Submitted by Antônio Lima Da Silva (antoniolima2107@yahoo.com.br) on 2016-01-19T21:04:46Z No. of bitstreams: 1 Tese de Doutorado Antonio Lima.pdf: 1510270 bytes, checksum: f2c6fc8300d2c8686e56943112b7570b (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2016-01-22T15:05:25Z (GMT) No. of bitstreams: 1 Tese de Doutorado Antonio Lima.pdf: 1510270 bytes, checksum: f2c6fc8300d2c8686e56943112b7570b (MD5) / Made available in DSpace on 2016-01-22T15:05:25Z (GMT). No. of bitstreams: 1 Tese de Doutorado Antonio Lima.pdf: 1510270 bytes, checksum: f2c6fc8300d2c8686e56943112b7570b (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Buscamos, neste trabalho, realizar um estudo sobre a arquitetura teórico-conceitual de Skinner e Bourdieu destacando suas contribuições para o processo educacional contemporâneo e suas possíveis correlações. Para sua efetivação, através de levantamento bibliográfico criterioso, partimos do pressuposto de que, embora conhecido no Brasil, a pesquisa educacional brasileira tem não apenas ignorado o conjunto das obras psicológicas e sociológicas dos autores abordados como também demonstrado resistências às suas contribuições específicas no terreno da educação e suas práticas pedagógicas. De início, considerando as especificidades dos ramos disciplinares dos pensadores, apresentamos as relações da Psicologia e da Sociologia com o campo educacional levando em consideração sua gênese e desenvolvimento após seus respectivos processos de institucionalização. Neste particular, ressaltamos, entre outros, os sistemas teóricos antagônicos e os vínculos fluidos, dispersos e, muitas vezes, indeterminados daqueles ramos do saber na construção e desenvolvimento dos objetos de estudo da Psicologia da Educação e da Sociologia da Educação. Por outro lado, destacamos as contribuições próprias da Psicologia de Skinner para o campo educacional evidenciando aspectos do seu arcabouço teórico-metodológico e as especificidades de sua estrutura pedagógica na efetivação do trabalho educativo, sem desconsiderar as dúvidas, críticas e réplicas acerca da fecundidade de sua obra nos domínios da educação. Paralelamente, enfatizamos também as contribuições da Sociologia de Bourdieu para o processo educacional descrevendo os fundamentos de seus pilares sociológicos e evidenciando, entre outros, a relação “educação e sociedade” e os efeitos das desigualdades escolares na sociedade de classes, sem perder de vista a reputação dos escritos educacionais do autor e suas réplicas. Ademais, partindo de referenciais epistemológicos, defendemos a tese da possibilidade de correlacionar e/ou corresponder conceitos próprios do edifício teórico de Bourdieu (Habitus e Capital Cultural) com aspectos particulares da plataforma teórica de Skinner encontrados no seu modelo de “Seleção por Conseqüências”, sobretudo, os níveis da ontogênese e da cultura e as noções de contingências de reforçamento e repertórios comportamentais sem prejuízos à teoria do conhecimento. Concluímos, com base no recorte estabelecido, que é viável e procedente, nos projetos intelectuais dos autores estudados, a observação de notáveis interações conceituais com fortes repercussões nos campos da Sociologia, Psicologia e, sobretudo, educação. / ABSTRACT In this work we intended to carry out a study on Skinner’s and Bourdieu’s theoretical and conceptual architecture, emphasizing their contributions to the educational contemporary process and their possible correlations. In order to accomplish that, a rigorous bibliographical selection was done, and we took for granted that, even though the authors are well known in Brazil, Brazilian educational research has not only ignored the psychological and sociological work of both thinkers on the whole, but it has also demonstrated resistance to their specific contributions in the field of education and their applications in school practice. In the beginning, considering the specificity of the authors’ disciplinarian fields, we present the relationship between Psychology and Sociology and the educational field, taking into account their genesis and development after their respective processes of institutionalization. In this regard, we point out, among other aspects, the antagonistic theoretical systems and the weak, scattered links and, many times, indefinite, between those branches of knowledge towards the construction and development of the objects of study pertaining Psychology of Education and Sociology of Education. On the other hand, we highlight the particular contributions of Skinnerian Psychology to the educational field, pointing out aspects of his theoretical and methodological framework and the peculiarities of its pedagogical structure in the implementation of school activities, without disregarding doubts, critics and replies about the fruitfulness of his work in educational domain. At the same time, we also emphasize the contributions of Bourdieu’s Sociology of Education to educational process, describing the foundations of its sociological pillars, pointing out, among others, the relationship between education and society, and the effects of school inequalities inside class society, without losing sight of the reputation of the author’s writings and their replies. Moreover, from his epistemological backgrounds, we defend a thesis concerning the possibility of correlation and/or correspondence between specific concepts of Bourdieu’s theoretical building (Habitus and Cultural Capital) and some particular aspects of Skinner’s theoretical backgrounds, found mainly in his model of “Selection by Consequences”, the levels of ontogenesis and culture and the notions of reinforcement contingencies and behavioral repertory, without disregard to the theory of knowledge. We conclude, based on the established outline, that is viable and well-founded, in the intellectual projects of both authors, to observe remarkable conceptual interactions, with strong impacts in the fields of Sociology, Psychology and, above all, in Education.

