This study aims to investigate the pretension of the MST of forge a Pedagogy course in universities able to incorporate the popular struggle for land for the formation of ―organic intellectuals of the movement of the field‖, which should contribute to the construction of a popular education project, whose final goal was the individual and collective emancipation towards a new project for Brazil. Motivated by the need to face a depth reflection political-pedagogical, we seek transcending the appearance of the phenomena observed, to dive into their essence, investigating about the limits and possibilities of constructing a counter-hegemonic education in Pedagogy courses offered at public universities to the landless. We tread for a Marxian perspective of the analysis, electing as explanatory categories the totality and the contradiction. The empirical field is the work of pedagogues of the land in their communities, at the schools or Departments of Education, in the Education Sector of the MST, in defense of rural education and school articulated to "pedagogy of movement" in the agrarian reform settlements of Sergipe. We use as instruments for data collection the interview, the focal group and also we resorted to documentary sources. Understanding the relationship education-work as a basic category of construction of human emancipation we elected work as category analysis. The work in their multiple determinations, since work as an educational principle, claimed by social movements as central theme of the Pedagogy course, as work materialized in the action of the rural pedagogue, while produces the education of the field and reproduces its own survival. Somehow, it is possible to say, as a result, always partial, that this mismatch between universities and social movements, it was important from the standpoint political and pedagogical. If we do not produce a "new type of intellectual" at least we understand the possibilities that we must develop methodologies to that workers can approach the world of knowledge. Since Gramsci the knowledge must be a conquest which student is mobilized to do it. This mobilization is produced in the daily, in real life, in social practice, so it has a class character. Rural workers arrive to university mobilized by the political practice organizational of their movements, to the university would fit to invest in processes of knowledge acquisition through investigation-action as established in the critical currents of teacher training, methodological option capable of producing knowledge as revolutionary praxis. / Esse trabalho tem como objetivo investigar sobre a pretensão do MST de forjar um curso de Pedagogia nas universidades capaz de incorporar a luta popular pela terra para formação dos ―intelectuais orgânicos do movimento do campo‖, que deveriam contribuir para a construção de um projeto de educação popular, cujo fim último fosse a emancipação individual e coletiva em direção a um novo projeto de Brasil. Movidos pela necessidade de enfrentar uma reflexão aprofundada de cunho político-pedagógico, buscamos transcender a aparência dos fenômenos observados, para mergulhar na essência deles, investigando sobre os limites e possibilidades, de construção de uma educação contra-hegemônica nos cursos de Pedagogia ofertados nas universidades públicas para os sem-terra. Trilhamos por uma perspectiva de análise marxiana, elegendo como categorias explicativas a contradição e a totalidade. O campo empírico é o trabalho dos pedagogos da terra nas suas comunidades, nas escolas ou secretarias de educação, no Setor de Educação do MST ,em defesa da educação do campo e da escola articulada à ―pedagogia do movimento‖ nos assentamentos de reforma agrária de Sergipe. Utilizamos como instrumentos de coleta de dados a entrevista, o grupo focal e também recorremos às fontes documentais. Entendendo a relação educação-trabalho como categoria fundante da construção da emancipação humana elegemos o trabalho como categoria de análise. O trabalho nas suas múltiplas determinações, desde o trabalho como princípio educativo, reivindicado pelos movimentos sociais como eixo articulador do curso de Pedagogia, quanto o trabalho materializado na ação do pedagogo da terra, enquanto produz a educação do campo e reproduz a sua própria sobrevivência. De certo modo, é possível dizer, como resultado, sempre parcial, no que diz respeito à formação do pedagogo da terra, que são as tendências contra-hegemônicas que marcam o campo específico da Pedagogia da Terra, porque tomam o fenômeno educativo como formação humana, reconhecem o caráter de classe do saber social e a necessária articulação entre a prática produtiva, a prática política e a atividade científica, para avançar na direção de forjar uma pedagogia emancipatória, no contexto de uma sociedade capitalista. Se há mais limites do que possibilidades de produzirmos um ―intelectual de novo tipo‖ no curso de Pedagogia, ao menos compreendemos as possibilidades que temos de formular metodologias para que os trabalhadores possam se aproximar do mundo do conhecimento e, como preceituam as correntes críticas da formação de professores, produzirem conhecimento como práxis revolucionária.

