A presente tese aborda o tema juventude, ensino profissionalizante e trabalho no Brasil Contemporâneo. Tem como objeto de estudos a relação dos processos socialização de jovens do ensino técnico da Rede Federal de Educação Profissional e Tecnológica com as tramas disposicionais que caracterizam suas projeções sobre um percurso de estudos e de profissionalização. Sustentada numa perspectiva teórico-metodológica da sociologia disposicional de Bernard Lahire, o estudo visa compreender como as variações e tensões disposicionais destes atores são geradoras e propulsoras de suas perspectivas, receios e indefinições quanto a uma trajetória de estudos, qualificação e trabalho a ser constituída. O argumento é que tais conflitualidades resultam da variação de disposições sociais constituída simultaneamente pela (i) socialização de modelos e lógicas de integração socioeconômica de jovens do meio popular ocorridas no contexto da modernização fordista vivenciadas pelas gerações que os antecederam e (ii) pela experimentação de formas de integração, mobilidade e estilo de vida emergentes na contemporaneidade, onde se desenvolvem uma nova condição juvenil com oportunidades ainda não estabelecidas plenamente, principalmente para estes jovens dos estratos populares, no contexto do capitalismo global e flexível. A partir de análise de dados obtidos em entrevistas de longa duração com os estudantes, com o aporte de dados estatísticos obtidos em fontes secundárias, os resultados desta investigação trazem a tona uma interpretação sociológica das perspectivas futuras e conflitualidades vivenciadas por estes atores, que procura problematizar e complementar outras abordagens sobre os receios e incertezas juvenis no campo da educação e do trabalho. As conflitualidades dos atores pesquisados, expressas nas suas projeções de um percurso de estudos e de profissionalização, demonstraram-se resultantes, principalmente, da transição e da sobreposição de configurações históricas da relação entre educação profissional, trabalho e ciclo de vida juvenil presentes em seus universos de socialização. Esta trama constituiria variações disposicionais tensionadas entre “escolhas” e “(in)definições” que poderiam, na percepção desses jovens, limitar ou ampliar seus rumos profissionais e estilos de vida. / This thesis deals with youth issues, vocacional education and work in Contemporary Brazil. Its object of study is the relationship of socialization processes of young students of technical education at the Rede Federal de Educação Profissional e Tecnológica to the dispositional plots that characterize their projections on their trajectory of study and professional training. This study, supported by a theoretical and methodological perspective of dispositional sociology by Bernard Lahire, aims to understand how dispositional variations and tensions of these actors are generators and propellants of their perspectives, fears and uncertainties in relation to their trajectory of study, qualification and work to be incurred. The argument is that such conflictualities result of variation of social dispositions composed simultaneously by (i) the socialization models and logics of socio-economic integration of young people from popular strata occurred in the context of the fordist modernization experienced by past generations and (ii) the experimentation of forms of integration, mobility and lifestyle emerging in contemporaneity, where is developed a new youth condition with opportunities not yet fully established, especially for these young people from the popular strata in the context of global and flexible capitalism. From the analysis of data obtained in long interviews with students, and by statistical data input obtained from secondary sources, the results of this research evidence a sociological interpretation of future prospects and conflictualities experienced by these actors, looking to problematize and to complement other approaches on the fears and uncertainties of youth in education and work. The conflictualities of respondents actors, expressed in their projections of a trajectory of study and professionalization, are resulting mainly from the transition and the overlapping of historical configurations of the relationship between professional education, work and life cycle of youth present in their universes of socialization. This plot would compose dispositional variations tensioned between "choice" and "(in)definitions" that could, in the perception of these young people, limit or expand their professional trajectory and lifestyles.

