The eighteenth century saw the slow but steady rise of the middling classes to their nineteenth century social and cultural prominence, reinforced by a changing political landscape and the steadily increasing importance of the market. As the social and cultural power of the city burghers making up the majority of the middling classes grew, so did they start to consume in a manner to reflect to their new status in society. The question that arises then is more exactly how this group consumed, what types of objects that became important and what type of status that became the most paramount. Since status and social groups can differ greatly between both times and places, focus of this investigation is the burgher elite of Stockholm, the social, economical, and cultural centre of Sweden during the whole of the early modern era. By using a combination of Bourdieu's capital theories and Erving Goffman's theories on the presentation of self the inventories of fourteen elite burgher households has been analysed in order to investigate how these individuals constructed their home to present their own perceived social and cultural status. Through a thorough and theoretical investigation of these early modern front regions it can be revealed that the traditional representations of cultural capital, the main form of symbolic status capital, such as paintings and books, albeit important, constituted but a minor part of the capital presentation in the home. Instead it appears as if the most important status capital is presented through sociability, the ability to host social events or, if that option is unavailable, attend social events. Objects with the express function of sociability, such as tea- and dinner-ware, together with chairs, tables, and fashionable interior decoration suggests that sociability indeed stood at the forefront for the presentation of status for the late eighteenth century Stockholm burgher. At the same time, fashionability appears to have been extremely important, with almost all of the investigated households going to great lengths to stay up to date with the most recent trends in both furniture, colours, literature, and china. Much more research is however needed in order to really understand the structures of status and how it was expressed during the early modern times, and especially comparative studies between estate borders is needed in order to understand the status relations between social groups and how this affected status presentations.

Made available in DSpace on 2016-08-03T16:15:48Z (GMT). No. of bitstreams: 1 IsabelRodrigues.pdf: 954445 bytes, checksum: f86336eb363f9e2724e21ef82d3b2220 (MD5) Previous issue date: 2015-03-25 / This dissertation - Between numbers and words: differences collide in school failure - looking first observe the curriculum guidelines and evaluation systems, with emphasis on the Official Curriculum, established in 2008, and the School Performance Evaluation System (SARESP) the State of São Paulo, to then seek to understand the relationships established when observed by the speech of teachers, which in the classroom are the point of contact between the curriculum and the students. For both, beyond the analysis of curriculum documents and official evaluation systems, countersign us on theoretical assumptions related to curriculum field, the main bias the concepts of cultural capital and habitus developed by Pierre Bourdieu. From these discussions and concepts are organized interviews with Portuguese teachers of 9th grade of elementary education in public schools of São Paulo, in which we seek to problematize the Official Curriculum, targets and performance results established by SARESP, the power relations and ideology present in the curriculum guidelines at the meeting with the religious cult Capital of students. So, this study observed a wide range of practices that mobilize the educational, with reflections on the school run, as well as teachers and students; and then questions the establishment of curriculum guidelines, the establishment of official curricula and its uniqueness, the results from systemic reviews, power relations and ideologies that cross the official documents and their influence on the schooling of students. / Esta dissertação - Entre números e palavras: diferenças que colidem no fracasso escolar - procura observar, inicialmente, as diretrizes curriculares e os sistemas avaliativos, com ênfase sobre o Currículo Oficial, instituído em 2008, e o Sistema de Avaliação do Rendimento Escolar (SARESP) do Estado de São Paulo, para, posteriormente, buscar compreender as relações que se estabelecem quando observados pelo discurso dos professores, que em sala de aula são o ponto de contato entre o currículo e os alunos. Para tanto, além da análise dos documentos curriculares e dos sistemas de avaliação oficiais, referendamo-nos em pressupostos teóricos relacionados ao campo curricular, tendo como principal viés os conceitos de Capital Cultural e Habitus desenvolvidos por Pierre Bourdieu. A partir destas discussões e conceitos se organizam as entrevistas realizadas com professores de Língua Portuguesa do 9º ano do ensino fundamental da rede pública do Estado de São Paulo, em que buscamos problematizar o Currículo Oficial, as metas e resultados de desempenho estabelecidos pelo SARESP, as relações de poder e ideologia presentes nas diretrizes curriculares no encontro com o Capital Cultual dos alunos. Deste modo, este estudo observa um amplo conjunto de práticas que mobilizam as ações educativas, com reflexos sobre o funcionamento da escola, bem como sobre os professores e os alunos; bem como, problematiza a constituição de diretrizes curriculares, o estabelecimento de currículos oficiais e sua unicidade, os resultados advindos das avaliações sistêmicas, as relações de poder e ideologias que atravessam os documentos oficiais e sua influência sobre a formação escolar dos alunos.