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2017-03-28T11:36:55Z No. of bitstreams: 2 Dissertação - Ari Simplício Soares Silva - 2016.pdf: 1854600 bytes, checksum: 1ca3f719220ae228bb96452792b89ea7 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-03-28T13:53:01Z (GMT) No. of bitstreams: 2 Dissertação - Ari Simplício Soares Silva - 2016.pdf: 1854600 bytes, checksum: 1ca3f719220ae228bb96452792b89ea7 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-03-28T13:53:01Z (GMT). No. of bitstreams: 2 Dissertação - Ari Simplício Soares Silva - 2016.pdf: 1854600 bytes, checksum: 1ca3f719220ae228bb96452792b89ea7 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-03-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The Austrian philosopher Paul K. Feyerabend, from his portrayal of the nature of science called Epistemological Anarchism, has become one of the most influential and controversial epistemologists of the last century. And, given the growing attention given to the contributions of epistemology to science teaching, a problem arises before us: that of the invisibility of feyerabend’s contributions to think about scientific education in the Brazilian context. Thus, we conducted a study of the Feyerabend works, seeking to relate its representation of science, education and science teaching. To better understand the reasons for this invisibility, in the light of Roger Chartier theoretical framework, we have developed a study on the struggle of representations about the nature of science and its implications for scientific education. / O filósofo austríaco Paul K. Feyerabend, a partir de sua representação acerca da natureza da ciência denominada Anarquismo Epistemológico, transformou-se num dos mais influentes e polêmicos epistemólogos do século passado. E, tendo em vista a crescente atenção dada às contribuições da epistemologia para com o ensino de ciências, surge diante de nós um problema: o da invisibilidade das contribuições feyerabendianas para se pensar a educação científica no contexto brasileiro. Sendo assim, realizamos um estudo da obra feyerabendiana, buscando relacionar sua representação da ciência, a educação e o ensino de ciências. Para melhor compreender os motivos dessa invisibilidade, sob a luz do referencial teórico de Roger Chartier, desenvolvemos um estudo sobre a luta de representações acerca da natureza da ciência e suas implicações para a educação científica.

Na cidade de são Paulo tem-se apresentado a intensificação das contradições socioespaciais, principalmente no que diz respeito ao processo de inclusão ao urbano, vivido pelos moradores das periferias da cidade. Muitas vezes a condição de precariedade dessa inclusão é ilusoriamente \"atenuada\" pelo consumo de produtos culturais de caráter espetáculo-midiático. No entanto, estes produtos não dialogam com a realidade vivenciada nas periferias, incutindo principalmente, nos jovens um sentimento de marginalização. Como forma de se contrapor a este processo, estes passam a produzir bens culturais repletos de significação. Essa produção cultural se dá através de coletivos culturais localizados nas periferias, que na maioria das vezes não são vinculados a nenhum agente cultural hegemônico. Dessa forma, estes coletivos se contrapõem e superam as determinações da homogeneização e padronização capitalista dos bens culturais, permitindo uma autoconscientização, bem como, situam e inserem de forma crítica o sujeito na sociedade. Promovem assim, relações sociais emancipatórias, levando os sujeitos envolvidos a atribuírem novos significados e valores aos elementos que constituem sua existência, como o espaço urbano, que passa a ser vivido. Nesse contexto, os coletivos culturais ganham importância. Portanto, a presente pesquisa tem como objetivo o estudo da ressignificação espacial mediada pela produção e circulação de cultura contra-hegemônica nas periferias da cidade de São Paulo. / The city of São Paulo has the intensification of socio-spatial contradictions, especially with regard to the process of including urban, experienced by the residents of the suburbs of the city. Often the precariousness of this inclusion is deceptively \"attenuated\" by the consumption of cultural products show-media character. However, these products do not dialogue with the reality experienced in the peripheries, especially instilling in young people a sense of marginalization. As a way to counteract this process, they start to produce full cultural signification. This cultural production occurs through cultural collective located in the periphery, which in most cases are not linked to any hegemonic cultural agent. Thus, these collective oppose and outweigh the determinations of capitalist homogenization and standardization of cultural property, allowing a self-awareness as well, lie and enter critically in the subject company. Promote so emancipatory social relations, leading those involved to attach new meanings and values to the elements that constitute its existence, how urban space, which happens to be lived. In this context, the cultural collective gain importance. Therefore, this research aims to study the spatial ressignification mediated by the production and circulation of counter-hegemonic culture in the periphery of the city of São Paulo.

