A tecnologia digital cria espaços diferenciados para a informação e coloca a Ciência da Informação frente a novas questões. O objetivo deste estudo exploratório e descritivo é abordar questões sobre o papel dos blogs, a influência da blogosfera na conformação das trocas de informações, relacionando novos formatos culturais e o estatuto do autor na blogosfera, assim como as questões de visibilidade e legitimidade que permeiam as relações mediadas pelas tecnologias de informação e comunicação. Toma-se como ponto de partida o estudo de caso da campanha Usura não!, criada em 2007, que incentivava o uso do link como uma netiqueta para blogs. Buscou-se acompanhar os desdobramentos da campanha e as proposições de seus participantes, formulando questões e elencando referenciais teóricos capazes de explicar tais manifestações e as possibilidades de encontro com os interesses da Ciência da Informação. Estabelece-se uma relação entre as dinâmicas presentes na blogosfera e as teorias de campo e habitus de Pierre Bourdieu, indicando as correlações da campanha na incorporação do habitus para mudar a situação dos agentes dentro do campo da blogosfera de entretenimento brasileira. Estas reflexões remetem a questões como a legitimação e a apropriação da informação por parte dos atores (navegadores/usuários), trazendo subsídios para se refletir acerca dos processos de circulação da informação na internet. / Digital technology creates differentiated spaces for information, and puts the \"Information Science\" in the face of new issues. The aim of this exploratory and descriptive study is to address questions about the role of blogs and the blogosphere\'s influence in the configuration of information exchange, linking new formats and cultural status of the author in the blogosphere, as well as issues of visibility and legitimacy that permeate the relations mediated by information technology and communication. Take as a starting point of this case study the campaign \"Usura não!\", created in 2007, which encouraged the use of the link as a blogging netiquette. We tried to follow the developments of the campaign and the propositions of the participants, asking questions and selecting theoretical references able to explain these events and the possibilities of meeting the interests of the Information Science. Is established a link between dynamics present in blogosphere, and theories of field and habitus of Pierre Bourdieu, indicating the correlation of the campaign in the incorporation of habitus to change the situation of workers in the field of entertainment Brazilian blogosphere. These considerations refer issues such as legitimacy and appropriation of information by the actors (browsers/users), providing subsidies to reflect upon the process of circulating information in the Internet.

Made available in DSpace on 2016-04-28T20:13:49Z (GMT). No. of bitstreams: 1 2008 - Lia Maria Teixeira de Oliveira.pdf: 1251999 bytes, checksum: e5651642f1d88ff158a2af934701acb6 (MD5) Previous issue date: 2008-05-30 / The main concerning of this thesis has been about social identities accomplishment, understanding them as a relational and multidimensional process performed through successive socialization. In relation to specific theme, this survey was carried out under socialization methodologies of agricultural technical teaching professor at the time of educational politics start on the 90 s, concerning about the management model restoring and technological institution working as well as professor professionalization conception. However, data from field research forced to an analysis motion giving rise to professional establishment, when around 1910 to 1940, and republican public announcement for the professionalization of an education able to interfere over poor young people, useful citizens professional teaching have emerged on society. Verifying global significatives of official system as competence ideas and education, an approachment was limited on, in spite of notifying over local contexts and resistances no consensus or ordinary readings on the global significatives were reported. Through field research and bibliographic references institutional space-time existence pointed by permanences and ambiguities have been demonstrated when at currents days these signs from past ages and structural duality under school/university sphere pressurize sociocultural methods towards actions and emancipated character perception from hegemonic agrarian commands. Theorical discussion was based on political and cultural spaces understanding that on society both groups and people have been shaped in relation to knowledgements, values, behaviors and profiles for playing a role on every professional occupation or another professional area. In order to represent not as much balanced reality about determinations and permanences relationships under the same stress to and for teaching professionalization dispute has been corroborate. In this meaning, the main goal of the survey was to understand agricultural technical teaching professor identities from social professional process