In a workplace, fostering a culture of transparency, openness, and conflict resolution can create an environment where employees feel comfortable expressing criticism. The purpose of this study is to investigate how employees at a governmental organization perceive the space to voice criticism internally within the workplace. For example, previous research shows that depending on the nature of the criticism employees will consider the pros and cons before presenting it. Previous research also shows that when employees perceive that their voice is limited, they may respond by remaining silent despite management asking for open discussions. To answer the purpose of this study, a qualitative interview study has been carried out consisting of interviews with six state-employed individuals at a Swedish authority. The interviews have been recorded, transcribed and the generated data has been the basis for a thematic analysis. The empirical work has been analyzed based on Habermas theory of communicative action. The study's results show, among other things, that employees who perceive that the manager listens actively, and prioritizes what the employee wants to express, experience a positive space for criticism. Furthermore, the study shows that employees are less inclined to express criticism again if the manager has diminished previously expressed criticism, and that this nurtures the perception of a limited space for criticism. Additionally, the findings show employees perceive they can influence the reception of their criticism by considering how it is expressed. Employees seem to feel that it is more important for them to be listened to, than that the expressed criticism leads to an actual change. / Att ha högt i tak på en arbetsplats kan exempelvis innebära en transparens, en öppenhet, en strävan efter konfliktlösning samt att önskemål och missförstånd kan diskuteras. Syftet med studien är att undersöka hur anställda på en statlig organisation upplever utrymmet att framföra kritik internt på arbetsplatsen. Tidigare forskning visar exempelvis att beroende på vad kritiken handlar om överväger anställda för och nackdelar med att framföra den, samt att när anställda uppfattar att deras röst är begränsad kan de svara genom att vara tysta trots att ledningen efterfrågar öppna diskussioner. För att besvara syftet har en kvalitativ intervjustudie genomförts bestående av sex statligt anställda individer på en svensk myndighet. Intervjuerna har spelats in, transkriberats och det genererade datamaterialet har legat till grund för en tematisk analys. Empirin har analyserats utifrån Habermas teori om kommunikativt handlande. Studiens resultat visar bland annat att anställda som uppfattar att chefen lyssnar aktivt, samt prioriterar vad den anställde vill framföra, upplever ett positivt kritikutrymme. Vidare visar studien att anställda är mindre benägna att framföra kritik igen om chefen har förminskat tidigare framförd kritik, samt att detta bidrar till en upplevelse av ett begränsat kritikutrymme. I studien belyses även att anställda uppfattar att de kan påverka mottagandet av kritiken genom att överväga hur den uttrycks. Anställda tycks känna att det är viktigare för dem att bli lyssnade på, än att den framförda kritiken leder till en faktisk förändring.

Political legitimacy is a fundamental problem in the modern state. According to Habermas (1973), current legitimation methods are losing the sufficiency needed to support political systems and decisions. In response, Habermas (1987) developed the theory of communicative action as a new method for establishing political legitimacy. The current study applies the communicative action theory to Kuwait’s current political transformation. This study addresses the nature of the foundation of Kuwait, the regional situation, the internal political context, and the current economic challenges. The specific political transformation examined in this study is a national development project known as Vision of 2035 supported by the Amir as the head of the state. The project aims to develop a third of Kuwait’s land and five islands as special economic zones (SEZ). The project requires new legislation that would fundamentally change the political and economic identity of the country. The study applies the communicative action theory in order to achieve a mutual understanding between different groups in Kuwait regarding the project’s features and the legislation required to achieve them. / Media & Communication