Les recherches foucaldiennes sur la question du sujet, du sujet de connaissance et de la subjectivité se manifestent depuis ses premières études sur la folie à l’âge classique, en passant par les archéologies des sciences humaines à l’âge classique et moderne, jusqu’à ses derniers recherches imparfaites sur la parrêsia de l’Antiquité au christianisme. La découverte foucaldienne des dispositions historiques du sujet ne sert pas à ruiner la subjectivité, la volonté ou la liberté de l’individu, mais à réélaborer la question traditionnelle du sujet universel en la replaçant dans l’histoire d’une manière non pas du primat mais du fonctionnement du sujet. Ainsi les problématisations du sujet se trouvent dans son rapport à la vérité comme une relation de véridiction, dans son rapport au pouvoir comme une relation de gouvernementalité (de soi et des autres), dans son rapport à soi comme une relation de spiritualité. Ce sont ces trois rapports variables à chaque époque et pour chaque individu qui constituent une généalogie de la question du sujet. Dans ces multiples modalités du sujet, dans cette ontologie historique de nous-mêmes, nous découvrons une sorte de liberté, d’espace du sujet, d’unité de notre subjectivité qui ne peut s’appliquer que de manière individuelle et vigilante. C’est-à-dire, le seul moyen qui peut nous faire sortir du dilemme du sujet, nous permettre de refuser d’être ni le sujet souverain ni l’objet soumis dans l’histoire ou par le langage, c’est de mener ses propres rapports individuels à la vérité, aux autres et à soi. / The foucauldian research on the question of the subject, the subject of knowledge and the subjectivity arise from his early studies of madness in the classical age, to the archeology of the human sciences in the classical period and modern, until his last research unfinished of the parrhesia from antiquity to Christianity. What Foucault discovered in the historical dispositions of the subject is not used to destroy the subjectivity, the will or the freedom individual, but to re-elaborate the traditional question of universal subject by placing it in the history of which the subject is not an alternative element of domination or obedience but a reciprocal element of operation. Thus the foucauldian problematizations of subject can be found in its relation to the truth as a veridiction relationship, in its relation to the power as a governmentality relationship (of self and of others), in its relation to oneself as a spiritual relationship. These three variables relationships for each period and for each individual establish a genealogy of the subject. In these multiple modalities of the subject, in this historical ontology of ourselves, we could find a kind of freedom, a place of the subject, the integrity of subjectivity which can only be applied individually and vigilant manner. That is to say, the only way by which we could get out of the subject's dilemma, by which we could refuse to be neither objective subject nor the subject object in the history or in the language, is to take its own individual relationships to the truth, to others and to oneself.

A presente tese aborda o tema juventude, ensino profissionalizante e trabalho no Brasil Contemporâneo. Tem como objeto de estudos a relação dos processos socialização de jovens do ensino técnico da Rede Federal de Educação Profissional e Tecnológica com as tramas disposicionais que caracterizam suas projeções sobre um percurso de estudos e de profissionalização. Sustentada numa perspectiva teórico-metodológica da sociologia disposicional de Bernard Lahire, o estudo visa compreender como as variações e tensões disposicionais destes atores são geradoras e propulsoras de suas perspectivas, receios e indefinições quanto a uma trajetória de estudos, qualificação e trabalho a ser constituída. O argumento é que tais conflitualidades resultam da variação de disposições sociais constituída simultaneamente pela (i) socialização de modelos e lógicas de integração socioeconômica de jovens do meio popular ocorridas no contexto da modernização fordista vivenciadas pelas gerações que os antecederam e (ii) pela experimentação de formas de integração, mobilidade e estilo de vida emergentes na contemporaneidade, onde se desenvolvem uma nova condição juvenil com oportunidades ainda não estabelecidas plenamente, principalmente para estes jovens dos estratos populares, no contexto do capitalismo global e flexível. A partir de análise de dados obtidos em entrevistas de longa duração com os estudantes, com o aporte de dados estatísticos obtidos em fontes secundárias, os resultados desta investigação trazem a tona uma interpretação sociológica das perspectivas futuras e conflitualidades vivenciadas por estes atores, que procura problematizar e complementar outras abordagens sobre os receios e incertezas juvenis no campo da educação e do trabalho. As conflitualidades dos atores pesquisados, expressas nas suas projeções de um percurso de estudos e de profissionalização, demonstraram-se resultantes, principalmente, da transição e da sobreposição de configurações históricas da relação entre educação profissional, trabalho e ciclo de vida juvenil presentes em seus universos de socialização. Esta trama constituiria variações disposicionais tensionadas entre “escolhas” e “(in)definições” que poderiam, na percepção desses jovens, limitar ou ampliar seus rumos profissionais e estilos de vida. / This thesis deals with youth issues, vocacional education and work in Contemporary Brazil. Its object of study is the relationship of socialization