Dissertação (mestrado)—Universidade de Brasília, Faculdade de Agronomia e Medicina Veterinária, Programa de Pós-Graduação em Agronegócios, 2013. / Submitted by Albânia Cézar de Melo (albania@bce.unb.br) on 2013-08-13T14:57:01Z No. of bitstreams: 1 2013_TiagoParreiraCarvalhoGuimaraes.pdf: 2603646 bytes, checksum: c6e5fc9fbce14de040be165c01250775 (MD5) / Approved for entry into archive by Guimaraes Jacqueline(jacqueline.guimaraes@bce.unb.br) on 2013-08-14T11:47:02Z (GMT) No. of bitstreams: 1 2013_TiagoParreiraCarvalhoGuimaraes.pdf: 2603646 bytes, checksum: c6e5fc9fbce14de040be165c01250775 (MD5) / Made available in DSpace on 2013-08-14T11:47:02Z (GMT). No. of bitstreams: 1 2013_TiagoParreiraCarvalhoGuimaraes.pdf: 2603646 bytes, checksum: c6e5fc9fbce14de040be165c01250775 (MD5) / O presente estudo tem como objetivo compreender como se deu o conflito entre duas diferentes lógicas econômicas sobre o crédito rural no período que vai de 1965 a 1990 e quais pressupostos sustentavam a busca de legitimidade dessas lógicas e o consequente controle sobre as diretrizes da política do crédito rural. Adotou-se como referencial teórico elementos da Teoria Geral dos Campos de Pierre Bourdieu conjugado com proposições de Max Weber sobre racionalidade da gestão econômica. Este procedimento foi possível pela ênfase que os autores dão a questão dos conflitos entre interesses antagônicos dos agentes sociais. Isto permitiu propor a explicação do SNCR como uma proposta política de modernização do setor agrícola brasileiro que tem a origem de seus conflitos e disputas em um antagonismo de interesses construídos sobre diferentes percepções econômicas. Este estudo adota a pesquisa documental e bibliográfica e entrevistas presenciais semiestruturadas como procedimento analítico. Tratamos basicamente das duas principais “crenças econômicas” no crédito rural como sendo derivadas de diferentes padrões de racionalidade econômica. Estas geram lógicas de atuação, ou estratégias, de disputa sobre a forma e finalidade do financiamento que seguiu a trajetória prescrita por Max Weber, no sentido do desenrolar histórico ser na direção de uma gradual racionalização formal em detrimento das expectativas dos agentes valorativos, submetidos as forças mais amplas da política econômica nacional, situação típica de sociedades modernas. A análise ressalta uma oposição previsível entre, de um lado, os agentes portadores de uma racionalidade formal ligados às autoridades monetárias controladoras das fontes de recursos da política de crédito. Por isso conseguiam submeter o SNCR as diretrizes da política macroeconômica tornando o crédito rural um subcampo extremamente susceptível as conjunturas macroeconômicas. A força e legitimidade dos “formalistas” derivavam dos argumentos técnicos de cunho fiscal e monetário. São os indivíduos ligados a esse grupo que conseguiram predominância dentro do BB e transitaram com maior facilidade entre governo e banco, tornando os funcionários “valorativos” quadros anacrônicos da instituição. De outro lado, os agentes mais valorativos orbitavam em torno da política agrícola, principalmente, as organizações ruralistas que formavam grupos de pressão junto aos parlamentares ligados ao setor, que se utilizavam de maneira geral a noção de serviço público para manter as características econômicas do crédito rural. Nesse mercado representavam o papel de demandantes. ______________________________________________________________________________ ABSTRACT / This study aims to understand how was the conflict between two different economic logics of rural credit in the period from 1965 to 1990 and assumptions which supported the search for legitimacy of logical and consequent control over policy guidelines for rural credit. It was adopted as theoretical elements of the General Theory of Fields of Pierre Bourdieu conjunction with Max Weber's propositions about rationality of economic management. This procedure was made possible by the emphasis that the authors give the issue of conflicts between antagonistic interests of social agents. This allowed propose the explanation of SNCR as a policy proposal to modernize the Brazilian agricultural sector which has the origin of conflicts and disputes in an antagonism of interests built on different economic perceptions. This study adopts the bibliographic and documentary research and semi-structured face to face interviews as analytical procedure. We deal basically the two main "economic beliefs" in rural credit as being derived from different patterns of economic rationality. These generate logics of action or strategies of dispute over the shape and purpose of the funding that followed the path prescribed by Max Weber, in the sense of unfolding history is toward a gradual rationalization rather formal agents' expectations evaluative, submitted the broader forces of national economic policy, a situation typical of modern societies. The analysis highlights a predictable opposition between; on the one hand, agents bearing a formal rationality linked monetary authorities controlling the sources of funds of the credit policy. So could submit the SNCR guidelines macroeconomic policy making rural credit a subfield extremely susceptible to macroeconomic conjunctures. The strength and legitimacy of the "formalist" derived from technical arguments of fiscal and monetary nature. Individuals are connected to this group who managed predominance within the BB and moved with ease between government and bank officials making "evaluative" frames anachronistic institution. On the other hand, the agents more evaluative orbited agricultural policy, especially ruralists organizations that formed pressure groups together parliamentarians linked to the sector, which used to be the general notion of public service to keep the economic characteristics of rural credit. In this market accounted for the role of plaintiff.