institutionalized by political and academic socialization aspect. Above all, it was considered this sphere as a conflict place, specially crossed by outter and inner as well as subjective and objective spheres to professional groups. According to Pierre Bourdieu, Berger and Luckmam, Anthony Giddens, Gimeno Sacrist?n, Claude Dubar, Eliot Freidson on ANFOPE and ANPED speechs, data and information approachment / interpretation were based on. As maintained by Eli Lima, An?sio Teixeira, S?rgio Miceli and Renato Ortiz ideas nation and culture studies, institutional scheme played by actors / agents was demonstrated. In relation to political, economical and cultural practices of contemporary societies, theories by Roberto Jose Moreira were reported. The methodology of this survey has been based on human and social sciences qualitative research where proceedings and mechanisms from ethnographic nature have noticed professor occupation as a social performance on ruptures methods with ancient patterns, therefore a professional-social group represented by tensions caused between permanencies and ambiguities over a relational reality in accordance to dynamics of new institutionalization practices. / A problem?tica central dessa tese ? o estudo sobre a constru??o social do magist?rio, cuja an?lise compreende as identidades docentes como processo multidimensional e relacional produzido nas sucessivas socializa??es. Quanto ? tem?tica espec?fica, no tocante ? pesquisa geradora dessa tese refere-se aos processos de socializa??o do professor do ensino t?cnico agr?cola, no marco temporal da pol?tica educacional iniciada na d?cada de 1990, cuja t?nica ? a reestrutura??o do modelo de gest?o e funcionamento da institui??o tecnol?gica e a concep??o de profissionaliza??o docente. Contudo os dados da pesquisa de campo for?aram um deslocamento da an?lise para a origem da constitui??o profissional, quando por volta dos anos de 1910 at? 1940 incidem na sociedade os proclames p?blicos republicanos para a profissionaliza??o de um magist?rio capaz de uma interven??o qualificada na educa??o profissional dos jovens desvalidos para serem cidad?os ?teis . Delimita-se ainda um enfoque de profiss?o docente, verificando os significantes globais vindos do sistema oficial, como a no??o de compet?ncias, mas a licenciatura nos contextos locais demonstra n?o haver consensos sobre tais significantes globais. Congruente ao saberfazer docente e aos processos identit?rios profissionais, demonstra-se por meio do trabalho de pesquisa de campo, documentos e da literatura, a exist?ncia de espa?os/tempos institucionais marcados pelas perman?ncias e ambig?idades, contudo na atualidade, essas marcas do passado e da dualidade estrutural sob a esfera escolar/universit?ria tencionam os processos socioculturais e acad?micos para a??es e percep??es de car?ter mais emancipado dos dom?nios agr?rios hegem?nicos. A discuss?o te?rica que atravessa toda a tese remete ao entendimento que em sociedade, nos espa?os pol?tico-culturais, os indiv?duos e grupos s?o moldados por saberes, atitudes, valores, normaliza??o t?cnica e perfis para exercerem pap?is na profiss?o docente ou em outra ?rea profissional. De modo a configurar uma realidade n?o t?o equilibrada em rela??es de perman?ncias e determina??es, verifica-se a mesma sob tens?o na e pela disputa de profissionaliza??o docente. Neste sentido, o objetivo geral da tese ? buscar compreender as identidades docentes desse professor da educa??o t?cnica agr?cola a partir dos processos s?cio-profissionais institucionalizados pelo campo pol?tico-acad?mico de socializa??o. Sobretudo, tomamos esse espa?o como um lugar de disputas, particularmente, eivado de articula??es/intera??es das esferas interiores e exteriores, subjetivas e objetivas ao grupo profissional. A abordagem e a interpreta??o dos dados e informa??es coletadas da pesquisa de campo delimitam-se na revis?o de literatura tomada nas categorias da sociologia compreensiva de Pierre Bourdieu, Berger e Luckmann, Anthony Giddens, tamb?m na sociologia da educa??o de Gimeno Sacrist?n, na sociologia das profiss?es de Claude Dubar, Eliot Freidson e diversos te?ricos e pesquisadores referenciados no discurso da ANFOPE e ANPED. Demonstra-se o enredamento institucional promovido entre os atores/agentes que organizam os estudos das id?ias, na??o e cultura, nesse caso destaque-se Eli Lima, An?sio Teixeira, S?rgio Miceli, Renato Ortiz. ?s teorias das sociedades contempor?neas no tocante as pr?ticas pol?ticas, econ?micas e culturais que configuram e conferem significados ao campo brasileiro, busca-se em Roberto Moreira. A metodologia est? balizada nos aportes te?ricos da pesquisa qualitativa em ci?ncias sociais e humanas, aonde os procedimentos e instrumentos de natureza etnogr?fica chegaram aos dados que constata ser a profiss?o docente uma constru??o social em processos de rupturas com os modelos passados, portanto, um grupo s?cio-profissional configurado nas tens?es provocadas entre as perman?ncias e ambig?idades sobre uma realidade relacional, em plena din?mica de novos processos de institucionaliza??o.