processes of young students of technical education at the Rede Federal de Educação Profissional e Tecnológica to the dispositional plots that characterize their projections on their trajectory of study and professional training. This study, supported by a theoretical and methodological perspective of dispositional sociology by Bernard Lahire, aims to understand how dispositional variations and tensions of these actors are generators and propellants of their perspectives, fears and uncertainties in relation to their trajectory of study, qualification and work to be incurred. The argument is that such conflictualities result of variation of social dispositions composed simultaneously by (i) the socialization models and logics of socio-economic integration of young people from popular strata occurred in the context of the fordist modernization experienced by past generations and (ii) the experimentation of forms of integration, mobility and lifestyle emerging in contemporaneity, where is developed a new youth condition with opportunities not yet fully established, especially for these young people from the popular strata in the context of global and flexible capitalism. From the analysis of data obtained in long interviews with students, and by statistical data input obtained from secondary sources, the results of this research evidence a sociological interpretation of future prospects and conflictualities experienced by these actors, looking to problematize and to complement other approaches on the fears and uncertainties of youth in education and work. The conflictualities of respondents actors, expressed in their projections of a trajectory of study and professionalization, are resulting mainly from the transition and the overlapping of historical configurations of the relationship between professional education, work and life cycle of youth present in their universes of socialization. This plot would compose dispositional variations tensioned between "choice" and "(in)definitions" that could, in the perception of these young people, limit or expand their professional trajectory and lifestyles.

O tema central desta dissertação é a discussão sobre a origem social dos usuários de crack, a quem chamaremos aqui de abandonados. Defendemos a tese do abandono social como proposta alternativa na compreensão do consumo de crack nas metrópoles periféricas. Conduzimos um estudo qualitativo na cidade de Porto Alegre/Brasil, utilizando o método da análise de narrativas e reconstrução das histórias de vida (ROSENTHAL, 1993). Entrevistamos homens e mulheres em situação de desfavorecimento social e histórico de consumo de substâncias. Os dados analisados consistiram em textos transcritos de uma série de entrevistas narrativas biográficas, bem como entrevistas com agentes institucionais ligados aos abandonados. Partimos das recentes discussões no âmbito da sociologia sobre trabalho e desigualdades sociais (CASTEL, 1998, 2000), classes sociais no Brasil e teorias da modernização (SOUZA, 2000, 2009), bem como os debates da filosofia política sobre a teoria do reconhecimento (FRASER; HONNETH, 2003). Evidenciamos através da pesquisa empírica que o consumo de crack está intimamente relacionado a condições sociais de produção e reprodução de papeis sociais, distribuídos diferencialmente entre classes, sendo a “questão do crack”, como posta no desenvolvimento atual, essencialmente uma questão social. Discutimos o conceito de milieux sociais como ferramenta analítica para compreensão de uma variedade de performances de classe no uso de crack por grupos diversos. Sobre a diferença da experiência entre homens e mulheres, discutimos sobre os padrões impeditivos no acesso a bens culturais e a potencialidade para os movimentos sociais articularem uma gramática para a superação do abandono nas lutas político identitárias de gênero. / This thesis focuses on the discussions of the social origins of crack-cocaine users, whom we call abandoned. We defend the social abandonment thesis as an alternative proposal to understand the recent phenomenon of widespread crack-cocaine consumption in Brazilian cities. We conducted a qualitative study in Porto Alegre / Brazil, using narrative analysis method and reconstruction of life stories (Rosenthal, 1993). Men and women in situations of social disadvantage and history of substance abuse were interviewed. The data analyzed consisted of transcribed texts of a series of biographical narrative interviews as well as interviews with institutional agents linked to the abandoned. Our theoretical framework was the recent sociology of work and social inequalities discussions (CASTEL, 1998, 2000), social classes in Brazil and modernization theories (SOUZA, 2000, 2009), as well as discussions of political philosophy focusing the recognition theory (FRASER; HONNETH, 2003). We demonstrated through empirical research data that crack-cocaine consumption is closely related to social conditions of production and reproduction of social roles, differentially distributed between classes, and the "crack issue" is essentially a social issue as put in the current development. We brought into discussion the milieux concept as analytical tool to understand a variety of class performances and different uses of crack-cocaine between various groups. Regarding the difference of experience between men and women, we reflect upon impeditive standards on access to cultural goods and the potential for social movements to articulate a grammar to overcome the abandonment through political identity struggles of gender.