Orientador: Everardo Duarte Nunes / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas / Made available in DSpace on 2018-08-10T08:01:32Z (GMT). No. of bitstreams: 1 Montagner_MiguelAngelo_D.pdf: 2850817 bytes, checksum: daf89e1d4fb315908f42cccbfb165b89 (MD5) Previous issue date: 2007 / Resumo: Essa tese alinha-se dentro da perspectiva da sociologia da ciência e busca compreender as práticas científicas dos pesquisadores de uma instituição da área médica, através de metodologias quantitativas e qualitativas. O nosso marco teórico foi o construtivismo genético de Pierre Bourdieu. Por meio deste autor, procuramos relacionar e delinear a formação dos habitus científicos dos professores de uma faculdade de medicina, analisando as memórias coletivas do período de institucionalização, desenvolvimento e consagração de seus grupos primários. Procuramos mostrar a relação destes habitus com o espaço social no qual os pesquisadores foram socializados, construíram suas trajetórias sociais e constituíram seus grupos primários. Criamos, como estratégia teórica, um construto nomeado 'biografia coletiva¿ de uma persona 'coletiva¿, baseando-nos, para tanto, nos conceitos de trajetórias coletivas de Bourdieu, memória coletiva de Halbwachs, grupo primário de Ferrarotti e Cooley, persona de Mauss e persona coletiva de Boltanski. No plano quantitativo, desenhamos e analisamos, em termos estatísticos, as principais características desses professores, por meio da quantificação da base de dados Plataforma Lattes, que contém os currículos de todos os Professores Plenos da Faculdade de Ciências Médicas da Unicamp. No plano qualitativo, realizamos entrevistas focadas em profundidade com uma amostra dos professores e uma análise estrutural de suas respostas, com a intenção de compreender suas práticas e seus valores como cientistas, procurando entender as idealizações subjetivas a respeito de suas próprias trajetórias de vida, ou seja, as memórias coletivas de suas próprias práticas. Comparando ambos os tipos de dados, sintetizamos as principais características dos pesquisadores da faculdade, dedicando, porém, especial atenção a três grupos primários. Procuramos elucidar como as vanguardas, representadas por esses grupos primários presentes na instituição, percebem-se e se definem como grupos sociais, as suas concepções do que é ciência e a maneira como transformam essas disposições, presentes em seus habitus, em atos concretos e cotidianos da prática científica / Abstract: The present thesis follows a perspective of science sociology and seeks to understand the scientific practices of researchers from an institution of the medical field, using quantitative and qualitative methodologies. Our theoretical reference was the Pierre Bourdieu¿s genetic constructivism. Through this author, we aimed to correlate and delineate the construction of the scientific habitus of professors and the relation of these habitus with the social scope in which they inserted themselves, built their social trajectories and constituted their primary groups. Respecting the quantitative sphere, we outlined and analyzed the main statistical characteristics of these professors using the analysis of Lattes Platform Curricula of all full professors from the Medical Sciences School of the University of Campinas (Unicamp). In the qualitative sphere, we performed interviews focused on a sample of professors and the structural analysis of their answers, in order to understand their practices and values as scientists, as well as their subjective idealizations regarding their own personal trajectories, i.e. collective memories of their own practices. Comparing both types of data, we synthesized the main characteristics of each group within a collective biography of a collective persona, seeking to elucidate how the vanguard groups represented by these primary groups existent in the institution conceive and define themselves as social groups, their conceptions of the meaning of science and the way in which these dispositions present in their habitus are transformed into concrete actions / Doutorado / Saude Coletiva / Doutor em Saude Coletiva

Summary in German and English / This thesis aims at the integration of the concept of habitus, as introduced by Pierre Bourdieu, with the concept of worldview as defined by Paul G. Hiebert develop implications for the missiological discipline and the analysis of the human condition. In a first step the concept of worldview is introduced and integrated into the anthropological discipline from within the life and work of Paul G. Hiebert. The confinement of the concept within the cognitive realm is worked out subsequently and the necessity of a complimentary concept is underlined. In a second step the concept of habitus as defined by Pierre Bourdieu is introduced and explained within his biography, research tradition and his sociological framework. In the concluding chapter a synthesis is provided to integrate habitus with worldview building upon the complimentary nature of the concepts. The cognitive bias of worldview is amended through the incorporated nature of habitus. This leads to an augmented research methodology which includes practical analysis of habitus. / Ziel dieser Masterarbeit ist es, das in der Missionswissenschaft gebräuchliche Konzept der Weltanschauung, vorgestellt von Paul G. Hiebert, durch das Konzept des Habitus, vorgestellt von Pierre Bourdieu, zu ergänzen und Schlussfolgerungen