Thesis (M.A.)--York University, 2008. Graduate Programme in Communication and Culture. / Typescript. Includes bibliographical references (leaves 88-91). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR38821

This critical study examines how TikTok content from body positive trends may influence power relations and reinforce female body negative discourses. The study takes its departure primarily in Michel Foucault. However, additional researchers were brought in to expand on Foucault’s ideas by e.g., introducing gender to Foucauldian theory. 30 TikTok videos belonging to two different body positive trends have been collected and undergone a Multimodal Critical Discourse Analysis according to Foucauldian principals. Findings from the analysis illustrated how users acknowledged and heavily depended on societal body negative discourses to create body positive content. More specifically, this was illustrated when users self-categorised as plus size and pointed out body parts e.g., stomach rolls, that are seen as less desirable in society. Users furthermore directly engaged in behaviour, which was found to be body negative e.g., implying the existence of abnormal and imperfect bodies. Effectively, this behaviour was identified as performative and rooted in a fear of being seen as non-progressive and body negativeThe conclusive results of this thesis thus suggest that users inevitably produce and reproduce body negative discourses by relying heavily on the very same discourses in their TikTok communication. Essentially, the users are then contributing to the social and feminist problem of weight-based discrimination and marginalisation.

This thesis project is centered on the female body, specifically body image, in relation to Western, cultural images of women. This is a problem that has been around, essentially, since the beginning of Western art. While different scholars argue whether or not this problem has become worse, it is nonetheless problematic that we are still, in 2018, fighting patriarchy’s control of our bodies via body image. Grounding my project in Susan Bordo’s 1993 text Unbearable Weight: Feminism, Western Culture, and the Body, this thesis explores Bordo’s argument that the female body is culturally produced through the lens of Jean Baudrillard’s theory of simulation and simulacra. Reading Bordo via Baudrillard allows us to explore this age-old problem at a new angle, giving us new reasons that explain why we are still stuck in patriarchy’s chains. Through this lens, I demonstrate how and why Third-wave feminist activism (I focus specifically on the Body Positive Movement) is failing in their attempts to reclaim the female body: the issue lies within Third-wave activism’s desire to portray othered bodies as beautiful and desirable. This becomes problematic in the era of simulacra: abject bodies do not resemble the (un)real ideal so they become “unreal” in the eyes of society. This attempt to represent abject bodies (obese, racialized, trans, disabled) as beautiful results in stigmatization and disgust towards said bodies, and thus the Body Positive Movement leaves out abject bodies because these abject bodies cannot be seen as beautiful in a society that deems them unreal. I argue that in order to reclaim the female body, we must first reclaim the mind side of the mind/body dualism before we can successfully reclaim our bodies. To demonstrate how this is possible, I use Margaret Atwood’s novel Lady Oracle as a case study that not only shows how the female body is culturally produced in the era of simulacra, but also allows us to see how reclaiming the mind side of the binary does allow the protagonist, Joan, to reclaim her past and body as her own, without shame. It is through fiction that reality is represented, and I conclude my thesis with my own personal anecdotes, showing how resistance via fiction can transcend into real life and point to a new, hopeful future.

