nÃo hà / A presente pesquisa propÃe uma anÃlise das mudanÃas no letramento acadÃmico e suas implicaÃÃes no perfil identitÃrio de professores(as), fundamentando-se nos estudos sociais do Letramento e na AnÃlise de Discurso CrÃtica. à objetivo desta pesquisa responder à seguinte questÃo: De que modo o Mestrado Profissional, como uma nova modalidade de formaÃÃo continuada, exerce influÃncia nos processos identitÃrios dos(as) professores(as), conduzindo a mudanÃas discursivas e possÃveis mudanÃas de aÃÃo? Para tanto, o estudo toma por base dados qualitativos gerados entre professores(as) da educaÃÃo bÃsica inscritos(as) no Programa de Mestrado Profissional em Letras (Profletras). Reconhecendo os limites de uma anÃlise somente textual e a necessidade de anÃlise conjunta de outros elementos da prÃtica social, adota-se a etnografia como metodologia de geraÃÃo e coleta de dados. Para a triangulaÃÃo do mÃtodo, alternativa para intensificar e assegurar a qualidade da pesquisa qualitativa, selecionaram-se os mÃtodos da observaÃÃo participante, das entrevistas semiestruturadas e do diÃrio de participante. Os dados foram analisados com base no aporte teÃrico da Teoria Social do Letramento (STREET, 1984; 2003; 2010; 2012; 2014; BARTON e HAMILTON, 1998; BARTON e HAMILTON, 2000) e da AnÃlise de Discurso CrÃtica (FAIRCLOUGH, 2001; 2003), tendo em vista que algumas pesquisas anteriores adotaram essa abordagem teÃrica integradora e jà demonstraram a compatibilidade entre as duas teorias (MAGALHÃES, 1995; RIOS, 2009; SATO, 2013; BATISTA JR, 2013, FONTENELE, 2014). Em relaÃÃo à Teoria Social do Letramento, o intuito à descrever os eventos de letramento do Mestrado Profissional e relacionÃ-los Ãs prÃticas de letramento, que por sua vez envolvem dimensÃes sociais e culturais, como valores, atitudes, sentimentos e relaÃÃes sociais. Em relaÃÃo à AnÃlise de Discurso CrÃtica, analisa-se o significado identificacional, por meio das categorias modalidade e avaliaÃÃo, ambas relacionadas ao comprometimento do(a) autor(a) com suas proposiÃÃes. A anÃlise indicou que a incursÃo em prÃticas de leitura/escrita/discussÃo de textos propiciadas pelo Mestrado Profissional contribuiu para mudanÃas significativas no letramento acadÃmico dos sujeitos pesquisados e, no contexto dessas mudanÃas, hà redefiniÃÃo e reconstruÃÃo das identidades sociais, definidas por Faiclough (2001) como os âeusâ associados a domÃnios e a instituiÃÃes especÃficas. / Our motivation for this thesis comes from the fact that we teach in basic education, and became familiarized with the issue of academic literacy in a course by dr. Izabel MagalhÃes in the M.A. Course in Linguistics. In addition to literacy, we are also committed to set up a profile of teachers and their practices. Both the Social Theory of Literacy and Critical Discourse Analysis helped us in this regard. We are particularly committed to answering the following question: being a new mechanism of continuing education, how far does the Professional MasterÂs Program impact on teacher identities? The main purpose of this work is then to pull together findings that directly address this question, reporting on data from teachers who are enrolled on the Professional MasterÂs Program (Profletras). Given the limitation of any textual analysis vis-Ã-vis the need to take up seriously social features, we adopted ethnography as a methodology that would generate the data required. This methodology was necessary because it allowed for a useful triangulation for intensifying and ensuring all the qualifying procedures related to teachers interviews as well as participant observation. This enquiry follows previous research by Social Theory of Literacy scholars (STREET, 1984; 2003; 2010; 2012; 2014; BARTON and HAMILTON, 1998; BARTON, HAMILTON and IVANIC, 2000), and Critical Discourse Analysis according to Fairclough (2001, 2003). Other investigations show the compatibility between both theories (MAGALHÃES, 1995; RIOS, 2009; SATO, 2013; BATISTA JR, 2013, FONTENELE, 2014). With the Social Theory of Literacy at hand, we described some literacy events within the Professional MasterÂs Course and relate them to literacy practices, which in turn involve social and cultural dimensions, such as values, attitudes, feelings and social relations. And with the help of Critical Discourse Analysis, we analyzed the meanings of identity, by means of the categories of modality and evaluation, both related to speaker assumptions. The analysis revealed continuing and widening literacy practices among the participants under analysis, in part due to reading, writing and discussing about texts which were presented to teachers by the Professional MasterÂs Course. In the context of these changes, we observed a redefinition and reconstruction of the teachers social identities.