Esta dissertação tem com objeto de análise a permanência e o êxito dos estudantes do último ano dos cursos de ensino médio integrado do Campus Restinga do Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul. No intuito de compreender a seletividade escolar, a qual não é exclusividade no Campus Restinga mas pode ser vista com uma realidade em âmbito nacional, foram utilizados como instrumentos de coleta de dados a aplicação de questionário e a realização de entrevistas semiestruturadas junto às turmas de quarto ano do Curso de Técnico em Informática para Internet e Curso Técnico em Eletrônica, ambos integrados ao ensino médio. Esta seletividade escolar é incongruente com a legislação educacional, com a política pública de educação profissional da contemporaneidade e com as normativas internas do IFRS. Mobilizando aportes da Sociologia da Educação, a hipótese inicial é a de que haveria relação entre a permanência e o êxito com o processo de formação do habitus dos estudantes vinculado tanto ao capital cultural implicado pela origem social (BOURDIEU, 1998) quanto ao aprendizado do ofício de aluno (PERRENOUD, 1995). Como resultado foi possível observar que as exigências institucionais operadas pelos agentes sociais responsáveis pelos processos de ensino-aprendizagem têm sido maiores do que os instrumentos de gestão pedagógica presentes na instituição para favorecer a permanência e o êxito estudantil. Confirmando-se a hipótese inicial, verificou-se que a permanência e o êxito estudantil guardam uma relação muito próxima com três questões: formação do habitus dos estudantes vinculado ao capital cultural implicado pela origem social; aprendizado do ofício de aluno com destaque ao processo de adaptação e conformação dos estudantes mediante às exigências implícitas e explícitas postuladas pela escola; e, finalmente, a busca pela realização do ensino médio integrado como forma de preparação para o Enem e/ou vestibular a fim de posterior ingresso em um curso superior. / This master’s dissertation focuses on the permanence and success of final year students of integrated high school courses of the Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFRS) - Campus Restinga. In order to understand the school selectivity, which is not exclusivity at Campus Restinga but may be seen as a reality at the national level, the application of a questionnaire and semi-structured interviews were used as data collection instruments. The participants of this study were fourth year students of Technical Course in Informatics for Internet and Technical Course in Electronics, both integrated to high school regular course. Such school selectivity is inconsistent with the educational legislation, the contemporary public policy for vocational education and the internal regulations of IFRS. With contributions of Sociology of Education, the initial hypothesis is that there would be a relationship between permanence and success with the formation of students’ habitus related to both the cultural capital implied by social origin (BOURDIEU, 1998) and the learning of student’s craft (PERRENOUD, 1995). As a result, it was observed that the institutional requirements applied by the social agents responsible for teaching-learning processes have been higher than the instruments of educational management present in the institution to promote students’ permanence and success. Confirming the initial hypothesis, it was found that students’ permanence and success are closely related to three issues: formation of students’ habitus related to the cultural capital implied by social origin; learning of students’ craft, highlighting students’ adaptation and conformation processes by implicit and explicit requirements postulated by the school; and finally, the search for the integrated high school course as a preparation for the High School National Exam (ENEM) and/or admission tests to subsequent entrance in universities.

