimentos, o que inclui, ainda, mudanças nas representações dos estudantes no caso desse estudo, alunos de uma escola da rede pública. Uma das constatações da pesquisa é que o uso da Literatura tem limites quando a temática abordada na aula envolve os elementos fundamentais da identidade. A resistência dos sujeitos pode ocorrer por meio da criação de narrativas pretensamente consensuais, formadas por representações sedimentadas e as novas informações que as desestabilizaram e, em última instância, afetam a forma como os indivíduos se situam no tempo, no espaço e no contexto em que vivem. / This research was objective at understanding the ways in which the use of literature in history classes may or may not interfere with the construction of historical knowledge of students through possible changes or stays in its set of social representations. To this end, based on a conception of use of Literature that moves away from the notion that literary works should be used only as simple illustrations of what is said in the classroom for the analysis of its construction as fiction, document or speech history , the representations it contains and how they can interact in the production of new knowledge, which also includes, furthermore, changes in the representations of the students - in the case of this study, students of a public school. One of the research\'s findings is that the use of Literature has limits when the topic covered in class involves the basic elements of national identity. The resistance of the people, may occur through the creation of allegedly narratives \"consensuals\", formed by sedimented representations and new information that destabilized and, in the last instance, affect how individuals are located in time, space and context They live in.

[pt] Esta tese discute as relações entre juventudes e audiovisual. Foram analisadas as relações de jovens da periferia de Juiz de Fora com os filmes que assistem, usando os diversos suportes. Nesse sentido, foram selecionados filmes de grandes bilheterias que possuíam jovens como protagonistas. Os filmes selecionados foram visualizados por jovens estudantes de uma escola municipal de bairro periférico da cidade de Juiz de Fora-MG, em oficinas nas quais eram propostas atividades empíricas que objetivavam entender a relação deles com os filmes vistos. O material produzido na pesquisa de campo – áudios, textos, desenhos, vídeos – foi analisado com auxílio do software Atlas TI e à luz do referencial teórico-metodológico que trata da análise de conteúdo, considerando as relações entre comunicação, poder, indústria cultural, juventudes e escola. Os estudos do grupo de Comunicação Latino-americanos embasam os conceitos desta tese, assim como os estudos de juventudes, desenvolvidos por grupos de pesquisa e observatórios da juventude da Universidade Federal de Minas Gerais e Universidade Federal Fluminense. Os resultados apontam para a forte influência dos filmes estadunidenses no cotidiano do grupo pesquisado, além disso, a relação desses jovens com os super-heróis ficou bastante evidenciada, e ainda, a necessidade de que a escola participe da formação estética audiovisual deles. / [en] The present thesis discusses the relationship between youth and the audiovisual. The focus of the analysis was the relationship between the youngsters from the outskirts of Juiz de Fora with the films they watch, utilizing various types of media. Therefore, blockbuster films with young protagonists were selected. The selected films were watched by young students of a municipal school in the outskirts of the city of Juiz de Fora –MG, in workshops in which empirical activities were proposed which were aimed at understanding their connection to the films they watched. The material produced during the fieldwork – audio files, texts, drawings, video files – were analyzed with the help of the Atlas TI software and based on the theoretical framework of Content Analysis, considering the connections between communication, power, cultural industry, youth and school. The studies by the Latin American Communication group provided the basis to the concepts in this thesis, as well as the youth observatory of the Federal University of Minas Gerais and the Fluminense Federal University. The results point to a strong influence of US films in the everyday life of the researched group, also the students’ connection to super heroes was highlighted, besides the need for the school to participate in their aesthetic audiovisual experience.

