Título original: Política nacional de juvetude : análise das dimensões conceituais de juventude, participação e cidadania do programa Projovem Urbano / Orientador: Joyce Mary Adam / Banca: Debora Cristina Fonseca / Banca: Dirce Djanira Pacheco Zan / Resumo: A presente pesquisa se dedicou a analisar as dimensões conceituais de Juventude, Participação e Cidadania do programa federal Projovem Urbano, criado em 2005 como integrante da Política Nacional de Juventude, com a finalidade de garantir que jovens de 18 a 29 anos pudessem retomar seus percursos educacionais e escolares e concluir o Ensino Fundamental, a partir de um projeto pedagógico integrado que propõe a Formação Básica, aliada à uma Qualificação Profissional inicial e uma formação teórica e prática em Participação Cidadã. O trabalho realizado se insere no campo das pesquisas qualitativas e como procedimentos metodológicos utilizou a pesquisa documental, analisando os materiais pedagógicos e documentos oficiais (leis) do Projovem Urbano. As análises possibilitaram identificar que as ações direcionadas aos jovens estão relacionadas com a definição de juventude presente na política pública e que as legislações dos últimos anos têm contribuído conceitualmente para a compreensão do jovem como sujeito de direitos. Quanto à formação em participação e cidadania verificamos que o Projovem Urbano, através do componente curricular Participação Cidadã e outros elementos dos materiais pedagógicos, como o trabalho coletivo e a valorização cultural, representam um incentivo para a participação juvenil, além de constituir um espaço de diálogo e de construção de sentidos para os jovens. Também foram identificados elementos que refletem projetos de sociedade tanto neoliberais, como partic... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The present research has the objective to analyze the conceptual dimensions of Youth, Participation and Citizenship of the federal program Projovem Urbano, created in 2005 as part of the National Youth Policy, with the purpose of ensuring that youngsters from 18 to 29 years old could take back their educational paths and studies and complete Elementary School, starting from an integrated pedagogical project that proposes Basic Training combined with an Initial Professional Qualification and a theoretical and practical training in Citizen Participation. The work is inside the field of qualitative research and as methodological procedures a documentary research was used, by analyzing the teaching materials and official documents (laws) of Projovem Urbano. The analysis made it possible to identify that actions directed at young people are related to the definition of what is youth, present in public policy and that the legislation of recent years has contributed conceptually to the understanding of the young person as an individual with rights. Concerning the training in participation and citizenship we find that Projovem Urbano, through the curricular component Citizen Participation and other elements of the pedagogical materials, such as collective work and cultural valorization, represent an incentive for juvenile participation, besides being a space for dialogue and sense construction for the young people. It has been identified some elements that reflect society projects bo... (Complete abstract click electronic access below) / Resumen: La presente investigación se dedicó a analizar las dimensiones conceptuales de la Juventud, Participación y Ciudadanía del programa federal Projovem Urbano, creado en 2005 como parte de la Política Nacional de Juventud, con la finalidad de garantizar que jóvenes de 18 a 29 años pudieran retomar sus recorridos educacionales y escolares y concluir la Enseñanza Fundamental, desde un proyecto pedagógico integrado que propone a la Formación Básica, aliada a una Cualificación Profesional inicial y una formación teórica y práctica en Participación Ciudadana. El trabajo realizado se insiere en el campo de la investigación cualitativa y como procedimientos metodológicos utilizó la investigación documental, analizando los materiales pedagógicos y documentos oficiales (leyes) del Projovem Urbano. Los análisis permitieron identificar que las acciones direccionadas a los jóvenes están relacionadas con la definición de juventud presente en la política pública y que las legislaciones de los últimos años han contribuido conceptualmente para la comprensión del joven como sujeto de derechos. Cuanto a formación en participación y ciudadanía hemos comprobado que el Projovem Urbano, a través del componente curricular Participación Ciudadana y otros elementos de los materiales pedagógicos, como el trabajo colectivo y la valorización cultural, representan un incentivo para la participación juvenil, además de construir un espacio de diálogo y de construcción de sentidos para los jóvenes. También fue... (Resumen completo clicar acceso eletrônico abajo) / Mestre