A presente pesquisa de mestrado tem como objetivo conhecer e investigar quais as contribuições da dança no contexto da Educação Infantil, no sentido da construção de uma Pedagogia da primeira infância que valorize e respeite o direito à educação e às Artes como um de seus fundamentos, aos tempos da infância de meninas e meninos pequenas/os e professoras/es, a partir das linguagens dançantes como possibilidades para a não dissociação entre corpo e mente, mas como uma forma de resistência à escolarização precoce e aos tempos do capital. A pesquisa qualitativa de abordagem etnográfica partiu da observação participante nas propostas em dança realizadas por uma professora de dança e duas turmas de crianças de cinco anos em uma das Creches/Pré-Escolas da Universidade de São Paulo, com registro em caderno de campo por meio de fotografias e filmagens em vídeo, de conversas informais com as crianças, famílias e demais profissionais e a realização de entrevista semiestruturada com a referida professora, a partir de autorização prévia. Num segundo momento da pesquisa de campo foram desenvolvidas propostas dançantes e metodologias de pesquisa em dança, com uma turma de crianças de quatro anos e sua professora, em uma Escola Municipal de Educação Infantil (EMEI) da cidade de São Paulo, na qual a pesquisadora também é professora. As análises dos dados coletados revelaram, no primeiro espaço investigado, que as propostas em dança observadas não objetivavam a construção de produtos prontos e coreografados. Negando uma concepção de infância inacabada, as propostas desenvolvidas nos dois espaços pesquisados, buscavam experiências corporais diversas, sensíveis e poéticas que provocavam as crianças a criarem soluções no tempo e no espaço. Destaca-se a centralidade das parcerias na concretização dessas experiências, evidenciando seu caráter transformador de realidades opressoras e rompendo, mesmo que momentaneamente, com o tempo linear imposto à Educação Infantil. Na EMEI pesquisada, explicitou-se o caráter transgressor e resistente das crianças pequenas em relação às formas de controle impostas. Nesse sentido, as Artes, especialmente aqui a dança, pode construir outras referências de tempo e de espaço às infâncias e a sua educação, tempos de percepção dos corpos, de possibilidades de movimentos, de gestualidades, de descobertas, de descolonização da infância, de relações com o pertencimento e com a diversidade cultural, de respeito às manifestações e expressões de meninas e meninos pequenas/os, e de suas professoras. / The present master\'s research aims at knowing and investigating the contributions of dance in the context of Early Childhood Education, in the sense of the construction of a Pedagogy of early childhood that values and respects the right to education and the Arts as one of its foundations, childhood times of girls and small boys and teachers, from the dance languages as possibilities for non-dissociation between body and mind, but as a form of resistance to early schooling and the times of capital. The qualitative research of an ethnographic approach was based on the participant observation in the dance proposals performed by a dance teacher and two groups of five-year-old children in one of the Kindergarten/Pre-Schools of the University of São Paulo, video and photo shoots, informal conversations with children, families and other professionals, and a semistructured interview with the referred teacher, based on prior authorization. In a second moment of the field research, dance proposals and dance research methodologies were developed with a group of four-year-old children and their teacher at a Municipal School of Early Childhood Education (EMEI) from São Paulo city, where the researcher is also a teacher. The analysis of the collected data revealed, in the first space investigated, that the observed dance proposals broke with a perspective of construction of ready or choreographed products. In the second space, the transgressive and resistant character of small children was explained in relation to the imposed forms of control. Denying a conception of unfinished childhood, the proposals developed in both spaces sought diverse, sensitive and poetic body experiences that provoked children to create solutions in time and space. The centrality of the teaching partnerships in the concretization of these experiences is highlighted, highlighting their transforming character of oppressive realities and breaking, even momentarily, with the linear time imposed on Early Childhood Education. In this sense Arts, especially dance, can construct other references of time and space to childhood and its education, times of perception of bodies, possibilities of movements, gestures, discoveries, decolonization of childhood, relations with belonging and cultural diversity, respect for the manifestations and expressions of girls and boys, aa well as their teachers.