O tema central desta dissertação é a discussão sobre a origem social dos usuários de crack, a quem chamaremos aqui de abandonados. Defendemos a tese do abandono social como proposta alternativa na compreensão do consumo de crack nas metrópoles periféricas. Conduzimos um estudo qualitativo na cidade de Porto Alegre/Brasil, utilizando o método da análise de narrativas e reconstrução das histórias de vida (ROSENTHAL, 1993). Entrevistamos homens e mulheres em situação de desfavorecimento social e histórico de consumo de substâncias. Os dados analisados consistiram em textos transcritos de uma série de entrevistas narrativas biográficas, bem como entrevistas com agentes institucionais ligados aos abandonados. Partimos das recentes discussões no âmbito da sociologia sobre trabalho e desigualdades sociais (CASTEL, 1998, 2000), classes sociais no Brasil e teorias da modernização (SOUZA, 2000, 2009), bem como os debates da filosofia política sobre a teoria do reconhecimento (FRASER; HONNETH, 2003). Evidenciamos através da pesquisa empírica que o consumo de crack está intimamente relacionado a condições sociais de produção e reprodução de papeis sociais, distribuídos diferencialmente entre classes, sendo a “questão do crack”, como posta no desenvolvimento atual, essencialmente uma questão social. Discutimos o conceito de milieux sociais como ferramenta analítica para compreensão de uma variedade de performances de classe no uso de crack por grupos diversos. Sobre a diferença da experiência entre homens e mulheres, discutimos sobre os padrões impeditivos no acesso a bens culturais e a potencialidade para os movimentos sociais articularem uma gramática para a superação do abandono nas lutas político identitárias de gênero. / This thesis focuses on the discussions of the social origins of crack-cocaine users, whom we call abandoned. We defend the social abandonment thesis as an alternative proposal to understand the recent phenomenon of widespread crack-cocaine consumption in Brazilian cities. We conducted a qualitative study in Porto Alegre / Brazil, using narrative analysis method and reconstruction of life stories (Rosenthal, 1993). Men and women in situations of social disadvantage and history of substance abuse were interviewed. The data analyzed consisted of transcribed texts of a series of biographical narrative interviews as well as interviews with institutional agents linked to the abandoned. Our theoretical framework was the recent sociology of work and social inequalities discussions (CASTEL, 1998, 2000), social classes in Brazil and modernization theories (SOUZA, 2000, 2009), as well as discussions of political philosophy focusing the recognition theory (FRASER; HONNETH, 2003). We demonstrated through empirical research data that crack-cocaine consumption is closely related to social conditions of production and reproduction of social roles, differentially distributed between classes, and the "crack issue" is essentially a social issue as put in the current development. We brought into discussion the milieux concept as analytical tool to understand a variety of class performances and different uses of crack-cocaine between various groups. Regarding the difference of experience between men and women, we reflect upon impeditive standards on access to cultural goods and the potential for social movements to articulate a grammar to overcome the abandonment through political identity struggles of gender.