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2017-08-14T22:49:46Z No. of bitstreams: 1 UNIVERSO REFLETIDO HIST?RIA SOCIAL, IDENTIDADE E CIDADANIA NA OBRA DE JORGE AMADO - SANDRA DE MOURA.pdf: 946563 bytes, checksum: ea2da3b67b354c4444073accb02a5494 (MD5) / Made available in DSpace on 2017-08-14T22:49:46Z (GMT). No. of bitstreams: 1 UNIVERSO REFLETIDO HIST?RIA SOCIAL, IDENTIDADE E CIDADANIA NA OBRA DE JORGE AMADO - SANDRA DE MOURA.pdf: 946563 bytes, checksum: ea2da3b67b354c4444073accb02a5494 (MD5) Previous issue date: 2016-09-14 / This versa dissertation about the work of Jorge Amado (1912-2001), which is taking as objects of studies Jubiab? (1935), Bay of All Saints: Street Guides and Mysteries (1945) and Tent of Miracles (1969) were motivational books of all the academic enterprise that aims to foster discussions about identity and citizenship involving blacks, mestizos and miscegenation, coming from the literary profiles, sociological, anthropological and scientific nature. Our choice is related to the need to highlight the popular dimension and fiction writer policy in dealing with disquieting Brazilian issues, especially in Bahia, under the gaze of the best-selling Brazilian fiction, during a crucial period in the history of our country, profiled in the twentieth century. / Esta disserta??o versa sobre a obra de Jorge Amado (1912-2001), tomando como objetos de estudos Jubiab? (1935), Bahia de todos os santos: guia de ruas e mist?rios (1945) e Tenda dos milagres (1969) livros motivadores de todo o empreendimento acad?mico que tem por finalidade fomentar discuss?es acerca da identidade e cidadania envolvendo negros, mesti?os e a mesti?agem, a partir de perfis de natureza liter?ria, sociol?gica, antropol?gica e cient?fica. A nossa escolha relaciona-se ? necessidade de ressaltar a dimens?o popular e pol?tica do ficcionista no trato das inquietantes quest?es brasileiras, a partir da Bahia, sob o olhar domaiorbest-seller da fic??o brasileira, em um per?odo determinante da hist?ria de nosso pa?s, perfilado no s?culoXX.

O objetivo desta pesquisa foi compreender a concepção de cidadania do enfermeiro recém- formado no contexto da promoção da saúde. A base teórica adotada foram os documentos de saúde e autores que trataram das questões de saúde para além da ausência de doença, como conceito que considera as condições de vida das pessoas como extremamente relevante para uma melhora na qualidade de vida. A metodologia escolhida foi a pesquisa qualitativa e para a compreensão dos dados coletados foi utilizada a análise de conteúdo proposta por Bardin e discutida por Minayo (2014). Foi realizada a categorização das 10 entrevistas efetivadas organizadas em quatro temas centrais: 1) Cidadania: um conceito a ser definido; 2) Enfermagem e cidadania; 3) A formação no curso de enfermagem e o foco no conceito de cidadania; e 4) Práticas de saúde e a atuação do enfermeiro em uma perspectiva cidadã. Constatou-se que para os enfermeiros recém formados no curso pesquisado, cidadania é um conceito inerente à promoção de saúde, devendo as práticas de saúde ser compreendidas para além do modelo biologicista e assistencial. Além disso, a formação do enfermeiro precisa ser diferenciada, tendo como fundamento o exercício da cidadania, considerando o sujeito em suas condições concretas de existência. A ação do enfermeiro deve funcionar como uma prática social, considerando o cidadão como um sujeito de direitos e deveres, que também é responsável pela busca de ações e estratégias para melhorar suas condições de vida, abrindo uma nova perspectiva para a profissão de enfermagem / The objective of this research was to understand the concept of citizenship of the newly formed nurse in the context of health promotion. The theoretical basis adopted were the health documents and some authors who treated health issues beyond the absence of disease, as a concept to consider the living conditions of people extremely relevant to an improvement in quality of life. The chosen methodology was qualitative research and understanding of the data collected was used content analysis proposed by Bardin and discussed by Minayo (2014). The categorization of 10 interviews in four central themes take effect: 1-citizenship: a concept to be defined, 2-nursing and citizenship; 3) training in the nursing course and focus on the concept of citizenship; and 4) health practices and the role of the nurse in a citizen perspective. It was noted that citizenship is a concept inherent in health promotion, and health practices be understood beyond assistance and biologic model. In addition, the formation of the nurse needs to be differentiated, based on the exercise of citizenship, whereas the subject in its concrete conditions of existence. The action of the nurse should work as a social practice, considering the citizen as a subject of rights and duties, which is also responsible for the search of actions and strategies to improve their conditions of life, opening up a new prospect for the nursing profession