Previously consigned to the anonymity of �the product market� by researchers in traditional fields such as labour economics and industrial relations, the customer has recently attracted the attention of scholars from a diverse range of disciplines, including organisational behaviour, work psychology, labour process studies, gender studies, and critical management studies. In large part, this emerging interest in the customer is a result of the increasing dominance of service industries in developed economies and the recognition that service work entails a complex, three-way interaction between customers, management and workers. The literature identifies a range of competing and, at times, contradictory images of the customer. Rather than seeking to reconcile these competing representations, this thesis explores the multi-faceted nature of the customer presence and the implications for managers and workers in the retail banking industry in Australia. The thesis highlights how structural change and shifting discourses of the �customer� have influenced customer relations, employment relations, and worker identity in three areas of the retail banking industry: traditional retail banks, the credit union movement, and community banks. Drawing on detailed qualitative case study evidence, the thesis highlights the range of customers, both �real� and �constructed�, that can be found in the case study organisations. The thesis identifies the ways in which customers influence employment relations and how workers can be active in either accommodating or resisting the impact of these �customers� on workplace practice and worker identity. The central argument of the thesis is that, in addition to customers having a physical presence in and influence on organisational life, management and workers also construct �discursive customers� as a means of influencing the employment relationship and the meanings attached to service work. The study examines how these competing concepts of the customer and customer service influence both the customer-service provider relationship and service workers� relationships with one another and with management. Despite the increasing recognition that service work entails a three-way relationship between customers, management and workers, our understanding of how workers either welcome or resist the presence of this third actor in the employment relationship has, until recently remained very limited. This thesis makes a significant contribution to our understanding that for workers the customer is ever-present physically, emotionally and discursively.

Previously consigned to the anonymity of �the product market� by researchers in traditional fields such as labour economics and industrial relations, the customer has recently attracted the attention of scholars from a diverse range of disciplines, including organisational behaviour, work psychology, labour process studies, gender studies, and critical management studies. In large part, this emerging interest in the customer is a result of the increasing dominance of service industries in developed economies and the recognition that service work entails a complex, three-way interaction between customers, management and workers. The literature identifies a range of competing and, at times, contradictory images of the customer. Rather than seeking to reconcile these competing representations, this thesis explores the multi-faceted nature of the customer presence and the implications for managers and workers in the retail banking industry in Australia. The thesis highlights how structural change and shifting discourses of the �customer� have influenced customer relations, employment relations, and worker identity in three areas of the retail banking industry: traditional retail banks, the credit union movement, and community banks. Drawing on detailed qualitative case study evidence, the thesis highlights the range of customers, both �real� and �constructed�, that can be found in the case study organisations. The thesis identifies the ways in which customers influence employment relations and how workers can be active in either accommodating or resisting the impact of these �customers� on workplace practice and worker identity. The central argument of the thesis is that, in addition to customers having a physical presence in and influence on organisational life, management and workers also construct �discursive customers� as a means of influencing the employment relationship and the meanings attached to service work. The study examines how these competing concepts of the customer and customer service influence both the customer-service provider relationship and service workers� relationships with one another and with management. Despite the increasing recognition that service work entails a three-way relationship between customers, management and workers, our understanding of how workers either welcome or resist the presence of this third actor in the employment relationship has, until recently remained very limited. This thesis makes a significant contribution to our understanding that for workers the customer is ever-present physically, emotionally and discursively.

LOPES, Roberta Gleyciângela Souza. Mudanças no letramento acadêmico de cursistas do PROFLETRAS: questões de linguagem e identidade. 2016. 296f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-Graduação em Linguística, Fortaleza (CE), 2016. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-03-08T14:58:30Z No. of bitstreams: 1 2016_dis_rgslopes.pdf: 6260114 bytes, checksum: 21c918321ee6ce342d330e821a00aa30 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-03-09T14:59:08Z (GMT) No. of bitstreams: 1 2016_dis_rgslopes.pdf: 6260114 bytes, checksum: 21c918321ee6ce342d330e821a00aa30 (MD5) / Made available in DSpace on 2017-03-09T14:59:08Z (GMT). No. of bitstreams: 1 2016_dis_rgslopes.pdf: 6260114 bytes, checksum: 21c918321ee6ce342d330e821a00aa30 (MD5) Previous issue date: 2016 / Our motivation for this thesis comes from the fact that we teach in basic education, and became familiarized with the issue of academic literacy in a course by dr. Izabel Magalhães in the M.A. Course in Linguistics. In addition to literacy, we are also committed to set up a profile of teachers and their practices. Both the Social Theory of Literacy and Critical Discourse Analysis helped us in this regard. We are particularly committed to answering the following question: being a new mechanism