O objetivo deste estudo é investigar como as tecnologias do vídeo podem ser mediadoras de novas formas de aprendizagem e socialização. A pergunta central que procura responder é como e por que razões o ateliê de vídeo, utilizando-se de estratégias de criação e produção, contribui para a formação de jovens de segmentos populares, moradores de bairros periféricos da Grande São Paulo. Neste processo de investigação procuramos: a) verificar a importância do audiovisual no contexto sócio-cultural juvenil e identificar tendências, temas e processos educativos; b) verificar em que medida a mediação através das práticas e procedimentos da produção de vídeo é um ato educativo. Convivemos durante 10 meses com 18 jovens inscritos em um programa de formação de uma organização não governamental, cujo objetivo era desenvolver conhecimentos sobre as tecnologias do vídeo digital para apoiar a ação coletiva e fortalecer a expressão juvenil. Realizamos uma pesquisa qualitativa, pois é um estudo de caso sobre um grupo de contornos bem definidos. As técnicas de cunho etnográfico nos aproximaram do contexto social e cultural que nos interessava observar e nos auxiliaram na tradução da linguagem do sujeito na sua forma mais espontânea ao explicitar o seu universo cultural durante um percurso de aprendizagem. Concentramos a análise da pesquisa nas falas dos jovens em três momentos específicos: nas redações do processo seletivo ao entrar no projeto; nos espaços de reflexão durante as atividades de criação; e, nas entrevistas individuais ao sair do projeto. Para entender o campo no qual se processam essas formas de aprendizagem e socialização buscamos aportes teóricos que forneceram ferramentas úteis para problematizar e cruzar conceitos comuns às áreas de educação e comunicação. Trabalhamos com abordagens de autores como: Jesús Martín-Barbero, Guillermo Orozco-Gómez e Mauro Wilton de Sousa, na área de sociologia e comunicação; José Machado Pais, Alberto Melucci, Regina Soares e Marilia Pontes Sposito, na área de sociologia e juventude; além de Fernando Hernández, na área de cultura visual e educação. Neles, encontramos idéias convergentes que reconhecem novos modos de apropriação dos códigos audiovisuais, pois consideram a relação entre a juventude e as tecnologias da comunicação mais complexa do que um processo funcional de acesso intuitivo, naturalizado pela onipresença das mídias. Seguindo essa linha de pensamento, acreditamos que os jovens decodificam, com maior ou menor qualidade, a realidade presente e que, portanto, desenvolvendo novo olhar sobre o mundo, aprendem de outro modo. O diferencial desse processo estaria no ato de mirar e mirarse, qualidade própria do vídeo uma vez que os procedimentos da produção do vídeo se associam às práticas culturais juvenis e se relacionam com formas de socialização em processos de identificação e pertencimento, desde que, intencionalmente, compreendidos como método de aprendizagem e intervenção. / The goal of this study is to investigate how video technologies can mediate new ways to learn and socialize. The core question it aims to answer is how and why a video atelier contributes to the education of low-income class youths living in poor suburbs of Great São Paulo, using video creation and production strategies. In the investigation process I have sought to: a) examine the relevance of audiovisual resources in youths\' sociocultural context, and identify educacional trends, themes and processes; b) examine to what extent mediation through video production practices and procedures is an educative action. I have worked during 10 months with 18 youngsters enrolled in an education program offered by a non governmental organization whose objective was to develop knowledge about digital video technologies in order to support collective action and strengthen juvenile expression. It has been a qualitative research, since the case study is about a group with a well-defined configuration. Ethnographic techniques have been used to approach the social and cultural context I was interested in observing, and have helped in translating the subjects\' most spontaneous manner of speaking when explaining their cultural universe along the course of learning. Research analysis has been focused on youths\' speeches in three specific moments: their writing during qualification to enroll in the project; considerations expressed during creation activities; and individual interview when leaving the project. To understand the field where these ways of learning and socializing are processed I have resourced to theories providing useful tools to question and intersect concepts akin to both education and communication areas. Authors whose approaches have been used are: Jesús Martín-Barbero, Guillermo Orozco-Gómez, and Mauro Wilton de Sousa in the sociology and communication area; José Machado Pais, Alberto Melucci, Regina Soares, and Marilia Pontes Sposito in the area of sociology and youth; and also Fernando Hernández in the area of visual culture and education. I find in them converging ideas that recognize new ways to appropriate audiovisual codes, because they consider the relation between youth and communication technologies to be more complex than an intuitive functional process made natural due to medias\' omnipresence. Along this line of thought I believe that young people can decode with a better or poorer quality the actual reality, and therefore by developing a new regard upon the world they will learn in a new way. The difference of this process is in the act of looking and looking at oneself, a quality inherent to video since video producing procedures connect to youth cultural practices and relate to socialization modes in processes of identification and belonging, provided they are intendedly understood as a method of learning and intervening.