by Evelyn Leung Wing Sze. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1994. / Includes bibliographical references (leaves 111-120). / Chapter Chapter One --- Introduction: On Remapping the Public Sphere --- p.1 / Chapter Chapter Two --- Living as Inbetweenness An Encounter with Shih-chien Chu --- p.21 / Chapter Chapter Three --- Private Life in the Public Sphere Wo Mei-mei as Metafiction --- p.43 / Chapter Chapter Four --- A Moment in Transgression Intertextuality in Ta Shuo-huang Chia --- p.66 / Chapter Chapter Five --- Conclusion: Understanding as Political Praxis --- p.90 / Works of Chang Ta-chun --- p.109 / Select Bibliography --- p.111

The thesis explores the relationship between citizenship education and identity in conflict-affected societies, by comparing the teaching of citizenship across different schools in Northern Ireland and Israel. In both societies, citizenship education addresses issues that are deemed controversial, such as the recent or ongoing conflict, citizenship, racism, and sectarianism. The theoretical framework brings together (neo) Marxist, post-colonialist, and critical pedagogical approaches to citizenship education and identity. Fieldwork was carried out in four different schools (Catholic, Protestant, Jewish-Israeli and Arab-Palestinian), using individual interviews, focus group interviews, observations, and document analysis. The major findings suggest that citizenship education at the policy, school, and classroom level is permeated by an avoidance of controversial issues related to the conflict and identity. In both societies, dominant narratives about the conflict glorify and justify violence, preventing a more critical examination of the conflicts. Additionally, educational policies promote a neoliberal/managerialist culture that censors the critical potential of citizenship education by determining that the priority for schools is academic standards and performativity. This limits teachers' ability to develop students' critical political thinking, to address controversial issues, and to challenge racist and sectarian views. However, the data also point to the employment of transformative forms of citizenship education, which became particularly evident among minorities. The thesis contribution is threefold: first, drawing on a (neo) Marxist and postcolonial theoretical framework facilitates a structural examination of the state of citizenship education through the lens of power relations. Second, the multi-level study shows how processes of avoidance and censoring trickle down from the policy level into schools and into classrooms. Third, since citizenship education is permeated by sidestepping and censoring, it is at risk of reproducing the conflict, structural sectarianism and racism, and socio-economic inequalities. The thesis concludes with the assertion that there is a need to provide teachers and schools with political and institutional support through offering training programmes; guidance and more time during the citizenship lesson to teach about controversial issues related to the conflict and identity. It also points at the need to further research pedagogies of critical teachers, who are able to promote transformative citizenship even in an uncongenial political environment that subtly promotes avoidance and censoring.