of continuing education, how far does the Professional Master´s Program impact on teacher identities? The main purpose of this work is then to pull together findings that directly address this question, reporting on data from teachers who are enrolled on the Professional Master´s Program (Profletras). Given the limitation of any textual analysis vis-à-vis the need to take up seriously social features, we adopted ethnography as a methodology that would generate the data required. This methodology was necessary because it allowed for a useful triangulation for intensifying and ensuring all the qualifying procedures related to teachers´ interviews as well as participant observation. This enquiry follows previous research by Social Theory of Literacy scholars (STREET, 1984; 2003; 2010; 2012; 2014; BARTON and HAMILTON, 1998; BARTON, HAMILTON and IVANIC, 2000), and Critical Discourse Analysis according to Fairclough (2001, 2003). Other investigations show the compatibility between both theories (MAGALHÃES, 1995; RIOS, 2009; SATO, 2013; BATISTA JR, 2013, FONTENELE, 2014). With the Social Theory of Literacy at hand, we described some literacy events within the Professional Master´s Course and relate them to literacy practices, which in turn involve social and cultural dimensions, such as values, attitudes, feelings and social relations. And with the help of Critical Discourse Analysis, we analyzed the meanings of identity, by means of the categories of modality and evaluation, both related to speaker assumptions. The analysis revealed continuing and widening literacy practices among the participants under analysis, in part due to reading, writing and discussing about texts which were presented to teachers by the Professional Master´s Course. In the context of these changes, we observed a redefinition and reconstruction of the teachers´ social identities. / A presente pesquisa propõe uma análise das mudanças no letramento acadêmico e suas implicações no perfil identitário de professores(as), fundamentando-se nos estudos sociais do Letramento e na Análise de Discurso Crítica. É objetivo desta pesquisa responder à seguinte questão: De que modo o Mestrado Profissional, como uma nova modalidade de formação continuada, exerce influência nos processos identitários dos(as) professores(as), conduzindo a mudanças discursivas e possíveis mudanças de ação? Para tanto, o estudo toma por base dados qualitativos gerados entre professores(as) da educação básica inscritos(as) no Programa de Mestrado Profissional em Letras (Profletras). Reconhecendo os limites de uma análise somente textual e a necessidade de análise conjunta de outros elementos da prática social, adota-se a etnografia como metodologia de geração e coleta de dados. Para a triangulação do método, alternativa para intensificar e assegurar a qualidade da pesquisa qualitativa, selecionaram-se os métodos da observação participante, das entrevistas semiestruturadas e do diário de participante. Os dados foram analisados com base no aporte teórico da Teoria Social do Letramento (STREET, 1984; 2003; 2010; 2012; 2014; BARTON e HAMILTON, 1998; BARTON e HAMILTON, 2000) e da Análise de Discurso Crítica (FAIRCLOUGH, 2001; 2003), tendo em vista que algumas pesquisas anteriores adotaram essa abordagem teórica integradora e já demonstraram a compatibilidade entre as duas teorias (MAGALHÃES, 1995; RIOS, 2009; SATO, 2013; BATISTA JR, 2013, FONTENELE, 2014). Em relação à Teoria Social do Letramento, o intuito é descrever os eventos de letramento do Mestrado Profissional e relacioná-los às práticas de letramento, que por sua vez envolvem dimensões sociais e culturais, como valores, atitudes, sentimentos e relações sociais. Em relação à Análise de Discurso Crítica, analisa-se o significado identificacional, por meio das categorias modalidade e avaliação, ambas relacionadas ao comprometimento do(a) autor(a) com suas proposições. A análise indicou que a incursão em práticas de leitura/escrita/discussão de textos propiciadas pelo Mestrado Profissional contribuiu para mudanças significativas no letramento acadêmico dos sujeitos pesquisados e, no contexto dessas mudanças, há redefinição e reconstrução das identidades sociais, definidas por Faiclough (2001) como os “eus” associados a domínios e a instituições específicas.

This thesis documents and explores health-related exercise (HRE) policy and practice within selected secondary schools in England and Wales, and examines the impact of the National Curriculum for Physical Education (NCPE) revisions (DfEE/QCA and Welsh Assembly, 1999) on the status and expression of HRE in the curriculum. It also considers the factors affecting teachers' approaches to change and their consequent decisions and behaviours. Specifically, the research makes comparisons between the policy and practice in schools at the time of data collection (2000) and that reported by Harris (1997). The methodology incorporated both qualitative and quantitative approaches. Case studies were completed in 2001 in five strategically selected mixed sex state schools, three of which were located in one Local Education Authority (LEA) in England and two of which were in one LEA in Wales. One of the English schools was a specialist sports college (SSC). Case study data analysis focused on the status and expression of health within each school, with particular attention to HRE policy and practice prior to and following the National Curriculum revisions. This analysis also explored the factors influencing the delivery of HRE in each department. The case study element of the research included the lesson observation of a unit of work on health-related aspects of PE in one school from the English LEA. This allowed an examination of the translation of school level policy into practice. A survey of all the secondary schools in the two case study LEAs in 2001 elicited questionnaire responses from 67.5% of heads of PE departments (PE HoDs). Analysis employed the Statistical Package for Social Scientists (SPSS). The findings revealed that delivery of HRE in case study schools was based on a fitness for sports performance perspective, utilising fitness testing and training. This was despite many teachers reporting a philosophy for physical education that reflected a fitness for life perspective with pupils adopting active lifestyles as its goal. Case study schools reported that the NCPE had influenced HRE delivery, however, limited change had resulted from the 1999 revisions.