Submitted by Eunice Novais (enovais@uepg.br) on 2018-09-04T23:03:35Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Izabelle Almeida.pdf: 1734849 bytes, checksum: 683f0428f7776ebed1a7859f76d36204 (MD5) / Made available in DSpace on 2018-09-04T23:03:35Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Izabelle Almeida.pdf: 1734849 bytes, checksum: 683f0428f7776ebed1a7859f76d36204 (MD5) Previous issue date: 2018-07-05 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A partir da obrigatoriedade do ingresso das crianças na escola aos quatro (4) anos na escola, se fazem necessários estudos, reflexões e discussões sobre a prática pedagógica direcionada às crianças, acerca do corpo, da ludicidade e do brincar. Considerando-se tais questões, o objeto desta pesquisa é a prática pedagógica na Educação Infantil sobre o corpo em movimento. A pesquisa é qualitativa, descritiva e tem a seguinte questão problemática: Como é a prática pedagógica na Educação Infantil sobre o corpo em movimento, nos complexos educacionais municipais de Ponta Grossa/PR? A pesquisa tem os seguintes objetivos de pesquisa: a) Analisar a prática pedagógica na Educação Infantil sobre o corpo em movimento, nos complexos educacionais municipais de Ponta Grossa/PR; b) Identificar os pressupostos teóricos metodológicos dos professores da Educação Infantil dos complexos educacionais municipais de Ponta Grossa/PR; c) Verificar o espaço do corpo em movimento na Educação Infantil nos complexos educacionais municipais de Ponta Grossa/PR. Para a fundamentação teórica deste estudo utilizamos os seguintes estudos: Piccolo e Moreira (2012) e Garanhani (2000, 2002, 2006) acerca do corpo em movimento; Moyles (2002, 2006) na discussão sobre o brincar; Gallahue e Ozmun (2003) no que se refere ao desenvolvimento infantil; Mattos e Neira (2006) sobre a Educação Física Infantil; Gimeno Sacristán (1999) sobre a prática pedagógica e os escritos de Foucault (1979, 2007) sobre as relações de poder, docilização e disciplinamento na Educação Infantil, entre outros autores. A pesquisa foi realizada em três (3) complexos educacionais municipais da cidade de Ponta Grossa/PR. Os sujeitos da pesquisa são dezessete (17) professores (as) da Educação Infantil das escolas participantes da pesquisa. Os instrumentos utilizados para a coleta de dados foram a observação, o questionário e a entrevista. Para a organização e análise dos dados da pesquisa, utilizamos os pressupostos teóricos metodológicos da Análise de Conteúdo (BARDIN, 2016). Como resultados da pesquisa constatamos que os professores (as) atribuem grande relevância ao trabalho com o corpo em movimento, estando presente na prática pedagógica dos mesmos (as) por meio do brincar, das brincadeiras, do lúdico e das aulas de Educação Física. Porém, os professores (as) da Educação Infantil ainda apresentam uma visão fragilizada e dicotômica em relação ao corpo infantil e a forma como as atividades são desenvolvidas. Há uma preocupação excessiva dos professores (as) da Educação Infantil com o desenvolvimento na prática pedagógica de atividades que visem a aprendizagem de um determinado conteúdo, havendo assim pouco espaço para as manifestações naturais da criança. Faltam aos professores (as) da Educação Infantil conhecimentos sobre o corpo em movimento e a motricidade infantil, bem como lhes faltam elementos para articular as necessidades das crianças com o saber fazer, diante das peculiaridades que envolvem o cotidiano e a prática pedagógica nessa etapa da educação básica. / With the ticket required from children to four (4) years at school, required studies, reflections and discussions about the pedagogical practice directed the children, about the body, the playfulness and the play. Considering such questions, as this research aim to pedagogical practice in early childhood education on the body in motion. The research is qualitative, descriptive and the problem to be investigated is: how developed the pedagogical practice in early childhood education on the body in motion, in the municipal educational complex of Ponta Grossa/PR? Considering this question problematic aim the following research objectives: a) Check the space than the body in movement in early childhood education in municipal educational complex of Ponta Grossa/PR; b) Analyse the pedagogical practice developed in early childhood education on the body in motion, in the municipal educational complex of Ponta Grossa/PR; c) Identify methodological theoretical teachers of early childhood education of municipal educational complex of Ponta Grossa/PR. For the theoretical foundation of this study we use the following studies: Piccolo and Moreira (2012) and Garanhani (2000 , 2002, 2006) about the body in motion; Moyles (2002, 2006) in the discussion about the play; Gallahue and Ozmun (2003) with regard to child development; Mattos and Neira (2006) on Infant Physical Education; Gimeno Sacristán (1999) about the pedagogical practice and the writings of Foucault (1979, 2007) about power relations, training and discipline in early childhood education, among other authors. The survey was conducted in three (3) municipal educational complexes in the city of Ponta Grossa/PR. The subjects of research are the teachers of early childhood education of the participating schools. The instruments used for data collection were the note, the questionnaire and the interview. For the categorization and analysis of research data, we opted for the use of the technique of content Analysis (BARDIN, 2016). As search results we found that the teachers assign great importance to work with the body in motion, being present in the pedagogical practice of the same (as) through the play, the jokes, the playful and the physical education classes. However, the teachers of early childhood education have a weakened vision and dichotomous in relation to children's body and the way activities are developed. There is a preoccupation of the teachers of early childhood education with development in pedagogical practice of activities aimed at the learning of a certain content, and there is so little room for natural manifestations of the child. Missing the teachers of early Childhood Education knowledge of the body in motion and infant motor function as well as they lack elements to articulate the needs of the children with the know-how, given the peculiarities of the daily life and the pedagogical practice in this stage of basic education.