National attention given to heightening the quality of educators, calls attention to the practices used by programs to prepare teachers (CAEP, 2013). The Council for the Accreditation of Educator Preparation (CAEP) requires evidence novice teachers “apply the professional… skills and dispositions preparation experiences were designed to achieve” (p.13). Grounded in reflection, teacher inquiry serves as a pedagogical practice to prepare teachers to systematically learn from their problems of practice (Shulman, 1986; Yendol-Hoppey & Franco, 2014). Despite evidence teacher inquiry leads preservice teachers (PSTs) to focus on student learning with the goal of improving practice (Capobianco, 2007; Dawson, 2006; Taylor & Pettit, 2007), research has yet to identify how beginning teachers approach their problems. Using a narrative methodology, this qualitative study interviewed two first-year teachers to glean insight into the problems of practice they identified, the inquiry related skills and dispositions that surfaced when they approached problems, and the barriers and facilitators to resolving challenges experienced in their elementary school context (Clandinin & Connelly, 2000). Findings include (a) novices identified problems related to instructional methods, collaborating with stakeholders and teaching special need students; (b) inquiry skills and dispositions were most evident when approaching problems related to students’ needs and instructional methods; (c) critical learning and emotional intelligence surfaced, though with varying levels of depth, depended on the identified problem of practice; (d) novices demonstrated awareness their instructional practices impacted students; (e) novices sought ways to drive change in practice; and (f) critical learning and reflective dispositions supported novices to regulate emotions. The study suggests several implications for school administrators, mentors, and teacher educators, such as (a) leading novices to see beyond classroom management; (b) emphasizing essential problem solving skills; (c) supporting novices when the nature of the problem of practice inhibits asking investigative questions; (d) communicating boundaries for novices to drive change; (e) fostering critical learning with reflective focus on student needs; (f) cultivating the symbiotic relationship between emotional intelligence, critical learning, and reflection; and (g) promoting the novice teacher researcher in a traditional novice teacher culture.

Doctor of Philosophy / Department of Curriculum and Instruction / Paul R. Burden / Growth in the percentage of students of color and English Language Learners in the nation's public schools has significant implications for teacher preparation institutions and professional development programs. Teachers and students alike gain immeasurable benefits from the process that requires them to get in touch with their own cultural, racial, and ethnic heritage. However, little is known about the racial identity of student teachers and the relationship of their dispositions to meet the needs of diverse learners. This study examines that issue at a large Midwestern University in a survey of 128 elementary and secondary student teachers. They completed "A Survey of Racial Identity and Dispositions of Student Teachers." The survey had three sections: "Demographics," "Racial Identity Status Self Assessment (RISSA)," and "Dispositions" self-rate their racial identity and dispositions regarding educational practices for diverse learners. Descriptive statistics were organized and reported for all data sets. T-test, multivariate analysis of variance (MANOVA), analysis of variance (ANOVA), regression analysis, and correlations were conducted. Results indicate that the student teachers had low levels of racial identity and that they are unaware of themselves as racial beings. Moreover, students reporting a low racial identity status tend to lack the knowledge of meeting the needs of diverse learners. As student teachers continued to increase in the number of multicultural college credit hours, their racial identity status increased. Thus, the number of enrolled multicultural hours uniquely predicted racial identity status level of the student teachers. Some other main findings included a higher rating by females than males on the RISSA and on meeting the needs of diverse learners. Non-Whites scored higher than Whites on the RISSA, and elementary student teachers tended to score higher than secondary on the RISSA. Recommendations for practice include assessing student teachers racial identity before entering the teacher preparation program, requiring more multicultural college credit hours, and utilizing simulations during preservice preparation. Recommendations for further study include duplicating the study at a historical Black university, replicating the study nationwide, and adding qualitative components to add depth to the data.