O presente estudo tem por objetivo compreender o consumo de marcas icônicas globais por consumidores de alto poder econômico e baixo capital cultural, em um contexto de país em desenvolvimento. O consumo de marcas icônicas globais auxilia os indivíduos a construir e a sinalizar sua identidade social. O uso e a forma de apropriação de marcas icônicas globais, no contexto brasileiro, atuam como um mecanismo empregado para demarcar uma posição favorável dentro da hierarquia social e gerar distinção entre indivíduos e grupos sociais. Especificamente, buscou-se analisar e compreender os discursos empregados pelas consumidoras para significar, enquadrar, justificar e legitimar o consumo dessas marcas. A pesquisa tem caráter qualitativo e descritivo e foi realizada por meio de entrevistas em profundidade e de observação com vinte e uma mulheres de alto poder econômico e baixo capital cultural. Como resultados desta pesquisa, com base nas distintas narrativas identificadas, categorizou-se os discursos das consumidoras de marcas icônicas globais em quatro grupos. As utilitárias verbalizam que consomem pelos benefícios funcionais, não admitindo consumir o simbolismo. As racionais revelam que alcançam o prazer individual, mas descartam o consumo exibicionista. As ascendentes consomem como fonte de prazer individual e pelo simbolismo do prestígio alcançado por conta da ascensão profissional e social. Por fim, as exibicionistas consomem prioritariamente o valor simbólico do prestígio a fim de sinalizar a diferenciação social perante os demais e pares. Além disso, verificou-se que as consumidoras são fortemente impactadas pela cultura global do consumo, emulando o consumo de países desenvolvidos e, similarmente, o da elite brasileira. Esta pesquisa adiciona nuances à análise do consumo de tais marcas dentro do estrato de alto poder econômico e baixo capital cultural, superando a análise binária de alto e baixo capital cultural de estudos anteriores, identificando e classificando quatro diferentes tipos de narrativas quanto a práticas e significados vinculados ao consumo dessas marcas. / The present study aims to understand the consumption of global iconic brands by consumers with high economic power and low cultural capital, in a developing country context. The consumption of global iconic brands helps individuals build and signal their social identity. The use and appropriation of global iconic brands, in the Brazilian context, act as a mechanism used to demarcate a favorable position within the social hierarchy and to generate distinction between individuals and social groups. Specifically, we sought to analyze and understand the discourses used by the consumers to signify, frame, justify and legitimize the consumption of these brands. The research has a qualitative and descriptive character and was carried out through in depth interviews and observation with twenty one women of high economic power and low cultural capital. As a result of this research, based on the different narratives identified, the discourses of the consumers of global iconic brands were categorized into four groups. The utilitarian verbalize that they consume for the functional benefits, not admitting to consume the symbolism. Rational ones reveal that they achieve individual pleasure, but discard the exhibitionist consumption. The ascendants consume as a source of individual pleasure and symbolism of the prestige achieved on account of professional and social ascension. Finally, exhibitionists consume the symbolic value of prestige in order to signal social differentiation towards the other and peers. In addition, consumers were strongly impacted by the global consumption culture, emulating the consumption of developed countries and, similarly, that of the Brazilian elite. This research adds nuances to the analysis of the consumption of such brands within the stratum of high economic power and low cultural capital, overcoming the binary analysis of high and low cultural capital of previous studies, identifying and classifying four different types of narratives regarding practices and meanings linked to the consumption of these brands.