Based on the notion that philosophical assumptions and educational aims are important factors that gear educational processes, this study focuses on the ways in which teachers' assumptions and goals regarding citizenship influence their teaching of civics. The research of this topic is pursed based on a set of comparative analytic case studies that observe different ways in which conceptions of the notion of good citizenship manifest in three Israeli high school civics classrooms. This study draws from the research traditions of grounded theory, the use of ideal types, as well as the principles of the qualitative instrumental collective case study approach. This study's main finding is the identification of a stark disparity between the conceptions of citizenship that are promoted in each of the three cases, despite the a-priori similarities between them. This disparity results in the enactment of very different types of civics lessons as well as influences the goals, the relation to the curriculum standards, and the pedagogies implemented in these three settings. As a result of these findings, three ideal types of citizenship and civic education (CCE) are presented, reflecting these different approaches: (1) disciplined CCE; (2) participatory CCE; and (3) critical CCE. The importance of these findings is in the illumination of a civic education gap, relating to these differences. Following the scholarly discourse surrounding this topic, this study contributes to the understanding that not only is there a gap regarding the civic experiences and opportunities to which the students are exposed, but that the fundamental meaning of the term good citizenship is interpreted and promoted in a varying fashion. This focus, on the ways in which these different conceptions influence and reinforce the reality of the civic education gap, forges the connections between these two fields of study, a connection that yet has to been acknowledged in the literature. In fact, this civic education gap implies to the contextual factor of social inequality as it reflects in the classroom settings, in relation to this specific subject matter. An explanation for this gap is the central role that the civics teachers hold, in relation to their students' opinions, academic levels and socio-economic backgrounds. With the help of the theoretical concepts of civic abandonment and civic activity, which relate to the individual's civic identity in relation to the country in which s/he lives, this study documents ways in which teachers frame their civics lessons in congruence to their own perception of their students' civic orientations. In this manner this study points to the dangers of such a reality in which teachers choose to promote civic ideals that do not recognize the complexity and multiplicity of this topic. Based on these findings, a presentation of pedagogical strategies as well as a descriptive theoretical model of the civic education process will be brought forth, utilizing these different approaches to CCE. This presentation will potentially support teachers in designing holistic educational experiences that touch on a variety of CCE conceptions. This stands in contrast to the current reality in which such conceptions are dealt with as mutually exclusive. In this manner, this study promotes the belief that all students should have equitable access to the knowledge, values and dispositions that are crucial for any democratic citizen.

This project explains Polish non-violence and Algerian violence under martial law following peaceful protests against comparable material deprivation and authoritarian political exclusion. From narratives of state formation, institutional performance, and social movement evolution in postwar Poland and postcolonial Algeria a conditional model derives violent and non-violent opposition strategies from divergent practical citizenship regimes in formally similar autocratic systems. It argues that distinct regimes of citizen-subjectivity under authoritarian governance foster divergent practices of resistance and evaluations of states before and during emergency conditions that reduce activists to biological life, tempting violence. Where citizenship regimes differentiate social resources (means of protest) from state resources (means or sovereignty), affording regime opponents actual or immanent systemic subjectivity, social agitation remains non-violent despite objectively comprehensive political and social dispossession; in contrast, by subordinating social to state resources, undifferentiated citizenship regimes under martial law wholly eliminate systemic subjectivity, provoking violence. Neither the formal political regime-type nor the immediate experience of social suffering or political abjection distinguishes violent from non-violent responses to despotism; rather, violent versus non-violent protest strategies express discrepant evaluations of regime coercion, reflecting the elimination versus endurance of the citizenship regime that formed the iterated systemic subjectivity of regime opponents. Poland's worker-based citizenship regime endured fiscal crisis and martial law because it provided differentiated social resources: regime opponents had means independent of state solvency to compel policy concessions by withdrawing labor power from industries pivotal to ruling-elite incumbency. But Algeria's client-based citizenship - based on undifferentiated resources - tied activists' systemic means of compulsion to state largesse. Differentiated citizenship regimes endure state crises because citizens retain the social resources, however suspended, of systemic-subjectivity that ground their evaluations of state actions, minimizing incentives to violent pressure on ruling classes. Undifferentiated citizenship regimes perish under state bankruptcy or force, eradicating social resources and channeling the recuperation of subjectivity to anti-systemic acts. In short, Polish workers could strike and threaten the state under martial law; Algerian clients were effectively expelled from political status. In forming opposition strategies, citizens judge state policies or legitimacy, but also their status as systemic subjects. Evaluations of systemic subjectivity reflect experiences in using social resources, not merely immediate material or political conditions. The research design does not test a general theoretical model linking citizenship-subjectivity regimes to experiential evaluations of objective dehumanization, but its conceptual and causal variable analyses may complement other studies of state institutions and social agitations by promoting subject formation over abstract human universals as the key mechanism in reliable social explanation.