für die missiologische Disziplin und die praktische Analyse menschlicher Wirklichkeit zu ziehen. Zunächst wird das Konzept der Weltanschauung anthropologisch verortet und am Leben und Werk Paul G. Hieberts konkret dargestellt. Die kognitive Engführung des Begriffs wird dabei herausgearbeitet, die Notwendigkeit einer Ergänzung zur vollständigeren Beschreibung menschlicher Wirklichkeit herausgestellt. In einem zweiten Schritt wird Pierre Bourdieu seiner Tradition und Biographie nach eingeordnet, sein Habituskonzept eingeführt und innerhalb seiner soziologischen Konzepte erklärt. In der abschließenden Synthese wird auf die vorher ausgearbeitete Komplementarität der Konzepte aufgebaut und die kognitive Engführung von Weltanschauung durch das Habituskonzept ergänzt. Die Zusammenschau von Habitus und Weltanschauung ermöglicht eine breitere Darstellung menschlicher Wirklichkeit. Erweiterte Forschungsmethoden und -gebiete, welche den Habitus mit einbeziehen, werden im Abschluss definiert und vorgestellt. / Christian Spirituality, Church History & Missiology / M.Th. (Missiology)

Thesis (PhD)--Stellenbosch University, 2012. / Includes bibliography / ENGLISH ABSTRACT: This study offers an analysis of the realization of the neoliberal discourses in the leadership practices of rural school headmasters. It is a Bourdieuian study of leadership in the rural context in relation to the influence of neoliberalism. The focus of this study is the manner in which neoliberalism manifests itself in the leadership practices of headmasters functioning within a specific geographical context, namely a rural village. The conceptual question therefore focuses on the endeavour made by the headmasters with the manifestation of the neoliberal discourses in the leadership practises of the headmasters in question. The point of reference of this study is that neoliberalism positions schools to function in a distinct way as the logic of the market, privatisation, deregulation and the individual's freedom of choice of school are manifested in the school as field. A further outcome of neoliberalism is that a particular leadership practice namely managerialism, use of data, efficiency, performativity and a focus on outcomes and achievements in the school is established in the field and proffered as norm. The discursive function of neoliberalism in the school as field has a direct impact on the leadership practices of headmasters as it effects a distinct logic of practice which endeavours to influence the headmaster’s leadership habitus in a certain way. Furthermore it tends to influence the headmasters reason to act directly in the form of policy changes and indirectly when proposed as the norm or standard of practice. In this study Bourdieu’s conceptual lenses of habitus, field, capital, strategy and practice are employed as comprehensive theoretical background and analytical lenses. The aim of this study is to understand what the neoliberal discourses entail, to interpret how they manifest themselves in the leadership practices of rural headmasters and to establish the consequences for the headmasters. The data was gathered by means of semi-structured one-on-one interviews during which each headmaster was granted the opportunity to contextualise in his own words, his experience of the effect that neoliberalism discourse has on his leadership practice in his particular rural school. The data of the twelve transcribed interviews (with the use of Atlas.ti computer programme) was coded by selecting segments of the primary documents to which codes were accordingly linked. By applying Bourdieu’s conceptual framework of habitus, field, capital and practice as “super codes”, the data was dealt with thematically and organised accordingly.This study offers an analysis of the realization of the neoliberal discourses in the leadership practices of rural school headmasters. It is a Bourdieuian study of leadership in the rural context in relation to the influence of neoliberalism. The focus of this study is the manner in which neoliberalism manifests itself in the leadership practices of headmasters functioning within a specific geographical context, namely a rural village. The conceptual question therefore focuses on the endeavour made by the headmasters with the manifestation of the neoliberal discourses in the leadership practises of the headmasters in question. The point of reference of this study is that neoliberalism positions schools to function in a distinct way as the logic of the market, privatisation, deregulation and the individual's freedom of choice of school are manifested in the school as field. A further outcome of neoliberalism is that a particular leadership practice namely managerialism, use of data, efficiency, performativity and a focus on outcomes and achievements in the school is established in the field and proffered as norm. The discursive function of neoliberalism in the school as field has a direct impact on the leadership practices of headmasters as it effects a distinct logic of practice which endeavours to influence the headmaster’s leadership habitus in a certain way. Furthermore it tends to influence the headmasters reason to act directly in the form of policy changes and indirectly when proposed as the norm or standard of practice. In this study Bourdieu’s conceptual lenses of habitus, field, capital, strategy and practice are employed as comprehensive theoretical background and analytical