This dissertation examines the course-enrollment behavior of first-year students at a public Midwestern university. Using the student choice construct, modern college choice theory, and the constructs of habitus, human capital, financial capital, social capital, cultural capital, along with background variables such as gender and locus of control, a course selection theory is proposed to explain students' voluntarily enrollment in a seminar designed to assist with the academic and social transitions to college. The literature review shows numerous studies have been done examining the impacts these courses may have on first-year students' academic performance, retention, and graduation rates. In many of these studies, however, subsets of students were targeted for enrollment and participation in the seminars was not voluntary. In others, students self-select into the first-year transition seminars, raising questions about whether or not their subsequent success is attributable to their participation in these courses. Prior to this study, few, if any, studies have examined enrollment in these first-year seminars as the dependent variable and attempted to explain how various factors impact whether or not students voluntarily choose to enroll. This quantitative research looked at 7,561 first-year students enrolling in 2006-2007 and 2007-2008 and, using logistic regression, attempted to explain whether or not students chose to enroll in a transition seminar. Data was gathered from institutional offices (Admissions, Registrar, and Student Financial Aid) and through an Entering Student Survey completed by 99% of each entering cohort. Of the 52 independent variables included in the model, 17 were significant in one or more steps (or blocks) of the model. This study found that students more advantaged in their individual or family college-going resources (e.g., higher ACT-Composite scores or a higher self-evaluation of their ability to appreciate fine arts, music, and literature) are less likely to enroll in the college transition seminar than students that could be described as more disadvantaged in terms of their college-going resources (i.e., an external locus of control, receiving a Pell Grant, and less access to various forms of capital). There is also evidence that students with past experiences where they may have learned the value of community or teamwork through in- and out-of-class experiences may see the first-year transition seminar as a way to begin creating these same types of connections or communities on the college campus. The dissertation concludes with a consideration of implications for future research, theory development, and institutional policy and practice.

<p>The social imbalance recruitment has been a current topic for years. Since much research has focused on the higher education's problems with this, this thesis aims to investigate if you are already at the high school choice were influenced by your social background. To get a further dimension to this topic, the French sociologist Bourdieus thoughts on people's possession of, what he calls cultural capital was used, and we made use of it in the sense of parental education. Through a survey conducted in four ninth grades in two municipalities with different characteristics in terms of socio-economic conditions, we asked questions about their choice to high school. What programs did they choose? What factors were important? And which person had influenced them? The results showed a pretty clear dividing line between the pupils who came from homes with strong cultural capital to those who did not in the same sense. Students from these homes selected by an overwhelming majority a study preparatory program, the school's reputation was important and they had parents who were very active along with the student. Students who chose vocational programs, prioritized to a higher degree to begin work after high school, had discussed a lot with their parents but they (the parents) had not otherwise been so active. Conclusions of the study is that it largely follows the previous literature found on the subject, i.e. that the social background largely affects how we choose in specific situations. The parents' influence is great, which is useful for counsellors to know about and make use of in meeting with students and their families in school.</p> / <p>Den sociala snedrekryteringen har varit en aktuell fråga i många år. Eftersom mycket av forskningen har fokuserat på den högre utbildnings problem med detta, syftar denna studie till att undersöka om du redan vid gymnasievalet påverkas av din sociala bakgrund. För att få en ytterligare dimension till detta ämne, använder vi oss av den franska sociologen Bourdieus tankar om människors innehav av, vad han kallar kulturellt kapital, i betydelsen av föräldrarnas utbildning. Genom en undersökning som genomfördes i fyra nionde klasser i två kommuner med olika förutsättningar i fråga om socioekonomiska förhållanden, ställde vi frågor om deras val till gymnasiet. Vilket program har de valt? Vilka faktorer var viktiga? Och vilken person hade påverkat dem? Resultaten visade en ganska tydlig skiljelinje mellan de elever som kom från hem med starka kulturella kapital till dem som inte hade det i samma utsträckning. Studenter från dessa "kulturstarka" hem valde en överväldigande majoritet ett studieförberedande program, skolans rykte var viktigt och de hade föräldrar som var mycket aktiva tillsammans med eleven. Elever som valde yrkesinriktade program, prioriterade i högre grad att börja arbeta efter gymnasiet, hade diskuterat mycket med sina föräldrar men de (föräldrarna) hade inte annars varit så aktiva. Slutsatsen av studien är att det i stort sett följer det tidigare litteratur på området kommit fram till, nämligen att den sociala bakgrunden till stor del påverkar hur vi väljer i specifika situationer. Föräldrarnas inflytande är stort, vilket är användbart för vägledare att känna till och använda sig av i mötet med elever och deras familjer i skolan.</p>