This research project applies feminist revisions of Habermas's theory of communicative action to evaluate levels of participation in individually-based development programs through the case study of one such program. Utilizing a triangulated methodology of participant observation, interviews, and discourse analysis, combined with considerations of feminist ethical issues, this research study examines the role of dialogue and "being heard" in the recovery and rehabilitation of women who used prostitution to feed chemical addiction. I utilize a "feminist communicative action" to evaluate a unique type of development program: one aimed at individual development. In addition, this project assesses the place of human communication, emotions, and community in the sustainability of such recovery programs. / Media & Communication

This study addresses how political and professional claims directed at teachers change, and in many ways challenge teachers’ professional autonomy, as well as affect preconditions for meaning-making in pedagogic practices. Focus is placed on political steering and its implications for teacher education and teachers’ work in schools. Professional tensions between claims for system-oriented success de-fined as goal achievement versus a communicative understanding are analysed within a conceptual framework of steering and meaning. Based on official educational policy documents as well as teachers’ development projects the analysis revolves around issues concerning core competencies in teacher education and professionalisation processes. The empirical material comprises the Swedish 2001-teacher education reform and the Swedish National Higher Education Agency’s criticism of that part of teacher education which is obligatory for all teacher students (AUO). Moreover, grounds for educational policy that lead to the introduction of individual development plans (IUP) in school are analysed. Additionally, comments on circulated proposals submitted by universities and teacher organisations in connection with Bologna and the IUP-reforms are subject to analysis. In terms of methodology, the study primarily draws upon theories of communicative action, critical discourse analysis and theories of the professions. The results indicate that emphasis in educational policy is placed on the clarification of goals, progression and assessment practices in schools and teacher edu-cation. Thus teachers and teacher educators need to address functional steering claims which demand commitment and loyalty for political reforms. This entails that teachers’ professional autonomy is restricted. Teachers are encouraged to take difficult decisions and act strategically in order to maximise the pedagogic outcome based on economic and political claims for excellence, collaboration, and a clear-cut steering direction. Professionalism now appears to connote quality control by way of more specified formulations and assessments towards learning outcomes. Political rhetoric stipulates as essential that teachers determine knowledge progression and boundaries between the various exam and knowledge levels. Teachers are also to expound internal documentation in order to fulfil system-related claims. The study illustrates how conditions and preconditions emanate from shared profes-sional considerations, competencies and convictions, and that teachers need to be able to discuss these. However, this is challenged by a continuously increasing management by documents. In light of recentralised steering, claims are directed at teachers who are now to create transparency, quantifiable criteria for assessment and employability. Based on the teachers’ development projects, the results indicate that teachers are critical of how the education system is subjected to increasing pressure due to a stream of reforms and evaluations. Politicisation and economisation of education underscore a need for pragmatic and strategic actions within the profession. In contrast to experiences of political lack of vision, impellent user orientation and marketisation, universities and teachers claim that critical communicative-oriented pedagogy boost professional autonomy. Moreover, the study indicates that teachers’ positions and professional identities vary depending on the perceived validity of the political claims. Claims for objectivity, simplification, clarity and functional criteria for assessment are countered by claims for in-depth meaning-making and consideration of the complexity and knowledge instability that is constitutive of pedagogic practices. Ultimately, this study illustrates a professional shift within the teacher body towards notions of objectivity and individualisation, thereby threatening teachers’ critical discussions of their organisation and work.