Made available in DSpace on 2016-04-28T20:56:51Z (GMT). No. of bitstreams: 1 Ivo Ribeiro de Sa.pdf: 3296364 bytes, checksum: e312d1f0b07ec649f1a40a22f17dd590 (MD5) Previous issue date: 2015-03-20 / The present paper aimed to present the analysis of social representations of Elementary School first grade teachers on body movement. When considering the scenario of political changes that expands the Elementary School to nine years and the identification of these social representations, it is possible to indicate whether the contents for the body and movement will be part or not of the school curriculum for six-year-old children, since the motor stimulation is crucial for child development and reflects the acquisition of motor skills in adulthood. In this sense, it was necessary to identify the influences of official documents in the constitution of social representations of the teacher on the body and movement. Therefore, it was chosen as the research field the city of Sao Bernardo do Campo, involving 8 school units and 31 Elementary School first grade teachers. Methodologically, it was decided to carry out this qualitative study in five phases. In the first one, official documents were analyzed from three subjects: child, movement and body. In the second one, a matrix was established to guide the construction and application of the interview script. In the third one, the material was prepared for data processing by the software ALCESTE. In the fourth one, categories of analysis generated from the relationship among the classes defined by ALCESTE were created. In the fifth one, the results found in the first and fourth phase were analyzed (MOSCOVICI, 1978, 2011) establishing relationships among them. The results revealed that the attitude of teachers regarding the body movement is to promote recreational moments and let the child free to play, that is, there is the recognition of recreational purposes, but without setting specific goals. They justify this position due to lack of preparation to work with the content related to the child's body and movement and assign this function to the specialist teacher and the lack of school infrastructure. Thus, they emphasize literacy in the first grade of Elementary School and minimize the time to develop the knowledge about body and movement. With the expansion of Elementary School to nine years, its pedagogical practices have suffered few changes. The only change mentioned was the increased time for children to play. However, despite the recognition that playfulness in the teaching process is a right of the child, they have proven resistant to apply such educational practices due to requirements of the school for literacy. They believe that the body movement can serve as a tool for learning reading, writing, mathematics etc., exerting an auxiliary role in the educational process. This creates a polarization between the moments of play and the ones intended for writing and reading instruction. Thus, from the observation of social representations, it is possible to say that a fragmentary view of human formation still remains among the teachers, leading to the conclusion that the idea of integral formation in the official documents is far from being achieved / O presente estudo teve como objetivo a análise das representações sociais de professores do primeiro ano do ensino fundamental sobre o movimento corporal. Ao considerar o cenário das mudanças políticas que ampliam o ensino fundamental para nove anos e a identificação destas representações sociais, é possível indicar se os conteúdos relativos ao corpo e movimento farão parte ou não, do currículo escolar para as crianças de seis anos de idade, uma vez que a estimulação motora é crucial para o desenvolvimento infantil e reflete na aquisição de habilidades motoras na fase adulta. Neste sentido, se fez necessário identificar as influências dos documentos oficiais na constituição das representações sociais do professor sobre o corpo e movimento. Para tanto, foi escolhido como campo da pesquisa o município de São Bernardo do Campo, envolvendo 8 unidades escolares e 31 professores do primeiro ano do ensino fundamental. Metodologicamente, optou-se pela realização deste estudo qualitativo em cinco fases. Na primeira foram analisados os documentos oficiais a partir de três temas: criança, movimento e corpo. Na segunda constitui-se uma matriz para orientar a construção e a aplicação do roteiro de entrevista. Na terceira preparou-se o material para processamento dos dados pelo software ALCESTE. Na quarta foram criadas e discutidas as categorias de análise geradas a partir da relação entre as classes definidas pelo ALCESTE. Na quinta foram analisados os resultados (MOSCOVICI, 1978, 2011) encontrados na primeira e na quarta fase estabelecendo relações entre elas. Os resultados revelaram que a atitude dos professores com relação ao movimento corporal é de promover momentos recreativos e deixar a criança livre para brincar, ou seja, há o reconhecimento das finalidades lúdicas, mas sem o estabelecimento de objetivos específicos. Eles justificam esta postura devido a falta de preparo para trabalhar com os conteúdos relacionados ao corpo e movimento da criança e atribuem esta função ao professor especialista e a falta de infraestrutura escolar. Com isto enfatizam a alfabetização no primeiro ano do ensino fundamental e minimizam o tempo para desenvolver os conhecimentos sobre o corpo e o movimento. Com a ampliação do