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 research proposes understanding the influences that cultural and social capitals exert on the immigrant entrepreneurship process of individuals who decided to move to a nation that is economically and culturally different from their home countries. Immigration is an increasingly phenomenon that affects several countries around the world, some of them having their economies heavily related to this group of people. When trying to find a job placement in the new market, most immigrants face difficulties such as language barriers, taste discrimination and lack of recognition of their accumulated capitals. A common option to reduce such challenges is pursuing entrepreneurship, which is usually related to fields that possess less influence of the aforementioned barriers, and that do not require much specific knowledge. Nevertheless, immigrant entrepreneurship has important differences when being compared to other types of entrepreneurship, and this fact is usually due to cultural and social aspects. In this context, it is inquired: “how does both the cultural and social capitals linked to the entrepreneur's country of origin relate to his/her opportunities to undertake and sustain an enterprise of the culinary field in a culturally and economically distinct country?”. In order to address this inquiry, four immigrant restaurant owners were interviewed. Two of them immigrated to England, coming from Latin American underdeveloped countries, while the other two immigrated to Brazil, coming from European developed nations. The semistructured interview script had 16 questions formulated according to Pierre Bourdieu’s concepts of cultural and social capitals, aiming at qualitatively understanding in what consisted these two types of capitals of each entrepreneur, as well as understanding how they related to each moment of their individual entrepreneurial journeys. The interviews were conducted in person in both cities of London and Florianópolis, during the first semester of 2016. The results show that all of the immigrant entrepreneurs faced some type of cultural shock and discrimination during their entrepreneurship processes, which is most evident in the Latin entrepreneurs. Regarding the influence of their cultural capitals, family influences, accumulated knowledge and professional experiences greatly influenced their entrepreneurship process, and the entrepreneurs who possessed the higher amount of accumulated and recognized cultural capital faced far less difficulties as immigrant entrepreneurs. When talking about their social capitals, the entrepreneurs mostly relied on their social connections with people born in their home countries or in nations more culturally similar to their own. These relations, however, were of different natures between the Latin and European immigrants. The social capital that mostly influenced the Latin entrepreneurs consisted on their families and Latin immigrant friends, who faced similar obstacles as they did. On the other hand, the social capital the European entrepreneurs relied during their entrepreneurial processes were friends born in their home countries, who are also renowned professionals in the culinary field and that were able to share valuable knowledge with them. This study contributes to the entrepreneurship field by addressing the emerging immigrant entrepreneurship topic, which is still being consolidated and has important gaps such as this one to be fulfilled.

As políticas públicas de desenvolvimento e distribuição de renda levadas a efeito durante a primeira década do nosso século alteraram os patamares de renda da parcela mais pobre da população brasileira, fenômeno que estaria dando origem àquilo que se passou a chamar de nova classe média brasileira. A redução das desigualdades sociais estaria atrelada, assim, a um processo de mobilidade social. Esse estudo se ocupa desse fenômeno. Para isso, apresenta, inicialmente, uma análise das políticas sociais implementadas, a partir de 2003, nos âmbitos econômico e educacional. A seguir, discute os conceitos de classe social e de mobilidade social, optando por considerar o fenômeno à luz do conceito de capital cultural, de Pierre Bourdieu, com o qual se define o traço distintivo da educação superior como marca da classe média. Assim, propôs-se a investigar a emergência desse traço em universitários oriundos de classes populares, que estariam em processo de mobilidade social. O trabalho de campo, que ouviu 35 estudantes de 16 diferentes cursos da Universidade do Estado do Rio de Janeiro, em metodologia de caráter qualitativo, permitiu verificar que os alunos entrevistados mantém seu perfil original de classe trabalhadora, embora sejam inequívocos os ganhos da realização do curso superior, em termos de realização própria e de perspectivas de futuro, tanto para o estudante quanto para o seu grupo social, o que aponta para uma alteração do perfil da classe trabalhadora, e não para a emergência de uma nova classe média. / Public policies aimed at promoting development and income distribution carried out during the first decade of the current century changed the income levels of the poorest segment of the population, a phenomenon that could explain the rise of what became known as the new Brazilian middle class. Therefore, the reduction of social inequalities could be linked to a process of social mobility. This study addresses this issue. It starts with an analysis of social policies implemented since 2003 in the economic and educational spheres. Next, social concepts of class and social mobility are discussed in light of Pierre Bourdieus cultural capital concept, which allows defining higher education as the peculiarity of the middle class. Thus, this study aimed to investigate the emergence of this trait among college students from lower classes who were undergoing a process of social mobility. A qualitative survey conducted with 35 students from 16 different courses at the Rio de Janeiro State University showed that students maintained their original working class profile, although the benefits of a higher education were unequivocal in terms of self-fulfillment and future prospects for both the students and their social class. Thus, results of this study suggest changes in the working class profile, and not to the emergence of a new middle class.