lenses. The aim of this study is to understand what the neoliberal discourses entail, to interpret how they manifest themselves in the leadership practices of rural headmasters and to establish the consequences for the headmasters. The data was gathered by means of semi-structured one-on-one interviews during which each headmaster was granted the opportunity to contextualise in his own words, his experience of the effect that neoliberalism discourse has on his leadership practice in his particular rural school. The data of the twelve transcribed interviews (with the use of Atlas.ti computer programme) was coded by selecting segments of the primary documents to which codes were accordingly linked. By applying Bourdieu’s conceptual framework of habitus, field, capital and practice as “super codes”, the data was dealt with thematically and organised accordingly. An analysis of the data revealed that the manifestation of neoliberalism results in the headmaster increasingly having to play a dual role namely that of manager plus that of professional educationist. The leadership skills or practises associated with those two roles are not always compatible. The latter places principals in a very difficult position where, on the one hand they are expected to act as Representative of the Department of Education (in which neoliberal ideas increasingly function), while on the other hand, as professional educationist, the logic behind these practices and its educational accountability may be questioned. Headmasters, however, despite the fact that neoliberalism seeks to enforce a uniform system upon them, respond in a unique, diverse manner to the manifestation of the neoliberal discourses in their leadership practices. / AFRIKAANSE OPSOMMING: Hierdie studie bied ‘n analise van die verwerkliking van die neoliberale diskoerse in die leierskappraktyke van plattelandse skoolhoofde. Dit is ‘n Bourdieuaanse studie oor leierskap in die plattelandse konteks in verhouding tot die invloed van neoliberalisme. Die fokus van hierdie navorsing is die wyse waarop neoliberalisme verwerklik word in die leierskappraktyke van skoolhoofde wat werksaam is in ‘n spesifieke geografiese konteks, naamlik ‘n plattelandse dorp en die konseptuele vraag fokus daarom op watter bemoeienis hierdie skoolhoofde met die neoliberale diskoerse maak, deurdat dit verwerklik word in die leierskappraktyke van die betrokke skoolhoofde. Die uitgangspunt van hierdie studie is dat neoliberalisme skole posisioneer om op bepaalde wyses te funksioneer, soos wat die logika van die mark, privatisering, deregulering en die individu se vryheid van keuse in die skool as veld verwerklik word. Neoliberalisme het verder tot gevolg dat bepaalde tipe leierskappraktyke naamlik managerialisme, bestuur deur die gebruik van data, effektiwiteit, performatiwiteit en ‘n fokus op uitkomste en prestasie in die skool as veld gevestig word en as die norm voorgehou word. Die diskursiewe werking van neoliberalisme in die skool as veld het ‘n regstreekse inwerking op die leierskappraktyke van skoolhoofde deurdat dit tot gevolg het dat ‘n bepaalde logika van praktyke voorgehou word, wat poog om die skoolhoofde se leierskaphabitus op ‘n bepaalde wyse te kondisioneer. Dit poog verder om skoolhoofde se handeling en rede van doen regstreeks in die vorm van beleidsveranderinge en indirek, voorgehou as die norm van praktyke, te beïnvloed. In hierdie studie word Bourdieu se konseptuele lense van habitus, veld, kapitaal, strategie en praktyke as ‘n oorkoepelende teoretiese agtergrond en analitiese lense aangewend. Die doel van hierdie studie is om te verstaan wat die neoliberale diskoerse behels, te interpreteer hoe dit verwerklik word in die leierskappraktyke van plattelandse skoolhoofde en watter betekenis die skoolhoofde daaraan gee. Die data is versamel deur gebruik te maak van semigestruktureerde een-tot-een onderhoude, waartydens die skoolhoofde die geleentheid gebied is om in hulle eie woorde hulle skole te kontekstualiseer en hoe hulle beleef dat die neoliberale diskoerse in hul leierskappraktyke in die betrokke skole op die platteland verwerklik word. Die data van die twaalf getranskribeerde onderhoude is (met behulp van die rekenaarprogram Atlas.ti) gekodeer, deur tekssegmente in die primêre dokumente te selekteer en kodes daaraan te koppel. Deur Bourdieu se konseptuele raamwerk van habitus, veld, kapitaal en praktyke as ‘super kodes’ aan te wend, is die data op tematiese wyse benader en georganiseer. ‘n Analise van die data het aan die lig gebring dat die verwerkliking van neoliberalisme tot gevolg het dat skoolhoofde toenemend ‘n dubbele rol moet vertolk, naamlik die van bestuurder/bemarker en die van professionele opvoedkundige. Die leierskappraktyke verbonde aan hierdie twee verskillende rolle is nie altyd versoenbaar met mekaar nie. Laasgenoemde plaas skoolhoofde in ‘n baie moeilike posisie, waar daar aan die een kant van hulle verwag word om as verteenwoordiger van die onderwysdepartement die beleid van die Staat (waarin neoliberale idees toenemend fungeer) nougeset te implementeer, terwyl hulle aan die ander kant as professionele opvoedkundiges die logika daaragter en opvoedkundigverantwoordbaarheid daarvan kan bevraagteken. Skoolhoofde maak egter, ten spyte daarvan dat neoliberalisme poog om ‘n eenvormige sisteem op hulle af te dwing, op ‘n unieke, diverse wyse mee met die verwerkliking van die neoliberale diskoerse in hul leierskappraktyke.