ensino fundamental para nove anos suas práticas pedagógicas sofreram poucas alterações, a única mudança apontada foi o aumento do tempo para que as crianças possam brincar. Mas, apesar do reconhecimento de que a ludicidade no processo de ensino é um direito da criança, eles se mostram resistentes a aplicação de tais práticas educativas, devido as exigências da escola em relação a alfabetização. Acreditam que o movimento corporal pode servir como instrumento para o aprendizado da leitura, da escrita, da matemática etc., exercendo uma função auxiliar no processo educacional. Isto cria uma polarização entre os momentos de brincadeira e os que são destinados ao ensino da escrita e da leitura. Assim, a partir da observação das representações sociais é possível dizer que ainda permanece entre os professores uma visão fragmentária de formação humana, levando a conclusão de que a ideia de formação integral presente nos documentos oficiais está longe de ser alcançada

<p>This is a licentiate dissertation consisting of a summarizing section and two free-standing but coherent articles, one of which has previously been published in ascientific journal while the other is accepted for publication. The unifying link is the theme of attempting to establish the kernel of outdoor education, as it isunderstood by teachers active in the field. The study depicts with the help of semi-structured interviews the respondents’ conceptions of teaching and outdooreducation. The first article is a <em>survey </em>(accomplished in A - School and B - School) of teachers’ perceptions of learning and teaching outdoors in preschool – (to) thefirst year of the compulsory school. The second article is a study of teachers’ perceptions of the possible special nature of outdoor education after having experiencedan <em>educational intervention</em> in the subject (preschool to first year). Both articles treat the special nature of outdoor education coupled with learning and outdoorteaching in light of the overall research question, what perceptions do teachers have of learning and teaching outdoors? The summarizing section which discusses thetwo articles is divided into five different parts.</p><p>Chapter I comprises a social and environmental analysis and indicates the need for research in the field of outdoor education. Chapter II deals with the aim, issuesand theoretical perspectives of learning which are tied to knowledge through action, ecological readability and bodily learning. A number of restricted examples areselected among theoreticians and representatives of these three perspectives within the reform pedagogy movement, American pragmatism, the environmental studymovement and theories of the phenomenology of the body, the learning body in movement.</p><p>The methodological basis for the analysis of the two articles is phenomenographic and is described in Chapter III. In Chapter IV the possible special nature ofoutdoor education is analysed, noting what stands out as especially prominent in the respondents’ answers and in what way, proceeding from questions such as what isoutdoor education for you, <em>what is the difference between learning outdoors and indoors, and why teach outdoors?</em> Four categories of response can be distinguished: aplace for learning, a way of learning, an object of learning and bodily learning. At the end of Chapter IV the results of both articles are summarised. Finally, Chapter Vcomprises a discussion proceeding from a metacategorisation of all descriptive categories from both articles. The discussion has led to the identification of threethematised perspectives, namely the <em>place perspective, the environment</em> perspective and <em>the body perspective</em>. These perspectives, place, environment and body, arelinked back to the technical frame of reference in Chapter II.</p><p>The result of the two part studies, the survey study in article 1 and the educational intervention in article 2, indicates a multiplicity of varied perceptions of thespecial nature of outdoor education and can thus be said to characterise this as richly diversified. As regards teachers’ notions of the principal reasons for learning andteaching outdoors, the following four aspects are foregrounded:</p><ul><li>the place for learning</li><li>the object of learning</li><li>the way of learning</li><li>bodily learning</li></ul><p>Two main categories were identified in article 2 which are treated in education in the subject after a five-day course (10 half study days), teachers who perceive aspecial nature in outdoor education and teachers who do not. Both main categories crystallised out after the educational intervention was implemented in Byskolan andStadsskolan (the Village School and the Town School), the latter being the reference school. One year after the completion of the educational intervention mostteachers in the Village School associated the special nature of outdoor education with a more <em>authentic, body and sensory experience related, movement intensive</em> and <em>health promoting learning</em> than traditional learning in the classroom.</p><p>Proceeding from a metacategorisation the three above-mentioned thematised perspectives are described in Chapter V. These reflect the identified responsecategories in articles 1 and 2.</p><p>The analysis of the empirical material of the investigation reveals that the special nature of outdoor education from the respondents´ perspective is related to place,to the environment and to the body.</p>