Forskning visar att män är mindre benägna att söka hjälp för sin psykiska ohälsa och att normer för hur en man ska vara ligger bakom deras ovilja att söka professionell hjälp. Syftet med denna kvalitativa studie var att undersöka om och på vilket sätt maskulinitetsnormer påverkar unga mäns föreställningar kring depression och depressiva symtom bland män. Detta studeras utifrån Connells (1999) teori om hegemonisk maskulinitet och Link och Phelans (2001) konceptualisering av stigma. För att uppfylla syftet genomfördes tre stycken fokusgruppsintervjuer med unga män mellan 20 och 35 år. Studiens huvudsakliga resultat visade att männen som intervjuades framhöll egenskaper som händig, hård, disciplinerad och stark som typiskt manliga och önskvärda hos en man. Männen beskrev att män inte söker hjälp på grund av en rädsla för att uppfattas som svaga och att det finns en bild av deprimerade män som ensamma och onormala. Studiens slutsats var att maskulinitetsnormer, att betraktas som icke-maskulin samt rädslan för att stigmatiseras låg till grund för hur de intervjuade männen resonerade kring och talade om män med depression och hur det hanteras. / Research shows that men are less likely to seek help for their mental health issues and that masculine norms that dictate how a man should be lie behind this unwillingness to seek help. The objective of this qualitative study was to research how masculinity norms impact young mens perceptions about men with depression or depressive symptoms. This was accomplished through Connells (1999) theory about hegemonic masculinity and Link and Phelans (2001) conceptualization of stigma. In order to fulfill the purpose of this study three focus group interviews were conducted with young men between the ages of 20 and 35 years. The main results show that the interviewed men described traits such as being handy, strong, disciplined and tough as typically manly and desirable in a man. According to the men the fear of seeking help that exists among men stems in the fear of being perceived as weak and there is an idea of depressed men being lonely and abnormal. The conclusion of this study is that masculine norms, being perceived as non-masculine and the fear of stigmatization are important factors behind how the interviewed men reasoned and talked about men with depression and how they handle it.

Magister Artium (Psychology) - MA(Psych) / Ulwaluko is a Xhosa word that refers to male circumcision, an initiation ritual performed to transform boys into men. The ritual is supposed to instill good moral and social values. Research has demonstrated that, the practice of Ulwaluko has undergone many changes primarily because of urbanization, acculturation and the emergence of back-door circumcision schools amongst other things. This has culminated in instances of moral decline such as criminal activity, drug abuse, risky sexual behaviour and inhumane behaviour among some of the initiates. There has been a recent upsurge in research on Ulwaluko in South Africa. However, lacking in this body of scholarship is a focus on how Ulwaluko constructs masculinities. This served as the motivation for my study. Given the above, my study explored the role of Ulwaluko in the construction of masculinity in men at the University of the Western Cape (UWC). Hegemonic masculinity (Connell, 1994; Connell & Messerschmidt, 2005) was used as a theoretical framework conceptualizing this study. The study utilised a qualitative framework and data was collected using in-depth semi-structured interviews. Seven participants aged from 19 to 32, consented to be part of the study. These were recruited using purposive sampling. The ethical considerations of the study adhered to the guidelines stipulated by UWC. Data was transcribed, and analysed using thematic decomposition analysis. The findings of this study indicate that Ulwaluko constructs masculinity in hegemonic ways. Through hegemony it establishes, maintains and retains control over young men, boys and women. It constructs an idealised masculine identity that is morally upright, faced with ritual challenges and burdened by a prescriptive set of masculine role expectations. This study also shows the self-reflexive, critical and imaginative engagement by men as they negotiated Ulwaluko‟s ideal masculinity. Such contestations resulted in the creation of rival masculinities. It also demonstrates how subject position(s) impact understandings and constructions of masculinities. This study provided a richer and more nuanced contextual understanding of the psychosocial realities of men who underwent Ulwaluko