Made available in DSpace on 2016-04-29T13:31:33Z (GMT). No. of bitstreams: 1 Felipe Lopes.pdf: 859948 bytes, checksum: ea9be2ffde1254cdb528231fd1676705 (MD5) Previous issue date: 2007-06-25 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / In this dissertation, we discussed the pertinence of French sociologist Pierre Bourdieu s concept of social field as a theoretical tool for the scientific analysis of the advertising practice in Brazil nowadays. In other words, we analyzed if the production universe of this practice is characteristic of a hierarchical social environment organized according to specific interest logic and presenting tangential points with other social universes. We investigated if it is a relatively autonomous space, a kind of microcosm which operates like a force field, in which there are fights for its transformation or conservation. A kind of society with its own bonds, rules and consecration institutions within our society. To achieve this purpose, we analyzed the identitarian speeches of its agents - the meanings that advertising students and professionals share about this practice considering their positions in the social structure. This analysis allowed us to investigate if this correlation indicates the existence of an advertising field / Nesta dissertação, discutimos a pertinência da noção de campo social desenvolvida pelo sociólogo francês Pierre Bourdieu como ferramenta teórica de análise científica da prática publicitária realizada hoje no Brasil. Por outras palavras, discutimos se o universo de produção dessa prática apresenta as características de um espaço social hierarquizado segundo uma lógica específica de interesses, com pontos de tangências com outros universos sociais. Ou seja, se ele constitui um espaço relativamente autônomo, espécie de microcosmo que opera como um campo de forças, onde ocorrem lutas pela sua transformação ou conservação. Uma espécie de sociedade com vínculos, regras e instituições de consagração próprias dentro de nossa sociedade. Para tanto, analisamos os discursos identitários de seus(as) agentes isto é, os significados que estudantes e profissionais da publicidade compartilham acerca dessa prática à luz da posição que ocupam hoje na sua estrutura social. Buscamos, com isso, investigar em que medida essa correlação nos indica a existência de um campo propriamente publicitário

Made available in DSpace on 2016-06-02T19:38:57Z (GMT). No. of bitstreams: 1 2052.pdf: 1260356 bytes, checksum: 3f7b033d55aa796715678e6178211c4f (MD5) Previous issue date: 2008-10-07 / The research aimed at analyzing the conditioning factors that motivate technical high school students to seek this kind of education and at understanding the meaning of this schooling to them as well as their expectations and future aspirations as regard to education and labor. The study, based on Pierre Bourdieu and collaborators sociological perspective, was developed based on the educational and professional trajectories analysis of students at a technical high school in São Paulo state. The analysis was preceded by a bibliographical study about the historical context of the professional education in Brazil, which had as a backdrop its main target public throughout the years, as well as the considerations concerning professionalization in the context of productive restructuring. The propensity to the technical education was analyzed based on the students social status and their internalized dispositions, designated habitus. It was observed that the inclination to the technical education is supported on a disposition that emphasizes the work instead of long studies. That trend establishes a contradiction lived by the families between the ideal the school longevity and the necessary the work. That internalized and durable disposition tends to determine the studies extension which, according to them, must be associated to the professional insertion. However, the education is assimilated as primordial for social mobility and the students internalize the idea that is necessary to continue studying. In this direction, the technical education, currently organized as a quickly course, is considered as a possibility for obtaining the studies extension, since other ways for that are uncertain or financially unfeasible. In most cases analyzed, the technical education has an instrumental meaning, as a way to aid in the self-subsistence for a future maintenance in the higher education, as a way to help to get better professions. On both cases, this education is assimilated as a form to enhance competition and not necessarily the obtention of work in the technical formation area. / A pesquisa visou analisar os condicionantes que motivaram alunos do ensino técnico de nível médio a buscar uma formação nesta modalidade de ensino, compreender o significado desta escolaridade para eles, bem como as expectativas e aspirações futuras no tocante à educação e ao trabalho. O estudo foi desenvolvido a partir da análise de trajetórias escolares e profissionais de estudantes de uma escola técnica