This is a licentiate dissertation consisting of a summarizing section and two free-standing but coherent articles, one of which has previously been published in ascientific journal while the other is accepted for publication. The unifying link is the theme of attempting to establish the kernel of outdoor education, as it isunderstood by teachers active in the field. The study depicts with the help of semi-structured interviews the respondents’ conceptions of teaching and outdooreducation. The first article is a survey (accomplished in A - School and B - School) of teachers’ perceptions of learning and teaching outdoors in preschool – (to) thefirst year of the compulsory school. The second article is a study of teachers’ perceptions of the possible special nature of outdoor education after having experiencedan educational intervention in the subject (preschool to first year). Both articles treat the special nature of outdoor education coupled with learning and outdoorteaching in light of the overall research question, what perceptions do teachers have of learning and teaching outdoors? The summarizing section which discusses thetwo articles is divided into five different parts. Chapter I comprises a social and environmental analysis and indicates the need for research in the field of outdoor education. Chapter II deals with the aim, issuesand theoretical perspectives of learning which are tied to knowledge through action, ecological readability and bodily learning. A number of restricted examples areselected among theoreticians and representatives of these three perspectives within the reform pedagogy movement, American pragmatism, the environmental studymovement and theories of the phenomenology of the body, the learning body in movement. The methodological basis for the analysis of the two articles is phenomenographic and is described in Chapter III. In Chapter IV the possible special nature ofoutdoor education is analysed, noting what stands out as especially prominent in the respondents’ answers and in what way, proceeding from questions such as what isoutdoor education for you, what is the difference between learning outdoors and indoors, and why teach outdoors? Four categories of response can be distinguished: aplace for learning, a way of learning, an object of learning and bodily learning. At the end of Chapter IV the results of both articles are summarised. Finally, Chapter Vcomprises a discussion proceeding from a metacategorisation of all descriptive categories from both articles. The discussion has led to the identification of threethematised perspectives, namely the place perspective, the environment perspective and the body perspective. These perspectives, place, environment and body, arelinked back to the technical frame of reference in Chapter II. The result of the two part studies, the survey study in article 1 and the educational intervention in article 2, indicates a multiplicity of varied perceptions of thespecial nature of outdoor education and can thus be said to characterise this as richly diversified. As regards teachers’ notions of the principal reasons for learning andteaching outdoors, the following four aspects are foregrounded: the place for learning the object of learning the way of learning bodily learning Two main categories were identified in article 2 which are treated in education in the subject after a five-day course (10 half study days), teachers who perceive aspecial nature in outdoor education and teachers who do not. Both main categories crystallised out after the educational intervention was implemented in Byskolan andStadsskolan (the Village School and the Town School), the latter being the reference school. One year after the completion of the educational intervention mostteachers in the Village School associated the special nature of outdoor education with a more authentic, body and sensory experience related, movement intensive and health promoting learning than traditional learning in the classroom. Proceeding from a metacategorisation the three above-mentioned thematised perspectives are described in Chapter V. These reflect the identified responsecategories in articles 1 and 2. The analysis of the empirical material of the investigation reveals that the special nature of outdoor education from the respondents´ perspective is related to place,to the environment and to the body. / <p>Serienumret är felaktigt i avhandlingen och skall vara 251.</p>

Made available in DSpace on 2014-12-17T14:36:53Z (GMT). No. of bitstreams: 1 RosieMNM.pdf: 2197121 bytes, checksum: ba99ddfb3888487346009033e75d7864 (MD5) Previous issue date: 2005-08-12 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / In the Renaissance, the anatomy project a map of the body. Since then, the human body has been investigated for innumerable techniques, configuring new landscapes on the condition human being and the proper knowledge. In accordance with Merleau-Ponty (1975), All technique is body technique. It configures and extends the Metaphysical structure of our meat. In this direction, any intervention in the human body, a tattooing, a surgery or a performance, extends the perception and the directions of the existence of the subject. Merleau-Ponty (1975) still affirms, that all technique presents objective interventions. However, the body, ahead of these interventions, doesn t have to be considered only object, but subject that, from the