abstract: This thesis is an art-historical inquiry into the National Endowment for the Arts (NEA) and its controversies in the 1990s. A socio-economic model of instrumentalization of the arts based on Pierre Bourdieu's and David Throsby's conceptualizations of cultural capital is first developed. The model is then used to explore the notion of "congressional aesthetics," or a particular brand of arts-instrumentalization adopted by the U.S. Congress for post-WWII federal projects involving art, and two cases of its implementation. The first case is the successful implementation of congressional aesthetics in the instrumentalization of the arts in Sino-American cultural diplomacy during the Cold War. The kind of American art in the 1950s enabled the successful implementation of congressional aesthetics. The opposite case is then investigated: the failed implementation of congressional aesthetics in the operation of the NEA in the 1980s. Specifically, the NEA controversies of the 1990s can be traced to the agency's failure to conform to congressional aesthetics. Failed congressional aesthetics also results largely from the type of American art being produced in the 1980s. / Dissertation/Thesis / Masters Thesis Art 2015

The present research included five black teachers that act in the initial of two public schools of the municipal district of Santa Maria/RS and it aimed to identify the present factors in the relationship between cultural capital and racial conscience in the choice of those teachers' profession. The guiding subject of the work was to know "what is the relationship between the cultural capital and the racial conscience in the choice of the black teachers' profession? "I investigated if the intellectual formation of the researched social agents of some form influenced their professional option, the teachers´ expectations regarding the profession; the evidences of racial conscience among them and as it reflects in the work methodology adopted in their pedagogic practice. / A presente pesquisa envolveu cinco professoras negras que atuam nos anos iniciais de duas escolas públicas do município de Santa Maria/RS e teve por objetivo identificar os fatores presentes na relação entre capital cultural e consciência racial na escolha da profissão dessas professoras. A questão norteadora do trabalho foi saber qual a relação entre o capital cultural e a consciência racial na escolha da profissão de professoras negras? Investiguei se a formação intelectual das agentes sociais pesquisadas de alguma forma influenciou sua opção profissional, as expectativas das professoras com relação à profissão; as evidências de consciência racial entre elas e como isso se reflete na metodologia de trabalho adotada em sua prática pedagógica.

Made available in DSpace on 2016-06-02T19:39:38Z (GMT). No. of bitstreams: 1 5526.pdf: 1641906 bytes, checksum: 6895cb8bc9f8b9fb6158dd4de7dca0e7 (MD5) Previous issue date: 2013-08-29 / This work falls within the scope of researches on the school career / academic students of different social groups. This is a study on the performance of Brazilian students in the National Performance Higher Education (ENADE). In this sense, the research aims to investigate the existence of possible relationships between socioeconomic background and academic performance of students of higher education in Enade, seeking to answer the question: socioeconomic status of students can influence their performance on the exam? For this, we used the Sociology of Education Pierre Bourdieu, as this author is responsible for developing studies on trajectories, considering the intrinsically linked to cultural capital inherited from the family and social status, ie, elements which together, gather facts related to positions and social processes essential to understanding the meanings of these positions. The analysis of the data that make up the socioeconomic profile of students as well as the result in the proof of the general education Enade revealed that factors such as the type of school attended in high school and ethnicity exerted influence on the performance achieved by the individuals. / Este trabalho insere-se no âmbito das pesquisas que abordam a trajetória escolar/acadêmica de estudantes dos diferentes grupos sociais. Trata-se de um estudo sobre o desempenho de estudantes brasileiros no Exame Nacional de Desempenho do Ensino Superior (ENADE). Nesse sentido, a pesquisa tem como objetivo investigar a existência de possíveis relações entre o perfil socioeconômico e o desempenho acadêmico de estudantes do ensino superior no Enade, buscando responder o seguinte questionamento: as condições socioeconômicas dos estudantes podem influenciar no seu desempenho no exame? Para isso, fizemos uso da Sociologia da Educação de Pierre Bourdieu, uma vez que tal autor é responsável por ter desenvolvido estudos sobre trajetórias, considerando-as intrinsecamente ligadas ao capital cultural herdado da família e à posição social, ou seja, elementos que, em conjunto, reúnem fatos ligados a posições e processos sociais imprescindíveis para a compreensão dos sentidos dessas posições. A análise dos dados que compõem o perfil socioeconômico dos estudantes, bem como o resultado na prova de formação geral do Enade revelou que fatores como o tipo de escola cursado no ensino médio e a etnia exerceram influência no desempenho apresentado pelos avaliados.