Orientador: Lizete Maria Orquiza de Carvalho / Banca: Eldon Henrique Mühl / Banca: Luciana Maria Lunardi Campos / Banca: Alberto Villani / Banca: Ana Maria de Andrade Caldeira / Resumo: O propósito deste trabalho é discutir as políticas de formação docente, especialmente aquelas que se relacionam mais diretamente aos professores de Ciências da região de Jequié, Bahia, a partir das seguintes questões: como se entrelaçam as políticas públicas de formação docente e as histórias formativas de professores de Ciências que ali vivem e trabalham? Como são construídas as políticas de formação e qual o papel dos professores neste contexto? Como é possível uma formação emancipatória que considere os professores sujeitos capazes de participar ativamente da vida política, inclusive no que concerne à sua formação? Para tanto, serve-se da teoria social de Habermas como principal referencial teórico-metodológico. Os dados foram constituídos por meio de levantamento bibliográfico (legislação, documentos e estudos acadêmicos) e de campo (histórias de formação, obtidas por meio de entrevistas semiestruturadas realizadas com quinze professores de Ciências). A apresentação e a discussão dos dados ocorreram em três momentos: i) numa ótica mais ampla, com a apresentação das ações estatais relativas ao assunto nos níveis nacional e estadual; ii) numa focalização mais precisa, no entrelaçamento das histórias de formação dos docentes entrevistados com as ações estatais correspondentes, enfatizando as ações de nível local e iii) transpassando esses dois enfoques, uma análise mais aprofundada da construção das políticas de formação docente a partir dos conceitos de sistema, mundo da vida e esfera pública. Como resultado, obteve-se um quadro geral das políticas de formação docente nas últimas décadas, o enredamento destas políticas com as histórias pessoais dos entrevistados, bem como uma análise interpretativa de como os docentes têm participado da construção das políticas referentes à sua própria formação e de como... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The purpose of this study is to discuss the teacher training policies - especially those related to the Science teachers from Jequié City, state of Bahia, Brazil - from the following questions: how do the teacher training public policies and the personal educational history of the Science, teachers who live and work in the city entangle? How are training policies built and how are teachers contextualized in this process? How possible can be an emancipative training which sees teachers as individuals capable of participating actively in politics, including in issues concerning their own training? For this purpose, the Haberma's social theory is employed as the leading theoretical and methodological benchmark. The data were formed by means of bibliographical survey (legislation, documents and academic studies) and field survey (training history, obtained from semistructured interviews performed with 15 Science teachers). The data presentation and discussion had three different aspects: i) a broader view, showing the state actions related to the topic, at national and state levels; ii) a more precise focus, the interweaving of the training of the teachers interviewed with the corresponding state actions - with emphasis on local actions and iii) beyond these two aspects, a deeper analysis on the construction of the teacher training policies from the concepts of "system", "lifeworld" and "public sphere". As a result, a general view of the teacher training policies over the last decades was achieved, as well as the interweaving of these policies with the personal history of the interviewees and an interpretative analysis on how the teachers have been participating in the construction of these policies, concerning their own training - and how such policies could be implemented more democratically. It is understood that the training - based on the instrumental rationality of the Science teachers... (Complete abstract click electronic access below) / Doutor

Atualmente não podemos deixar de reconhecer a complexidade da realidade que se apresenta. Complexidade em termos de existências e de teorias de abordagens. A prática geográfica (técnica, acadêmica e educacional) se baseia em conceitos que nos auxiliam na leitura e interpretação do espaço. No entanto, se percebe que nessa prática existem certos equívocos na utilização de conceitos e categorias de análise. Nossa hipótese é que tais confusões conceituais podem produzir efeitos danosos na produção e reprodução do espaço, com resultados incompatíveis com as necessidades reais da sociedade e do meio ambiente. Nesse sentido, a clarificação dos conceitos geográficos, e daqueles transpostos de outras disciplinas científicas, são necessários para permitir uma atuação mais efetiva do geógrafo dentro de uma proposta de emancipação social. Entre outras referências teórico-metodológicas para nossas investigações está a Teoria da Ação Comunicativa de Habermas, incluindo os conceitos de adequação, verdade, retitude e legitimidade sobre os quais verificamos o potencial de suas aplicações dentro da Geografia. A base prática de verificação dos nossos pressupostos foi o Plano Diretor Estratégico do Município de São Paulo, no qual investigamos a aplicação dos conceitos espaço, paisagem e lugar e suas conseqüências para o planejamento urbano ambiental. / Nowadays it is necessary to recognize the complexity of the reality which presents itself. Complexity in terms of existences and theories of approaches. The practice of geography (technical, academic and educational) is based on concepts that help and assist us on space recognition and interpretation. However, it is noticed that in this practice exists ambiguous interpretations on the use of concepts and categories of analysis. Our hypothesis is that such conceptual confusions may produce damaging effects on the production and reproduction of space, with results incompatible with the real needs of society and the environment. In this way, the enlightenment of the geographical concepts, and those transposed of other scientific disciplines, are necessary to allow a more effective performance of the geographer within a social emancipation proposal. Among the theoretical references for our investigation is The Theory of Communicative Action of Habermas, including the concepts of adequacy, truth, rightness and authenticity, of which we verified the potential of its application inside geography. The practical base of our premises analysis was Urban Planning of São Paulo municipality, on which was investigated the applications of the concept of space, landscape and place and its consequences for the environmental urban planning.