do Estado de São Paulo e foi pautado na perspectiva sociológica de Pierre Bourdieu e colaboradores. As análises foram precedidas por um estudo bibliográfico sobre o histórico do ensino profissional no Brasil, tendo como pano de fundo a clientela deste ensino ao longo dos anos, assim como por considerações acerca da profissionalização no atual contexto de reestruturação produtiva. As orientações para o ensino técnico foram analisadas tendo por base a posição social dos estudantes e as disposições interiorizadas, denominadas habitus. Verificou-se que o direcionamento ao ensino técnico tem por base uma disposição que privilegia o trabalho em detrimento de longos estudos e integra uma contradição vivida pelas famílias entre o ideal a longevidade escolar e o necessário o trabalho. Esta disposição interiorizada e durável tende a condicionar que o prolongamento dos estudos esteja atrelado à inserção profissional. Não obstante, a educação é assimilada como primordial para a ascensão social e os alunos interiorizam a idéia de que é preciso continuar estudando. Nesse sentido, o ensino técnico, organizado na atualidade como um curso aligeirado, é assimilado como possibilidade de prolongar a escolaridade, já que outros meios para tanto são incertos ou financeiramente inviáveis. Na maioria dos casos analisados, o ensino técnico possui um significado instrumental, seja como forma de auxiliar na auto-subsistência para uma futura manutenção no ensino superior, seja para ajudar a obter melhores trabalhos. Em ambos os casos, este ensino é visto como uma maneira de auxiliar na concorrência e não necessariamente na obtenção de um trabalho na área de formação técnica.

Foundation provisioning has a long history in South Africa, and is central to the transformation agenda, particularly the broadening of successful participation in higher education (HE). As access initiatives underpinned by various conceptualisations, foundation programmes evolved from peripheral, to semi-integrated and finally fully integrated curricular models in the form of current Extended Studies Programmes (ESPs). Underpinning the provision of Extended Studies is the acknowledgment that students who enter institutions are essentially ill equipped to cope with the demands of higher education studies, “leaving institutions themselves free of the responsibility of student failure” (Akoojee & Nkomo, 2007:391). This under-preparedness has been attributed to the ‘articulation gap’ between secondary and higher education, which in turn contributes to low retention and graduation rates (CHE, 2013:17). Situated within an overarching commitment to access and success, the Extended Studies Programme attempts to systematically address the ‘articulation gap’. This study evaluated the extent to which the Rhodes University Humanities Extended Studies Programme is achieving its objectives from a transformation perspective, specifically the broadening of successful participation in higher education. The majority of previous works on the evaluation of foundation programmes focused on measurable dimensions of student access and success – that is retention and graduation rates. This thesis considered both the measurable outcomes of the programme as well as the actual teaching and learning process. Given the shifts that have taken place in foundation provisioning, the evaluation of the current model of foundation provisioning necessitated their location in history. Therefore, the evaluation of the Rhodes University Humanities Extended Studies Programme was undertaken in view of the shifts, achievements, challenges and critics of its predecessor programmes. Specifically, the following dimensions were considered in the evaluation of the programme: i) assumptions underpinning the design and purpose of the programme, ii) teaching and learning practices in the programme, iii) student and staff perceptions of the programme, iv) students’ experiences of the programme, v) the validity of the programme in the broader institution, and vi) the measurable outcomes of the programme − that is retention and graduation rates of students enrolled in the programme. The triangulation of qualitative data collection techniques provided access into the different layers of institutional relations, processes and structures, which not only affect teaching and learning in the programme, but also determine students’ engagement with different academic and social aspects of the broader university. The theoretical insights of Pierre Bourdieu and Amartya Sen were integrated in order to provide analytical tools for both understanding the causes of inequalities in higher education, and evaluating institutional processes and structures that perpetuate or transform inequalities. Whilst Bourdieu’s social reproduction thesis exposed the ways in which social structures shape educational processes and outcomes, Sen’s capability approach provided tools for evaluating both institutional arrangements and individual capabilities – that is, the freedom to achieve desired educational outcomes (Sen, 1992:48).

