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Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-08-29T11:18:24Z No. of bitstreams: 2 Claudio_Furtado2018.pdf: 4775721 bytes, checksum: d12e4695122a72401e5769b2a09e93cb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-08-29T11:18:24Z (GMT). No. of bitstreams: 2 Claudio_Furtado2018.pdf: 4775721 bytes, checksum: d12e4695122a72401e5769b2a09e93cb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-05-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This paper addresses the affirmative actions in Brazil aimed at the black population, within the class society, taking into account the challenges, perspectives of access in undergraduate courses, with reference to Unioeste. It is a bibliographical and documentary research whose exposition is organized in three chapters. The theoretical-methodological method that guided this work is given by the analysis of the society of classes, understanding how the blacks are inserted in its interior. We recognize the Negro not as a social group apart, but as a constituent part of the whole working class. The implementation of the reserve system of vacancies/ quotas in public universities has been presented as a promoter of the democratization of access to opportunities in higher education. Despite the legislation and new public policies implemented in the last decades, such initiatives are still insufficient in the face of the reality of inequalities and social exclusion, since such policy is the subject of many discussions and controversies reducing the subject to a simplistic view, against or in favor Studying social practices, we try to get out of this polarization to understand the interpretations about blacks in the History of Education. From this historiographical analysis we find that they have been inferior in traditional history. When analyzing the black, in the work and in the school education from the beginning of the Brazilian colonization, we verified some paradoxes, like its reduced participation in the formal education, and its later attempt of inclusion. Despite being the majority of the Brazilian population, the black presence in the Brazilian Higher Education is very low in relation to the whites, mainly in the Unioeste campuses. After several centuries of the discovery of Brazil, the socioeconomic differences between whites and blacks remain. With the approval of Law nº. 12,711, of August 29, 2012, which allocates 50% of vacancies to self-declared candidates, blacks, brown or indigenous people, it has resumed debates on affirmative action, not only at an educational level, but also at a social level. The process of implementing this Law points to the need to problematize the racial question within the universities. Based on this perspective, this research questions whether the policy of reserving vacancies / quotas really contributes to the democratization of access and permanence in higher education. / Este trabalho aborda as ações afirmativas no Brasil voltadas à população negra, no interior da sociedade de classes, levando em conta os desafios, perspectivas de acesso nos cursos de graduação, tendo como referência a Unioeste. Trata-se de uma pesquisa bibliográfica e documental cuja exposição está organizada em três capítulos. O método teórico-metodológico que norteou este trabalho se dá pela análise da sociedade de classes, compreendendo como os negros estão inseridos em seu interior. Reconhecemos o negro não como um grupo social a parte, mas como parte constitutiva de toda a classe trabalhadora. A implementação do sistema de reserva de vagas/cotas nas universidades públicas vem sendo apresentada como promotora da democratização do acesso às oportunidades na educação superior. Apesar da legislação e das novas políticas públicas implementadas nas últimas décadas, tais iniciativas ainda são insuficientes diante da realidade tecida de desigualdades e exclusão social, visto que tal política é objetos de muitas discussões e polêmicas reduzindo o assunto a uma visão simplista, de contra ou a favor. Estudando as práticas sociais, procuramos sair dessa polarização para compreender as interpretações sobre os negros na História da Educação. A partir dessa análise historiográfica constatamos que eles estiveram inferiorizados na história tradicional. Ao analisarmos o negro, no trabalho e na educação escolar desde o início da colonização brasileira, constatamos alguns paradoxos, como a sua participação reduzida no ensino formal, e sua posterior tentativa de inclusão. Mesmo sendo a maioria da população brasileira, a presença negra no Ensino Superior brasileiro é muito baixa em relação aos brancos, principalmente nos campi da Unioeste. Passados vários séculos do descobrimento do Brasil, as diferenças socioeconômicas entre brancos e negros permanecem. Com aprovação da Lei de nº 12.711, de 29 de agosto de 2012, que destina 50% das vagas para candidatos autodeclarados pretos, pardos ou indígenas reiniciou os debates sobre ações afirmativas não somente em nível educacional, mas também social. O processo de implementação desta Lei aponta para a necessidade de problematizar a questão racial no interior das universidades. Com base nessa perspectiva, esta pesquisa questiona se a política de reserva de vagas/cotas realmente contribui para a democratização do acesso e permanência no ensino superior.