<p>This research aimed for an extended knowledge and understanding of young people in stigmatized areas and their construction of group identity. With a focus on Roma youths in Konik, Montenegro, and their involvement in hip-hop we wanted to explore what this culture meant to them in relation to their context. An ethnographic approach was used in collecting the empirical data through observations, interpreting music lyrics and conducting qualitative semi-structured interviews. Five young Roma boys from Konik, all involved in hip-hop, were interviewed. Theoretical perspectives on identity, youth culture and stigmatization were central. In addition, Bourdieu’s theory regarding cultural capital was emphasized and connected to youths and hip-hop. The empirical material showed that involvement in hip-hop provided the Roma youths with a group identity that they referred to in positive terms. Contextual factors of stigmatization excluded the Roma group from the majority population and the engagement in hip-hop created a possibility for the youths to be someone. The cultural capital gained through hip-hop was not used to verify and legitimate an authentic Roma identity. It was rather a way for them to create boundaries towards the negative elements in their community.</p>

The purpose of this essay is to analyse how and why culture and tradition is created and maintained within a minor student society at a Swedish university by looking at its history. The West Coast Nation student society provided the material which was subsequently analysed and three sociological perspectives were applied in order to give the study a theoretical base. In order to investigate the purpose of the society, durkheimian theories on functionalism were applied. Moreover, Bourdieu’s thoughts on social fields were used as well as Elias’ theories on the established and the outsiders. The results indicate that the purpose of a student society of this sort is to provide the students with a culture and a group with which they may identify. From a historical perspective, the West Coast Nation seems to have had an increase in members steadily from the early 90’s on, but at the start of the 21st century, the numbers dwindled, something which had as a result that a process of professionalization was begun. Furthermore, the society displayed strong intentions of establishing and maintaining continuity, which may be a result of the nation having trouble keeping members and board members since students, who form the basis of the society, leave the university after a few years.

This research aimed for an extended knowledge and understanding of young people in stigmatized areas and their construction of group identity. With a focus on Roma youths in Konik, Montenegro, and their involvement in hip-hop we wanted to explore what this culture meant to them in relation to their context. An ethnographic approach was used in collecting the empirical data through observations, interpreting music lyrics and conducting qualitative semi-structured interviews. Five young Roma boys from Konik, all involved in hip-hop, were interviewed. Theoretical perspectives on identity, youth culture and stigmatization were central. In addition, Bourdieu’s theory regarding cultural capital was emphasized and connected to youths and hip-hop. The empirical material showed that involvement in hip-hop provided the Roma youths with a group identity that they referred to in positive terms. Contextual factors of stigmatization excluded the Roma group from the majority population and the engagement in hip-hop created a possibility for the youths to be someone. The cultural capital gained through hip-hop was not used to verify and legitimate an authentic Roma identity. It was rather a way for them to create boundaries towards the negative elements in their community.

In this thesis I argue that the yaoi community addresses a gap in subculture studies through the ways in which women use the genre to socialize. Yaoi is a genre of Japanese animation and comics which focuses on romantic relationships between two men and is directly geared towards women. Through ethnographic research in the United States, I look at how the women I interviewed conceptualize their participation within the community and what yaoi means to them. The women within the yaoi community are not rebelliously opposing the mainstream as many subcultural theories suggest, but are instead carving out a social space for themselves and others who have a distinct taste for the yaoi genre.