O objeto da presente pesquisa constitui-se na análise imanente dos pressupostos da \"guinada linguístico-pragmática\" de Jürgen Habermas verificada no interior de sua magnum opus - a Teoria do agir comunicativo, publicada em 1981. O objetivo a que nos propusemos alcançar é a elucidação do modo peculiar como Habermas absorve as aquisições teóricas da pragmática linguística (em especial J. L. Austin e J. R. Searle) visando a construção de sua teoria da comunicação, cujo ponto central é a postulação do consenso entre sujeitos capazes de linguagem e ação como o \"fim último\" ou télos do agir comunicativo. A hipótese teórica - ou de trabalho -, que acreditamos ter sido confirmada ao longo de nossa pesquisa, é a de que Habermas, mesmo sendo um árduo defensor da razão e do \"projeto da modernidade\", compartilha ponto comum com os pensadores do período que se convencionou designar pós-modernidade: o chamado \"idealismo linguístico\", isto é, apreensão dos atos comunicativos como entidades autônomas, porque separados das relações materiais e sociais dos homens. / The object of this research is the immanent analysis of the Jürgen Habermas \"linguistic-pragmatic turn\" presuppositions, verified in his magnum opus - The Theory of Communicative Action, published in 1981. The goal we set ourselves to achieve is to elucidate the peculiar way as Habermas absorbs the theoretical acquisitions of linguistic pragmatics (especially J. L. Austin and J. R. Searle) for the construction of a theory of communication, whose focal point is the postulation of consensus between subjects capable of speech and action as the telos of communicative action. The theoretical hypothesis that we believe have been confirmed throughout our research is that Habermas, despite being a vehement defender of reason and the \"Project of modernity\", shares common ground with the thinkers of that period is conventionally designate postmodernity: the so-called \"linguistic idealism\", i. e. the seizure of communicative acts as autonomous entities, because separed of socials and materials relations of men

O presente trabalho é um estudo sobre a comunicação como um sistema de relacionamento, mais especificamente entre organizações, movimentos sociais, comunidades, lideranças comunitárias e demais atores sociais estratégicos dos três setores Estado, sociedade civil organizada e iniciativa privada. Entendendo-se a comunicação como processo de relacionamento, o nosso objetivo são as políticas de comunicação com as comunidades em busca da sustentabilidade dos territórios, também chamado de diálogo social. A pesquisa analisa as consequências para a empresa e para a comunidade, do diálogo social como estratégia de comunicação/relacionamento. Trata de aspectos como espaço público, reputação, mediação, recepção e interação, em processos de comunicação entendidos como ações comunicativas. / The present work is a study about the communication asa relationship system, more specifically among organizations, social movements, communities, community leaderships and other strategic social actors from the three sectors State, civil society and business community. To understand the communication as a process, wetargeted the communication policies with the communities reaching the territorial sustainability, so called stakeholders engagement. The research analyses the consequences of stakeholders engagement for the corporation and the community, while communicative/relationship strategy. It deals with aspects like public sphere, reputation, mediation, reception and interaction, in the process of communication known as communicative action.