Summary in German and English / This thesis aims at the integration of the concept of habitus, as introduced by Pierre Bourdieu, with the concept of worldview as defined by Paul G. Hiebert develop implications for the missiological discipline and the analysis of the human condition. In a first step the concept of worldview is introduced and integrated into the anthropological discipline from within the life and work of Paul G. Hiebert. The confinement of the concept within the cognitive realm is worked out subsequently and the necessity of a complimentary concept is underlined. In a second step the concept of habitus as defined by Pierre Bourdieu is introduced and explained within his biography, research tradition and his sociological framework. In the concluding chapter a synthesis is provided to integrate habitus with worldview building upon the complimentary nature of the concepts. The cognitive bias of worldview is amended through the incorporated nature of habitus. This leads to an augmented research methodology which includes practical analysis of habitus. / Ziel dieser Masterarbeit ist es, das in der Missionswissenschaft gebräuchliche Konzept der Weltanschauung, vorgestellt von Paul G. Hiebert, durch das Konzept des Habitus, vorgestellt von Pierre Bourdieu, zu ergänzen und Schlussfolgerungen für die missiologische Disziplin und die praktische Analyse menschlicher Wirklichkeit zu ziehen. Zunächst wird das Konzept der Weltanschauung anthropologisch verortet und am Leben und Werk Paul G. Hieberts konkret dargestellt. Die kognitive Engführung des Begriffs wird dabei herausgearbeitet, die Notwendigkeit einer Ergänzung zur vollständigeren Beschreibung menschlicher Wirklichkeit herausgestellt. In einem zweiten Schritt wird Pierre Bourdieu seiner Tradition und Biographie nach eingeordnet, sein Habituskonzept eingeführt und innerhalb seiner soziologischen Konzepte erklärt. In der abschließenden Synthese wird auf die vorher ausgearbeitete Komplementarität der Konzepte aufgebaut und die kognitive Engführung von Weltanschauung durch das Habituskonzept ergänzt. Die Zusammenschau von Habitus und Weltanschauung ermöglicht eine breitere Darstellung menschlicher Wirklichkeit. Erweiterte Forschungsmethoden und -gebiete, welche den Habitus mit einbeziehen, werden im Abschluss definiert und vorgestellt. / Christian Spirituality, Church History and Missiology / M.Th. (Missiology)

This dissertation demonstrates how props act as conduits of knowledge and (thus?) power in Sophocles’ “non-Theban” plays. I show how certain props challenge the definitions and values that they accrue as they move between actors onstage. Key props in these four plays behave unlike other props in extant tragedy, opening up the possibility for a sustained inquiry into the ways that property speaks to and for power. Focusing on the urn in Electra, the bow in Philoctetes, Hector’s sword and Ajax’s own shield in Ajax, and the robe in Trachiniae, this project argues for the centrality of these props in these plays’ verbal exchanges. The introduction sets up a framework and methodology that draws on Michel Foucault’s notion of power-knowledge (pouvoir-savoir) and the sociology of Pierre Bourdieu alongside contemporary thinkers like Jack Halberstam, Jane Bennett, and Sara Ahmed. The first chapter, “The Urn is the Wor(l)d in Sophocles’ Electra,” builds on prior scholarship on this much-studied stage object by showing how it accrues “symbolic power” and comes to construct reality and the social world. The possibility of that consensus breaks down, however, in the face of the familiar/l strife at Argos, and it is through this breakdown that the urn gives audience members a way to examine the play’s puzzling lack of resolution. The second chapter, “Stringing a Bow: Learning, use, and power in Sophocles’ Philoctetes,” builds on the previous chapters’ by showing how the bow defines the limits of Neoptolemus’ education on Lemnos and the terms of its own exchange. The bow’s frequent back and forth between characters and its role in Odysseus’s subterfuge belie the fact that it still belongs to Heracles, who alone can authorize its use. This reading draws out the strange relationship between the deceptions of the False Merchant and the divine interventions of Heracles, demonstrating an uncomfortable consonance between the two scenes. The third chapter, entitled “Ajax’s economy of hostility: the necropolitics of kleos,” explores how Ajax paradoxically gives up his shield even as it merges with his identity as a defense for the Achaeans against the Trojans. Ajax himself attempts to manipulate this threat through the handling and “exchange” of the sword of Hector with its native soil, misleading his compatriots — and possibly himself — about his intentions in his so-called “deception speech.” When Hector’s sword pierces Ajax’s body, Trojan and personal hostilities merge until Odysseus manages to rectify the play’s errant exchanges and restore Ajax’s status as a shield for his companions. The fourth and final chapter, “Ceci n’est pas un prop: The robe as gift and garment in Sophocles’ Trachiniae,” shows that the robe’s failure to appear onstage as a prop — the audience might see it as part of Heracles’ costume at the end of the play — enacts the conflict between oikos and wilderness that the characters inhabit, exposing them to the threats of order and disorder as they attempt to integrate Heracles’ pure excess into the oikonomia of Trachis. This process ultimately reveals the futility of attempts to analyze the play in terms of its dichotomies: female-male, oikos-polis, concealed-revealed, etc. The circulation of the robe in its box charts a path for understanding the play in terms that defy dichotomization by locating the play’s exchanges along intersecting modes of valuation. In the conclusion, I widen the perspective of this methodology again, turning to the instrumentalization of bodies in Sophocles’ Theban plays. I raise questions about how meaning, use, value, and power come to be confused via onstage exchanges, and I gesture towards possible future avenues of inquiry that might account for the trouble with bodies that Ajax raises.