Au stade de leur entrée en vigueur, la valeur des actes juridiques est essentiellement formelle. Cette force n'est cependant pas immuable. Divers mécanismes sont susceptibles de conférer aux actes juridiques une nouvelle valeur fonction de leur caractère (ou nature). Ce caractère repose sur une distribution des compétences matérielles entre les organes habilités à édicter des actes juridiques de portée générale. Ainsi, la prise en compte du critère matériel amène à reconsidérer la valeur des actes juridiques et de leurs dispositions. Le reclassement étudie les modalités par lesquelles les actes juridiques acquièrent une force autre que celle dont ils étaient initialement pourvus.De façon générale, la transmutation de l'acte juridique est due à une incompétence positive signalée, parfois rectifiée, mais non censurée par le juge : la délégalisation, le reclassement des « neutrons organiques », le reclassement des actes nationaux empiétant sur les compétences des institutions d'outre-mer, etc. Certains mécanismes de reclassement sont institués – la ratification des ordonnances –, d'autres sont incidents – les renvois organiques –. Les conséquences du reclassement constituent l'essentiel de l'étude. La valeur juridique détermine le régime applicable à chaque acte. Mais les instrumenta peuvent n'être que partiellement reclassés. Dans ce cas, chaque disposition est pourvue d'une force juridique propre. Après le reclassement de l'acte, l'autorité d'édiction perd sa compétence de modification et d'abrogation. Le régime contentieux de l'acte reclassé est remanié. L'étude du reclassement éclaire la distinction entre la valeur des sources formalisées et la valeur des normes juridiques, c'est-à-dire, de leurs significations prescriptives. / The instrumenta takes effect with legal force that is not immutable. Various mechanisms may give new strength to these legal acts and their provisions. These new strengths are then altered according to its distribution among the establishments empowered to enact legal measures of general application. This force is often determined by a distribution of material powers between the bodies empowered to pass legal acts of general application. This sharing is accomplished by various texts such as the Constitution or organic legislation. If the value of the acts are essentially formal at the stage of their entry into force, taking into account the material criterion this would lead to the reconsideration of their strength. Their reclassification is the process of studying the ways in which the legal acts acquire another force than they were originally filled.Generally, the transmutation of the legal act is not invalid due to incompetence, but simply corrected by the judge: the delegalisation and reclassification of neutral organic acts; the reclassification of national acts encroaching on the powers of the institutions of overseas, etc. Some reclassification mechanisms are instituted - the ratification of orders - and others are incidents - organic references - the consequences of the reclassification constitute the bulk of the study. The value determines the legal regime applicable to each act. But the Instrumenta may be only partially reclassified. In this case, each provision is provided with its own legal force. After reclassification, the enactment of authority loses its modification of skills and repeal the act (or its provisions). Sue to the act being reclassified, the litigation regime is overhauled. These theoretical implications are nonetheless not always observed in practice. The study of the reclassification and litigation that is generated confirms the distinction between the value of formal sources and the value of legal norms, in other words, their prescriptive meanings.