Submitted by Fabielle Cheuczuk (fabielle.cheuczuk@unioeste.br) on 2018-10-22T13:07:40Z No. of bitstreams: 2 DISSERTAÇÃO SERGIO ANTONIO ZIMMER.pdf: 1493846 bytes, checksum: 2e53d3c04eeaa801a5adba85c865fe67 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-10-22T13:07:40Z (GMT). No. of bitstreams: 2 DISSERTAÇÃO SERGIO ANTONIO ZIMMER.pdf: 1493846 bytes, checksum: 2e53d3c04eeaa801a5adba85c865fe67 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-07-30 / In this dissertation, we analyze in the writings of Manacorda and Mészáros the role of school education in the process of overcoming class society. The objective was to identify, in the thinking of these authors, the role of school education directed at the working class and its contribution to the emancipation of man. We analyze the works of these authors, in which they deal with education, we try to identify analytical categories directly linked to the theme of school education. Besides analyzing their works, we also try to work with some commentators. We strive to reveal the role of school education in social transformation, in search of an education that can become a weapon of combating for the workers, with a view to human emancipation. We organize the dissertation in three parts: in the first one we approach biographical aspects of the studied thinkers and the context of production of their works, in the second we approach the Marxist categories present in the works studied; in the last part we deal with school education and social transformation, that is, the role of education in overcoming class society. In the study we identified that, for Manacorda, the role of school education turned to the working class, is to raise it culturally, this means to arm the workers of knowledge, so that they can better act in the economic and political scope. Therefore, he defended the need for a unitary education, composed of: intellectual education, physical education, theoretical and practical technological education, to enable men to work with their hands and intelligence. Only whith this type of school education is capable of contributing to onilateral formation and leading man to overcoming class society. For Mészáros, the role of school education is to contribute to the raising of criticalconsciousness, so that we can understand that we live under the dominion of capital, which commands a process of alienating internalization that leads to conformism and passivity. The school education must reveal these contradictions and not serve the perpetuation of domination as it has done to this day. Thus, in order for school education to contribute to the overcoming of class society, it needs to move away from the logic of capital and seek an interchange with non-school education for life that encompasses all the processes of social life. It needs to approach a socialist education, of the social movements, of the working class, a true agent of transformation, able to set in motion the transformations necessary for overcoming class society.If school education can unite its progressive elements for change, with the strength of social movements and workers, it can make a vital contribution to emancipation. Finally, we understand that for the thinkers studied, the role of school education should be to help us to go beyond school education, in a common proposal on the need for structural social transformation in all scopes of human life that changes the subordination of work to capital, that leads us to the definitive overcoming of class society. / Nesta dissertação, analisamos nos escritos de Manacorda e Mészáros o papel da educação escolar no processo de superação da sociedade de classes. O objetivo foi identificar, no pensamento destes autores, o papel da educação escolar voltada à classe trabalhadora e sua contribuição na emancipação do homem. Realizamos análise das obras desses autores, na qual trataram sobre educação, procuramos identificar categorias analíticas ligadas diretamente à temática da educação escolar. Além de analisarmos suas obras também procuramos trabalhar com alguns comentadores. Empenhamo-nos em desvelar o papel da educação escolar na transformação social, em busca de uma educação que pode se transformar em arma de luta para os trabalhadores, tendo em vista a emancipação humana. Organizamos a dissertação em três partes: na primeira abordamos aspectos biográficos dos pensadores estudados e o contexto de produção de suas obras, na segunda abordamos as categorias marxistas presentes nas obras estudadas; na última parte tratamos sobre a educação escolar e a transformação social, ou seja, o papel da educação na superação da sociedade de classes. No estudo identificamos que, para Manacorda, o papel da educação escolar voltada a classe trabalhadora, é elevá-la culturalmente, isso significa armar os trabalhadores do saber, para que possam melhor agir no âmbito econômico e político. Por isso, ele defendeu a necessidade de uma educação unitária, composta de: educação intelectual, educação física, educação tecnológica teórica e prática, para capacitar os homens a trabalharem com as mãos e a inteligência. Somente este tipo de educação escolar é capaz de contribuir para uma formação onilateral e levar o homem a superação da sociedade de classes. Para Mészáros, o papel da educação escolar é contribuir com a elevação da consciência crítica, para que possamos compreender que vivemos sob