The social imbalance recruitment has been a current topic for years. Since much research has focused on the higher education's problems with this, this thesis aims to investigate if you are already at the high school choice were influenced by your social background. To get a further dimension to this topic, the French sociologist Bourdieus thoughts on people's possession of, what he calls cultural capital was used, and we made use of it in the sense of parental education. Through a survey conducted in four ninth grades in two municipalities with different characteristics in terms of socio-economic conditions, we asked questions about their choice to high school. What programs did they choose? What factors were important? And which person had influenced them? The results showed a pretty clear dividing line between the pupils who came from homes with strong cultural capital to those who did not in the same sense. Students from these homes selected by an overwhelming majority a study preparatory program, the school's reputation was important and they had parents who were very active along with the student. Students who chose vocational programs, prioritized to a higher degree to begin work after high school, had discussed a lot with their parents but they (the parents) had not otherwise been so active. Conclusions of the study is that it largely follows the previous literature found on the subject, i.e. that the social background largely affects how we choose in specific situations. The parents' influence is great, which is useful for counsellors to know about and make use of in meeting with students and their families in school. / Den sociala snedrekryteringen har varit en aktuell fråga i många år. Eftersom mycket av forskningen har fokuserat på den högre utbildnings problem med detta, syftar denna studie till att undersöka om du redan vid gymnasievalet påverkas av din sociala bakgrund. För att få en ytterligare dimension till detta ämne, använder vi oss av den franska sociologen Bourdieus tankar om människors innehav av, vad han kallar kulturellt kapital, i betydelsen av föräldrarnas utbildning. Genom en undersökning som genomfördes i fyra nionde klasser i två kommuner med olika förutsättningar i fråga om socioekonomiska förhållanden, ställde vi frågor om deras val till gymnasiet. Vilket program har de valt? Vilka faktorer var viktiga? Och vilken person hade påverkat dem? Resultaten visade en ganska tydlig skiljelinje mellan de elever som kom från hem med starka kulturella kapital till dem som inte hade det i samma utsträckning. Studenter från dessa "kulturstarka" hem valde en överväldigande majoritet ett studieförberedande program, skolans rykte var viktigt och de hade föräldrar som var mycket aktiva tillsammans med eleven. Elever som valde yrkesinriktade program, prioriterade i högre grad att börja arbeta efter gymnasiet, hade diskuterat mycket med sina föräldrar men de (föräldrarna) hade inte annars varit så aktiva. Slutsatsen av studien är att det i stort sett följer det tidigare litteratur på området kommit fram till, nämligen att den sociala bakgrunden till stor del påverkar hur vi väljer i specifika situationer. Föräldrarnas inflytande är stort, vilket är användbart för vägledare att känna till och använda sig av i mötet med elever och deras familjer i skolan.

The aim of this thesis is to study political opinions and party voting in relation to class. The range of opinions studied consists of a socioeconomic dimension, dealing with issues of economic equality, and a socio-cultural dimension, dealing with questions of culture and morality. Following Pierre Bourdieu, the object of the study is conceptualised as a field of consumption of political opinions consisting of a space of political opinions or stances, a space of political party preferences, and a space of social positions or opinion holders defined by (among other things) their cultural and economic capital. The field of consumption is examined through multiple correspondence analysis and Euclidean classification. Overall, the field of consumption of political opinions is found to be relatively homologous to the social space. The field of consumption is found to be a two-dimensional space, with one dimension separating left-wing from rightwing opinions and the second distinguishing between socio economic and socio- cultural opinions. The tendency to vote left wing and to have left-leaning socio-economic opinions corresponds to a low total volume of capital and possessions dominated by cultural capital, whereas the tendency to vote right wing and to have right-leaning socio-economic opinions corresponds to a high total volume of capital. Liberal socio-cultural opinions correspond to a high level of possession cultural capital (and its relative weight in the structure of the total possession of capital), whereas the opposite is true for conservative opinions. Furthermore, the socio-cultural dimension is found to harbour two different aspects: liberalism or conservatism with regard to traditional morality and liberalism or conservatism with regard to the idea of a national culture. This thesis also studies how individuals tend to combine opinions from the two dimensions into tangible constellations of opinions.