This study examines tuberculosis discourse in order to understand the ideological factors surrounding the disease. It reveals that a dominant focus on biomedical issues and HIV/AIDS has undermined existing perceptions of the social causes of tuberculosis disease. The effect is an individualising of tuberculosis and its removal from a social context. This together with a hegemonic neo-liberal paradigm of development and state spending dictates that the biomedical reductionist treatment for certain diseases – like tuberculosis – is most “cost-effective” and thus is advocated for disease control. Consequently, the state is required to merely provide health-care in a manner that ignores the social context of disease. The responsibility for the outcome of health care (i.e. health) is therefore deferred to the individual. The unintended consequence is that as private organisations (both for- and not-for-profit) take up the state’s responsibility, citizens become disempowered by their limited ability to hold the state accountable, or to engage in meaningful ways that bring about structural change. As such, an environment that further disenfranchises the poor and defeats the purposes of health care in general is perpetuated and diseases like tuberculosis continue their deadly campaign. / Dissertation (MSocSci)--University of Pretoria, 2008. / Sociology / unrestricted

This dissertation explores the ways in which Janice Honeyman’s 2007 Swashbuckling Adventure, Peter Pan, The Pantomime represents notions of nation and identity in post-apartheid South Africa. In order to accomplish this, this study argues that despite the carnivalesque elements of the genre of pantomime and its potential to subvert the status quo, Honeyman’s translation of Peter Pan reinforces the imperialist ideology embedded in the source texts of Barrie’s 1904 and Disney’s 1953 Peter Pan. Through an exploration of colonialism and imperialism, and postcolonial studies with specific reference to the works of Bhabha (1990, 1994), Anderson (1991) and Said (1979, 1994), this discussion follows an examination of white Victorian British masculinity and imperialist ideology as it applies to Peter Pan to support the argument that through a process of translation, achieved through the techniques of Disneyfication and double localisation, the Barrie and Disney texts have been translated from their original contexts into the South African postcolonial and post-apartheid context. The argument concludes that in doing so, Honeyman has neglected to provide counter-discourses to the imperialist ideologies in the source texts and has reinforced the racial and gender stereotypes found therein, supporting the colonial power axis of the original text and colonial re-presentations of identity and nation. / Dissertation (MA)--University of Pretoria, 2013. / Drama / unrestricted

The purpose of this study is to examine gender bias in sports media from the perspective of the sports columnist. The research analyzed 1,082 sports columns written by ten columnists (five male, five female) at newspapers across the United States. The columns were scrutinized to determine if the column subject was male or female. Results found that 84.4% of the sports columns were written about male athletes or men's sports compared to only 9% devoted to female athletes and women's sports. The research also found that female sports columnists write about female sports 12.7% of the time, while male sports columns only dedicate 6% of their columns to female athletes or women's sports. Newspapers with a larger circulation were more likely to have sports columns about female sports than were newspapers with smaller readerships. Six of the columnists were then interviewed to get their opinions on gender issues in sports journalism.

This study identified the types of sexist language that appear in ESL textbooks by Thai authors. The study analyzed the ESL textbooks by Thai authors sold at the Chulalongkorn University bookstore during spring 2007. It was a qualitative case analysis of fifteen ESL textbooks covering the beginning, intermediate, and advanced levels of ESL instruction. The study used feminist criticism to discover what gender roles are sanctioned as appropriate in ESL textbooks by Thai authors and if the language used supports or challenges patriarchy. The results of this study show that sexist language is present in the textbooks and that the textbooks contain content that promotes sexist assumptions concerning gender roles. As a whole, the language and examples used in ESL textbooks by Thai authors support patriarchy.

The victim-offender overlap has been extensively studied and documented overthe last decades. Various studies have identified young men as the most commonvictims of violent assault, yet the public, the media, but also criminologicalresearch have actively favored the discourse on the ideal victim. Consequently,not much is known about how victim-offenders experience and perceivevictimization.The present systematic literature review aims to analyze how violent victimizationis experienced and narrated by male victim-offenders in the context of hegemonicmasculinity. Secondly, it aims to analyze in how far the public’s attitudes ofvictim blaming and victim concern are affected by a belief in a just world.Collectively, these findings aim to create a better understanding of criminal men’svictim identities.The public’s empathy and concern are reserved to the innocent and vulnerablevictim; criminal men are perceived as culpable and deserving of victimization.The latter use violence as an instrument of dominance and subordination, in linewith hegemonic masculinity beliefs, and reject the victim identity (antithesis ofmasculinity), forming a new category of the nonideal victim.