o domínio do capital, que comanda um processo de internalização alienante que leva ao conformismo e a passividade. A educação escolar precisa revelar essas contradições e não servir a perpetuação da dominação como tem feito até hoje. Assim, para que a educação escolar possa contribuir com a superação da sociedade de classes, ela necessita se afastar da lógica do capital e buscar um intercâmbio com a educação não escolar, para toda a vida, que abarque todos os processos da vida social. Ela necessita se aproximar de uma educação socialista, dos movimentos sociais, da classe trabalhadora, verdadeiro agente de transformação, capaz de pôr em movimento as transformações necessárias para a superação da sociedade de classes. Se a educação escolar conseguir unir seus elementos progressistas voltados para a mudança, com a força dos movimentos sociais e dos trabalhadores ela poderá dar uma contribuição vital para a emancipação. Por fim, compreendemos que para os pensadores estudados o papel da educação escolar, deve ser nos ajudar a ir além da educação escolar, em proposta comum sobre a necessidade de transformação social estrutural em todas as esferas da vida humana, que altere a subordinação do trabalho ao capital, que nos leve a superação definitiva da sociedade de classes.

This study traces the history of debutante presentations in Dallas, Texas, from 1884 to 1976. Manuscript materials, organizational collections, interviews, and published sources were used to document and establish past and present information. The problem is organized topically and treated in chronological order within each subject. The role of four bachelors' clubs, Idlewild, Terpsichorean, Calyx, and Dervish, is emphasized and the influence of a business known as Party Service is considered. The evidence gathered for this work suggests the following conclusions: that a complicated and lavish process has evolved, that the influence of heritage and family prominence has gradually eroded, that emphasis centers now on the recently financially successful families, and that despite these changes, the ritual of debutante presentations in Dallas remains strong.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2018-11-12T16:37:07Z No. of bitstreams: 1 matheussoaresferreira.pdf: 975449 bytes, checksum: 52f742b0bb71e1aa6af1cce74ecdc2fd (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-11-23T13:10:29Z (GMT) No. of bitstreams: 1 matheussoaresferreira.pdf: 975449 bytes, checksum: 52f742b0bb71e1aa6af1cce74ecdc2fd (MD5) / Made available in DSpace on 2018-11-23T13:10:29Z (GMT). No. of bitstreams: 1 matheussoaresferreira.pdf: 975449 bytes, checksum: 52f742b0bb71e1aa6af1cce74ecdc2fd (MD5) Previous issue date: 2018-09-24 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O presente estudo procurou abrir um quadro de análise em que as categorias da dominação externa, do capitalismo dependente e da sociedade de classes fossem tratadas segundo as múltiplas determinações que as vinculam umas às outras no contexto da América Latina. Um primeiro aspecto a ser enfatizado, consiste em que nossa reflexão teórica buscou fundamentar-se nos pressupostos históricos que se encontram na raiz da formação do capitalismo dependente. Por essa razão é que iniciamos o nosso trabalho pela temática da colonização latino-americana, entendida como um padrão de dominação externa e de exploração econômica, segundo a concepção de Florestan Fernandes. Em seguida, ao remontá-la [a colonização] como um movimento da história que produziu as determinações de origem do capitalismo clássico nas nações hegemônicas, foi possível identificar a existência de sua variante latino-americana, bem como descrever as características estruturais e funcionais que distinguiam os dois casos. Concomitantemente, fizemos apontamentos sobre as configurações que a economia, a sociedade e o Estado tendem a assumir nos diferentes modelos. Por fim, procuramos compreender as diferentes determinações, internas e externas, econômicas e extra-econômicas, que definem o caráter dependente, periférico e subdesenvolvido do capitalismo latino-americano. / The present study sought to open a framework of analysis in which the categories of external domination, dependent capitalism and class society were treated according to the multiple determinations that bind them to each other in the context of Latin America. A first aspect to be emphasized is that our theoretical reflection sought to be based on the historical presuppositions that are at the root of the formation of dependent capitalism. For this reason, we began our work on the theme of Latin American colonization, understood as a pattern of external domination and economic exploitation, according to Florestan Fernandes's conception. Then, by reassembling it as a movement of history that produced the determinations of origin of classical capitalism in the hegemonic nations, it was possible to identify the existence of its Latin American variant, as well as to describe the structural and functional characteristics that they distinguished the two cases. Concomitantly, we made notes on the configurations that the economy, society and the State tend to assume in the different models. Finally, we seek to understand the different determinations, internal and external, economic and extra-economic, that define the dependent, peripheral and underdeveloped character of Latin American capitalism.