Young Europeans with immigrant background live in societies that practice different models of national identity, where nations continually define themselves through citizenship policies, political rhetoric, and everyday social interaction that signal membership to be more open, or more closed, to those without native roots. In other words, young immigrant minorities are constantly receiving signals about whether or not they are accepted as part of the national community. This dissertation investigates how these 'working national identities' influence immigrant minorities' civic integration, defined as their identification with the national-civic community and their participation in political life. Denmark and Sweden, broadly similar societies with historically similar immigration patterns, differ in their citizenship policies, political debates over integration and levels of discrimination. Using this variation, the dissertation analyzes primary survey and interview data collected among immigrant-minority young adults in both countries to observe the effects of their citizenship policies, political debates and social inclusion on those minorities' perceptions, and the influence of those perceptions on their civic integration. I find that social inclusion increases minorities' national identification, while politician concern raises the likelihood that they will vote. But causes of engagement in other forms of political action vary more: while minority men are more likely to engage in political action if they perceive their groups to be excluded, women are more likely to do so if they identify with the community. Throughout, I find men to be more affected by the exclusion of their own ethnic and religious groups than women are. Further, higher levels of exclusion and greater politicization of minority issues in Denmark mean that these factors have stronger effects there, but also raise participation by spurring interest in national politics.

Debate over the meaning, extension, and proper form of national citizenship is central to American history. This dissertation considers a fundamental obligation of citizenship, the payment of taxes. Focusing on the ratification by the states of the 16th Amendment which made possible the taxation of incomes, it shows how new ideas about the mutual obligations of citizens changed the relationship between Americans and their government with profound consequences for the development of the American state in the 20th century. Ideas of national citizenship contributed to an outcome few at the time expected: 42 of 48 states in a nation steeped in libertarian culture since its founding ratified an amendment awarding the federal government broad, new taxing power. In a detailed analysis of the ratification process in three states - Wisconsin, Virginia and New York - this study demonstrates that ideas about national citizenship structured the politics of ratification. Wisconsin's position in the forefront of Progressive reform and its adoption of a state income tax during the period under study demonstrate the strong affinities between a "new citizenship" and the income tax, factors which led to easy ratification. Virginia's rejection of the amendment was exceptional in a region that largely supported the income tax. In Virginia, a plutocratic political machine, tied to Northeastern industrial interests and strengthened by the recent disenfranchisement of the state's poorer residents, weakened reform efforts and enabled local political elites to ignore the state's strong economic interest in a potential federal income tax. New York's first order economic interests suggested that it would be strongly disposed against the amendment. New Yorkers, then 10 percent of the nation's population, would pay more than 30 percent of an income tax. But unlikely bedfellows among New York's political leadership put forward a patriotic vision of national citizenship. This vision attracted segments of the economic elite, middle-class reformers, and working-class voters to support ratification. The surprising ratification of the 16th Amendment had profound consequences for American federalism. It meant that a minority of wealthy states now owed more to the federal government than their numbers dictated. It enabled a redistribution of income from wealthy states to poorer states that continues to the present day. Ratification also provides a powerful argument against material reductionism in explaining the nature of tax policy and politics in America. It suggests that moral and social considerations - aspects of a nation's political culture, expressed in the American context through evolving ideas of national citizenship - can be critically important in explaining significant changes and movements for tax reform.

Protéiforme, le tiers au marché public se rencontre essentiellement sous deux statuts, selon l’intérêt lésé direct ou indirect qu’il démontrera. Lésé par un manquement aux règles de passation, le tiers est effectivement protégé par le droit, qui instaure à son profit des voies de recours lui permettant tant de contester la légalité du marché que de demander des dommages et intérêts en réparation du préjudice subi. Citoyen, le tiers est défavorisé par sa condition, qui ne lui offre pas toujours les moyens d’actions de nature à satisfaire sa volonté de s’assurer de la légalité des procédures de passation. Il dispose pourtant, au sens du droit européen, d’un intérêt légitime à s’assurer qu’il existe de bonnes procédures de passation. Ce postulat conduira à proposer des solutions juridiques de nature à mettre le droit français en conformité avec ces nouvelles exigences. / The third party in the public procurement essentially meets under two statuses, according to the direct or indirect harmed interest which it will demonstrate. Hurt by a breach on procurement procedure, the third party is actually protected by the law, which establishes in its profit legal remedies allowing him to dispute the legality of the contact as well as asking for compensation for the loss suffered. Citizen, the third party is disadvantaged by its status, which does not always offer him actions likely to satisfy his will to make sure of the legality of the procurement procedure. He has nevertheless, under European law, a legitimate concern to make sure that there are good procurement procedures. That premise will lead to propose legal solutions likely to put the french law in accordance with these new requirements.