Made available in DSpace on 2016-07-27T13:44:43Z (GMT). No. of bitstreams: 1 ANTONIO DA SILVA MENEZES JUNIOR.pdf: 1440329 bytes, checksum: 0ff333e1828c78edb85b1461295ee532 (MD5) Previous issue date: 2012-08-30 / This research aims to study object, as the curriculum practices and policies related to medical education. The methodology developed was a qualitative research method with two cases and comparative studies. The sample was intentional, cut in two courses in medicine, specifically the Papal Catholic University of Goiás - Brazil and the University of Beira Interior - Faculty of Health Sciences - Portugal. The case studies selection followed by four criteria: a) relationship with the research object, b) ease of access to two Medicine courses educational projects c) pedagogical approaches in curricula matrices and d) a comparative research. The overall objective was to compare and analyze policies for medical education curriculum in both countries above cited and analyze the practices of existing curriculum at both institutions, in view of the policies of each country. Thus, the chronological point of view has been used, the approach adopted was limited at present, although they have used historical data to understand the study object. The analytical approach has occurred, at first, in relation to national and supranational policies. The comparative studies have been affected in the opposition between the curriculum political context of the two cases. Philosophically, was based on the Habermas communicative action theory, concerning the modernity his views on the systemic perspective of the world, signing up, so the use of instrumental rationality, communicative rationality and communicative manipulative dialogue, the latter being a facilitator of relationships human-mediated communication. The similarities between the two courses persevere in the teaching curriculum with student-centered learning, the profile of graduates and the largest distances were observed in the great social inclusion PUC Goiás, and the assumption of the internationalization of research and FCS-UBI-Portugal. The conclusion of this study indicated the need for the solidification of the current educational projects, and the opportunity of adopting a reflective school with real proposals in order to glimpse the possibility of changes in social reality. / Esta pesquisa tem como objeto de estudo as práticas e políticas curriculares relacionadas à formação médica. A metodologia desta pesquisa desenvolveu uma pesquisa qualitativa, na modalidade de estudo de dois casos e de estudos comparados. A amostra foi intencional, com recorte em dois cursos de Medicina, quais sejam o da Pontifícia Universidade Católica de Goiás Brasil - e da Universidade da Beira do Interior - Faculdade de Ciências da Saúde - Portugal. A seleção dos casos estudados seguiu quatro critérios: a) relação com o objeto de pesquisa; b) facilidade de acesso aos projetos pedagógicos de dois cursos de Medicina; c) aproximações pedagógicas nas matrizes curriculares e d) caráter comparativo da pesquisa. O objetivo geral foi o de comparar e analisar as políticas curriculares para o ensino médico nos dois países supracitados e analisar as práticas de organização curricular vigentes nas duas instituições, tendo em vista as políticas de cada país. Assim, sob o ponto de vista cronológico, o enfoque adotado está circunscrito no momento presente, embora tenham sido utilizados dados históricos para a compreensão do objeto de estudo. A abordagem analítica ocorreu, no primeiro momento, em relação às políticas nacionais e supranacionais. Os estudos comparados se efetivaram no confronto entre a contextualização das políticas curriculares dos dois casos. Filosoficamente, fundamentou-se na teoria do agir comunicativo, habermasiana, suas concepções sobre a Modernidade, a ótica do mundo sistêmico, inscrevendo-se, portanto, a utilização da razão instrumental, razão comunicativa manipuladora e comunicativa dialógica, sendo esta última facilitadora das relações humanas mediadas pela comunicação. As aproximações entre os dois cursos perseveram na matriz curricular com o ensino- aprendizagem centrado no aluno e no perfil do egresso, sendo os maiores distanciamentos evidenciados na proposta de inserção social, preconizada pela PUC Goiás, e no pressuposto da pesquisa e internacionalização da FCS-UBI-Portugal. A conclusão deste estudo apontou a necessidade da solidificação dos projetos pedagógicos atuais e o ensejo da adoção de uma escola reflexiva com propostas reais, no sentido de vislumbrar a possibilidade de transformações sociais na realidade concreta.