Orientador: Alda Junqueira Marin / Banca: Paula Perin Vicentini / Banca: Luci Regina Muzetti / Resumo: As avaliações em âmbito nacional e internacional realizadas periodicamente junto aos alunos da educação básica e as pesquisas feitas pelos organismos oficiais com a finalidade de reunir e divulgar os mais atualizados indicadores sobre a educação brasileira revelam um cenário que evidencia grandes problemas quanto à aprendizagens escolares e culpabilização ora dos alunos, ora dos professores. Procurando colaborar para se compreender a realidade escolar brasileira, este estudo, que diz respeito ao tema da formação de professores, teve como objetivo principal investigar as lacunas de conteúdos na formação inicial das professoras-alunas que já têm uma formação realizada no âmbito do ensino médio e lecionam na educação infantil e nas séries iniciais do ensino fundamental e que, no momento da pesquisa, estavam realizando o Curso Normal Superior. Para tanto parti de algumas questões, dentre as quais foram destacadas: A formação inicial do professor de educação infantil e das quatro primeiras séries do ensino fundamental é realmente falha e insuficiente para a prática eficiente do trabalho docente? Como se configuram tais falhas de formação? Os dados foram coletados em 2003 por meio de um questionário respondido por 410 professoras-alunas, cuja análise contribui para a construção do perfil sócio-econômico-cultural delas e de suas famílias em uma ampla região do estado de São Paulo. Foram realizadas entrevistas com12 professoras-alunas e uma análise documental dos cadernos de 160 delas. O conceito de capital cultural proposto por Pierre Bourdieu constitui base teórica para as reflexões sobre a relação entre herança familiar cultural e desempenho escolar e sobre o papel da escola na reprodução e legitimação das desigualdades sociais. As análises dos dados desta pesquisa apontaram lacunas nos conhecimentos de base para educação fundamental ...(Resumo completo, clicar acesso eletrônico abaixo). / Abstract: The national and international evaluations periodically made among students from basic education and the researches done by governmental organizations that bring together and make public the most recent data on brazilian education reveal problems related to learning and make clear that sometimes students are guilty for these results and sometimes the teachers are the ones guilty for these results. This study on teaching education tries to cooperate for the understanding of the reality of brazilian schools. The main goal was to investigate the knowledge lacks in the graduation of student-teachers. These student-teachers were professionals already, with a secondary school degree that certified them to work in early childhood education and elementary education; this degree was not a college one. During the research process they were attending the "Curso Normal Superior". The main questions I had in the beginning were: the degree these teachers already had, which gave them the ability to work, was not enough for their teaching practice? And what shapes do these lacks in knowledge have and how do they appear during their studies? The informations were collected in 2003 by using a questionnaire answered by 410 student-teachers. The analysis of these questionnaires contributed to build their social-economic-cultural profile including their families in a wide region of the State of São Paulo, Brazil. There have been made 12 interviews with the student-teachers and 160 of their brochures have been examined, revealing elementary schools lacks knowledge. The "cultural capital" concept proposed by Pierre Bourdieu was the theoretical basis for all reflexions over the relationship between familiar cultural heritage and school efficiency and about the school funcition on reproducing the social disparity. The analysis of informations from this research work showed us lacks in the basic knowledges ...(Complete abstract, click electronic address below). / Mestre