Adolescent students’ perceptions of parental influence in relation to mathematics education is an under-researched area, since most studies in this area focus on parental involvement in primary mathematics. This research study aims to fill this gap in the literature by exploring adolescent students’ perceptions of parental influence on their dispositions towards studying mathematically-demanding courses in Higher Education (HE). This study employs mixed research methods to investigate students’ perceptions of parental influence with a survey (N=563) and semi-structured interviews with six students and their parents. Additional interviews were conducted with three immigrant families in Cyprus. The study builds on Bourdieu’s theory of reproduction of social inequalities and extends some concepts of Bourdieu’s theoretical framework to discuss parental influence. The main findings of this research study are reported in three journal papers whilst the papers are under review for publication. The first paper of the thesis reports the analysis of the quantitative data of this study by combining Rasch analysis with statistical modelling. The statistical analysis showed that parental influence is not statistically significant for predicting students’ mathematical dispositions in some models, when other background variables are included in the models. However, further statistical analysis showed that the effect of parental influence is mediated through students’ choice of mathematics course and their mathematical inclination. The non-statistical significance of parental influence in some models was interpreted as a ‘misrecognition’ after Bourdieu (1980). The same phenomenon was noted in the second paper of the thesis, where students and their parents ‘denied’ parental influence during their interviews. This was again interpreted as ‘misrecognition’ and parental influence is conceptualised as a form of ‘symbolic violence’ that parents exercise on their children. Arguably, parents possess more capital in the family field and their influence on their children’s educational choices might be unconscious, thus students’ misrecognise their parents’ influence but they draw significantly on their family’s capital to make their choices for future studies in HE.Lastly, the third paper of the thesis explored cultural differences in students’ perceptions of parental influence in England and Cyprus; stronger perceptions of parental influence were identified in immigrant students’ interviews compared to indigenous students in both countries. Bourdieu’s (1977) concept of ‘hysteresis’ was adapted to theorise this phenomenon. Arguably, while immigrant students’ habitus adjust to the new field, students become more reflective on their parents’ influence because of the reflexivity the hysteresis effect entails. In all three papers Bourdieu’s theoretical framework was used to operationalise students’ mathematical dispositions and to interpret the findings of this study. The main contributions to knowledge of this study is the operationalisation of students’ mathematical habitus; the new theoretical conceptualisation of parental influence as a form of symbolic violence in the family field and the extension of the hysteresis effect to interpret immigrant students’ stronger perceptions of their parents’ influence.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2015-12-09T11:15:43Z No. of bitstreams: 1 ricardogervasiobastosvisser.pdf: 1276403 bytes, checksum: 41048f830bf5d6c76f4d9a12ed61327e (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2015-12-09T13:49:17Z (GMT) No. of bitstreams: 1 ricardogervasiobastosvisser.pdf: 1276403 bytes, checksum: 41048f830bf5d6c76f4d9a12ed61327e (MD5) / Made available in DSpace on 2015-12-09T13:49:17Z (GMT). No. of bitstreams: 1 ricardogervasiobastosvisser.pdf: 1276403 bytes, checksum: 41048f830bf5d6c76f4d9a12ed61327e (MD5) Previous issue date: 2015-03-16 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O objetivo desta tese é reconectar uma sociologia econômica aos seus fatores culturais e simbólicos. Em vista deste pressuposto, tomam-se as práticas econômicas como o centro teórico-empírico da pesquisa, que galga contribuir para uma teoria da diferenciação interna de tais práticas em classes sociais constituintes de um comportamento planejado e racionalizado com o capital econômico. Em complementação a esta perspectiva, arrola-se a investigação do trabalho como atividade social constituintes de condições socioeconômicas qualitativas experimentadas no tempo na medida em que constrangem ou permitem a repartição de planos de ação econômicos. Tal empreendimento intelectual se apoia em dois autores centrais: Pierre Bourdieu e Georg Simmel. Bourdieu permite uma reconstruir as estruturas temporais do agente econômico concreto, enquanto Simmel abre o campo de averiguação sobre o papel do dinheiro na modernidade. / The main goal of this thesis is to reconnect economic sociology to its cultural and symbolic factors. In consonance to this hypothesis, economic practices are taken as the main theoretical and empirical tool in order to contribute to a theory internal differentiation of these practices, whilst some social classes develop a rational and planned behavior with economic capital. In addition to that, the concept of labor is taken as social activity that constitutes qualitative socioeconomic conditions experienced on time in the sense that they both permit and constrain the repartition of different levels of the economic action. Two authors were very important: Pierre Bourdieu and Georg Simmel. Pierre Bourdieu enables the investigation on time structures of the economic agent, whereas Simmel scrutinizes the roll of money in modernity.