<p>The purpose of this paper is to examine how the arrival of class society is expressed in the social dance of high society during the second half of the eighteenth century. The study is based on the idea that culture and society develope in interaction; that changes in the economic, political and social life determine the cultural expressions as well. What I wish to examine is whether cultural themes from the developing bourgeois culture – individualism, to be precise – is expressed in the social dance during the second half of the eigthteenth century. // The study shows that public balls definitely gave people a chance to show off on the dance floor in spite of social rank. The assemblies were open to everyone, and there were no formal distinction between the estates. The equality was enforced furthermore in the bal masques. // In spite of this formal equality, there are also signs of public assemblies not being quite the arenas for individual triumph beyond the boundaries of estate that they could be. Comments about dance and individuals are for example way more common in connection to private gatherings than public. When writing about public balls focus is primarily on the attender’s social rang, and more seldom on the dance at all. It’s clear that the mixing of estates was a source of agitation, and also that it was hard for peasants and merchants to compete with the nobility on their home ground. In theory the dance culture was boundary-crossing, but in reality the rift between the estates was still wide.</p>

The purpose of this paper is to examine how the arrival of class society is expressed in the social dance of high society during the second half of the eighteenth century. The study is based on the idea that culture and society develope in interaction; that changes in the economic, political and social life determine the cultural expressions as well. What I wish to examine is whether cultural themes from the developing bourgeois culture – individualism, to be precise – is expressed in the social dance during the second half of the eigthteenth century. // The study shows that public balls definitely gave people a chance to show off on the dance floor in spite of social rank. The assemblies were open to everyone, and there were no formal distinction between the estates. The equality was enforced furthermore in the bal masques. // In spite of this formal equality, there are also signs of public assemblies not being quite the arenas for individual triumph beyond the boundaries of estate that they could be. Comments about dance and individuals are for example way more common in connection to private gatherings than public. When writing about public balls focus is primarily on the attender’s social rang, and more seldom on the dance at all. It’s clear that the mixing of estates was a source of agitation, and also that it was hard for peasants and merchants to compete with the nobility on their home ground. In theory the dance culture was boundary-crossing, but in reality the rift between the estates was still wide.

This thesis presents an analysis of cadet training at the Royal War Academy between 1792 and 1866. The purposes of this study are to problematise the Academy's function and to investigate male social reproduction amongst the Swedish upper classes. Two different aspects of social reproduction are studied: the transmission of social position between generations; and the communication of ideals and lifestyle that were linked to the position that was reproduced. The former was studied with the help of Pierre Bourdieu's terminology, while the latter necessitated the use of theoretical perspectives on masculinity. This thesis demonstrates the changes in the preconditions for male social reproduction, and relates them to the transition from a late feudal to a capitalist society. At the end of the eighteenth century, the usual route to a military career was still through the family's personal contacts in the armed forces. In Bourdieu's terms, this was a very direct means of transferring symbolic capital, and one that also required social capital. With the emergence of the middle class, the Academy's recruitment patterns altered. This process coincided with the emergence of a Swedish education system, and cadet training gradually adapted to fit with other elements in the school system. The ability to transfer symbolic capital directly to the next generation crumbled in the face of a system where education was necessary for the reproduction of a social position. Unlike the shifting shape of social reproduction, masculine upbringing was central at the Academy throughout the whole period. The cadets entered as boys and left as men. In this process, relationships within the cadet corps were of crucial importance. The new cadets first had to subordinate themselves to their elders, and then in turn subordinate others. It was this social order that ensured the cadets learnt a harsh lesson in leadership.