In this investigation, the researcher explored the construction of conceptual knowledge within the discipline of science through a review of related theory and research.<p>Following a review of literature that emphasizes the theory of social constructivism as well as critical pedagogy as significant to learning; and utilizing a working definition of the six strands of language as established by Saskatchewan Education; the researcher observed and interviewed three Grade Five students and their teacher throughout their involvement in a science unit. <p>In-class observations of the strands of language as well as the information from the interview transcripts were triangulated with the literature to provide validity for the theory and support the researchers implications for an inquiry model of teaching and learning.<p>Findings suggest an absence of explicit language being modeled and expected within the course of study as well as the absence of a framework of science concepts. Disconnections and fragmentations throughout various levels of pedagogy within curriculum, resources, strategies and activities were revealed. The unintentional illusion of a rich learning experience was created through collaborative, hands-on activities, demonstrations and modeling by the teacher, fluency and accuracy in reading as well as the correct completion of activities. In reality these acts merely masked the absence of deeper transformational experiences which are required for students to build the conceptual knowledge and linguistic competence needed for academic success.

Abstract The aim of this study is to identify the positive contributions women of colour (WOC) bring to higher education as they experience the process of becoming doctoral recipients. Their experiences are presented as a new epistemology—a theory of knowledge—as part of the larger area of cultural capital theory. The experiences of WOC in Canadian doctoral programs are conceptualized as ‘cultural wealth’ and new knowledge because evidence reveals that the intrinsic value of their contributions has evolved from unique cultural and historical resources. The discursive theoretical frameworks of Womanist theory, critical race theory (CRT) and cultural capital theory are utilized to guide the analysis of the findings. This study establishes the experiences of the participants as valuable and distinctive knowledge by emphasizing the intersectionality of race, class, gender, culture, and spirituality. The research suggests that the experiences of women of colour are informed by an inner wisdom woven from the mosaic, or uniquely diverse paths, which these women have taken toward earning their doctorate degree. The existing interpretation of cultural capital theory - originally established by Bourdieu and Passeron (1977) - is considered the only social marker of wealth in socio-economical and educational research. Although previous studies have challenged this dominant perspective, this current study presents a unique interpretation of cultural capital theory by expanding the notion of cultural wealth from a Canadian perspective. This study highlights the importance of the racial/cultural context that is highly visible in Canadian culture but seldom addressed in higher education research. In addition, the aim of my study is to establish the wealth of “Mosaic Paths” found among the cultural identity of WOC, as a new epistemology in Canadian higher education. Specifically, the journey toward achieving a doctoral degree is often over-generalized in higher education. This study will reveal the realistic paths that WOC must traverse in order to realize their goals. Finally, the findings from the data reveal six major sources of cultural wealth: 1) Mother’s Influence, 2) Age Capital, 3) Mentorship, 4) Survival Strategies, 5) Negotiating Academic Culture or Know-how, and 6) Spirituality.

In this investigation, the researcher explored the construction of conceptual knowledge within the discipline of science through a review of related theory and research.<p>Following a review of literature that emphasizes the theory of social constructivism as well as critical pedagogy as significant to learning; and utilizing a working definition of the six strands of language as established by Saskatchewan Education; the researcher observed and interviewed three Grade Five students and their teacher throughout their involvement in a science unit. <p>In-class observations of the strands of language as well as the information from the interview transcripts were triangulated with the literature to provide validity for the theory and support the researchers implications for an inquiry model of teaching and learning.<p>Findings suggest an absence of explicit language being modeled and expected within the course of study as well as the absence of a framework of science concepts. Disconnections and fragmentations throughout various levels of pedagogy within curriculum, resources, strategies and activities were revealed. The unintentional illusion of a rich learning experience was created through collaborative, hands-on activities, demonstrations and modeling by the teacher, fluency and accuracy in reading as well as the correct completion of activities. In reality these acts merely masked the absence of deeper transformational experiences which are required for students to build the conceptual knowledge and linguistic competence needed for academic success.