Made available in DSpace on 2016-04-26T18:15:21Z (GMT). No. of bitstreams: 1 Elisangela Pena Munhoz.pdf: 787641 bytes, checksum: cbfc23d5279a8a3e5dcb6caef84aaa73 (MD5) Previous issue date: 2015-11-30 / This research explores the mediator's role conflict to the Habermas´s Theory of communicative action. The matter has gained repercussion with justice access movement in Brazil. The Right structured by the laws, by theory and by an established practice procedurally welcomed the mediation. However, this is a practice that runs the formalities of the legal context. The opportunity for this research is the complex task of conducting a dialogue to transform a conflict situation without the support of the coercive and decision-making power of a sentence. Researchers and activist urges for the initiative of mediation in face of the need for adjustments of the instrumental form and technique that has traditionally been established by law, but that does not meet the specific demands of mediation. The proposal is to institute the construction of the mediator's role in the field of communication, to experience in practice the benefits offered by the communicative action. Our goal is to review how the legal sciences perceive the role of mediator. Habermasians comprehend that the mediator works is to build a communicative situation; therefore the purpose is that it should be regarded as an interpreter of the conflicting parties. Elected as corpus three foreign models, the North American, Italian and Argentinian, to deconstruct them in order to understand its structures and treat critically its constituent aspects. The mediator´s is the dialogue´s leading figure, using an explanatory speech to clarify the points that are causing the conflict. He does not aim to solve the conflict, but it is willing to provide the mediated sides another chance to talk. Since the bridge between theory and praxis is established with the help of Eric Landowski´s semiotic regimes of interaction. Studies of the French semiotician and sociologist indicate that mediation relies on the human ability to aesthesia, the actant´s ability to perceive each other, for both to engaee each other in a collaborative construction. The conflict, with the contribution of Axel Honneth has revealed something to social own latent social interaction. Therefore it is needed to address the risks inherent in mediation. This exercise is done under three perspectives: the risks from the perspective of relationship, the mediator himself and the mediated. The research consists of three stages: in the first chapter, we treat the mediation under the historical and rational aspects, in parallel with the theory of modernity; in the second, we treat the theory of communicative action and the concept of access to justice; in the third, we rethink the role of mediator / Esta pesquisa examina o papel do mediador de conflitos à luz da Teoria do agir comunicativo de Habermas. Este tema ganhou repercussão com o movimento de acesso à justiça no Brasil. O direito muito bem estruturado pelas leis, pela teoria e por uma práxis procedimentalmente estabelecida acolheu a mediação. Porém, esta é uma prática que foge das formalidades do contexto jurídico. O ensejo para esta pesquisa é a complexa tarefa de conduzir um diálogo para transformar uma situação conflituosa sem o respaldo do poder coercitivo e decisório de uma sentença. Esta iniciativa urge para os pesquisadores e para os militantes da mediação em face da necessidade de adequações da forma instrumental e técnica que tradicionalmente foi estabelecida pelo direito, mas que não atende às demandas específicas da mediação. A proposta de fundar a construção do papel do mediador no campo da comunicação é experimentar na prática os benefícios propostos pelo agir comunicativo. Nosso objetivo é rever o modo como as ciências jurídicas percebem a função do mediador. Sob uma compreensão habermasiana, o mediador age para construir uma situação comunicativa; assim, propomos que ele deva ser considerado um intérprete dos mediados. Elegemos como corpus três modelos estrangeiros, o norte-americano, o italiano e o argentino, para desconstrui-los de modo a compreender suas estruturas e tratar criticamente seus aspectos constitutivos. Ao mediador, cabe protagonizar um diálogo, usando um discurso explicativo que esclareça os pontos conflituosos. Ele não objetiva solucionar o conflito, ele se dispõe a propiciar aos mediados uma nova chance de conversa. A ponte entre a teoria e a práxis é estabelecida com a ajuda dos regimes semióticos de interação de Eric Landowski. Os estudos do francês sinalizam que mediar depende da habilidade humana de estesia, a capacidade de perceber-se no outro actante, de envolver-se mutuamente em uma construção colaborativa. O conflito, com o aporte de Axel Honneth revela-se como algo latente à própria interação social; portanto, é preciso tratar dos riscos inerentes à mediação. Esse exercício é feito por três perspectivas: os riscos sob o ângulo da relação estabelecida, do próprio mediador e dos mediados. A pesquisa é composta por três etapas: no primeiro capítulo, tratamos da mediação sob os aspectos históricos e racionais, em paralelo com a teoria da modernidade; no segundo, tratamos da teoria da ação comunicativa e do conceito de acesso à justiça; no terceiro, repensamos o papel do mediador