interventions, attributes sensible and meanings through the movements, also being this its way of being in the world. Searching to extend this reflection on the discontinuities between the object body and the subject body, as well as, with the objective to reflect on the relation between the corporal techniques and the production of the subjectivity and the knowledge of the physical education, we reflect on the body art, as one technique of body that marks the exterior of the body, exteriorizing the subjectivity, to search new means to the body and that ahead of this, we believe being able to project innumerable directions for the corporal transformations in the contemporarily. As a method for our reflection in we will support them in the phenomenology. IT presents as a new ontology, in which distinction does not occur enters the operating paper of the citizen that knows and the influence of the known object. The phenomenological understanding of body will be able to contribute with the knowledge of the Physical Education, a time that gives us important arguments on the experience of the body in relation with the nature, the culture, history. To be a body is to be tied to a world that we do not possess completive, but that we do not cease to search it / Na Renascen?a, a anatomia projeta um primeiro mapa do corpo. Desde ent?o, o corpo humano tem sido esquadrinhado por in?meras t?cnicas, configurando novas paisagens sobre a condi??o humana e sobre o pr?prio conhecimento. De acordo com Merleau-Ponty (1975), Toda t?cnica de corpo amplia a metaf?sica da carne. Nesse sentido, qualquer interven??o no corpo humano, seja uma tatuagem, uma cirurgia ou uma performance, amplia a percep??o e os sentidos da exist?ncia do sujeito. Merleau-Ponty (1975) afirma ainda, que toda t?cnica apresenta interven??es objetivas. No entanto, o corpo, diante dessas interven??es, n?o deve ser considerado apenas objeto, mas tamb?m sujeito que, a partir das interven??es, atribui sentidos e significados por meio dos movimentos, sendo este seu modo de ser e estar no mundo. Buscando ampliar essa reflex?o sobre as descontinuidades entre o corpo objeto e o corpo sujeito; bem como, com o objetivo de refletir sobre a rela??o entre as t?cnicas corporais e a produ??o da subjetividade e o conhecimento da educa??o f?sica, refletimos sobre a body art, como uma t?cnica de corpo que marca o exterior do corpo, exteriorizando a subjetividade, de buscar novos sentidos ao corpo e que diante disso, acreditamos poder projetar in?meros sentidos para as transforma??es corporais na contemporaneidade. Como m?todo para a nossa reflex?o nos apoiamos na fenomenologia de Merleau-Ponty. Esta se apresenta como uma nova ontologia, na qual n?o ocorre distin??o entre o papel atuante do sujeito que conhece e a influ?ncia do objeto conhecido. A compreens?o fenomenol?gica de corpo poder? contribuir com o conhecimento da Educa??o F?sica, uma vez que disponibiliza argumentos importantes sobre a experi?ncia do corpo em rela??o com ? natureza, ? cultura, ? hist?ria. Ser corpo ? estar atado a um mundo que n?o possu?mos completamente, mas que n?o cessamos de busc?-lo

Syfte: Syftet med denna studien är att se hur de etiska strömningarna påverkan modeföretags beslut om att utöka storlekarna och implementera större storlekar. Forskningsfrågorna är 1.  Av vilka anledningar väljer svenska modeföretag att utöka sitt storleksutbud med större storlekar? och 2. Vad har sociala medier och etiska strömningar för inverkan på legitimitetsskapande affärsbeslut?   Teoretiskt ramverk: Denna studie använder sociala medier, den kroppspositivistiska rörelsen och konsekvenser av negativ publicitet som teoretisk bakgrund. Studien är även baserad på viktiga begrepp från institutionell teori; legitimitet, decoupling och mimetic isomorphism. Metod: Denna studie är baserad på en kvalitativ forskningsmetod  med hjälp av intervjuer hos två svenska modeföretag. De anställda som blev intervjuade hade alla roller som antingen varit involverade i beslutet om att utöka storlekar eller som har påverkats av det.   Resultat: Resultaten av studien visar att den kroppspositivistiska rörelsen har haft en inverkan på de studerade företagens beslut att utvidga deras storlek. Andra orsaker som hittades var att undvika negativ publicitet samt skapa legitimitet. / Purpose: The purpose of this study is to see how ethical currents affect fashion companies' decisions to widen their size range and implement bigger sizes. The research questions are 1. For what reasons do Swedish fashion companies decide to widen their size range with bigger sizes? and 2. What influence does social media and ethical currents have on legitimacy based business decisions? Theoretical foundation: This study uses theoretical background on social media, the body positivity movement and consequences of negative publicity. The study is also based on important concepts taken from the institutional theory; legitimacy, decoupling and mimetic isomorphism. Design/methodology/approach: The study is based on a qualitative research method involving two Swedish fashion companies. The employees who were interviewed all have roles that are either involved in the decision to widen the size range or have been affected by it. Findings: The results of the study shows that the body positivity movement has had an impact on the companies' of this study’s decision to widen their size range. Other reasons found were to avoid negative publicity and create legitimacy.