Made available in DSpace on 2017-07-10T16:28:03Z (GMT). No. of bitstreams: 1 Anilton Nunes dos Reis.pdf: 5643324 bytes, checksum: d7e6acf55e55f3c50f1539108eb47ed6 (MD5) Previous issue date: 2015-03-06 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / There is a correlation between party and cultural facilities. The party is part of everyday life. Commonly, there is a whole preparation: dresses the best clothes, perfumes-up, preparing for what is coming. It's time to see and be seen, to have fun, get out of the routine. To take a break, break the routine and enter in a moment of escape, to vent, but also to renew yourself to return to normal day to day. Similarly, the cultural facilities - all permanent public space use, for the production, custody, management and display of cultural products in various areas - support the party to become effective. With this recognition, I elaborated the research problem: What is the party place in everyday life of the residents of Vila Nova district of Francisco Beltrão, Paraná. I anchor the discussions on the everyday concept, the idea of culture and socialities the party provides. For the development of research, conducted between 2013/2014, I delimited the following objectives: a) Reviewing the parties as cultural events and expression of community life; b) To identify those involved with the culture and the party organization in the Vila Nova neighborhood; c) To review the meaning of São José s party and Unioeste Rock Festival for the community life of the neighborhood; d) To identify the cultural facilities, places indicated by the locals as the collective experience. In addition to the research problem, I established the research questions: a) How does the festive manifestations influence in community life? b) What are the evident identities in moments of celebration in Vila Nova´s neighborhood? c) What are the cultural facilities identified by the residents of Vila Nova neighborhood as spaces of collective experience? d) What evokes the leisure experiences in the square Luiz Aldori Neves Fernandes? e) How are the Unioeste Rock Festival and the São José s Party included in community life? In the methodological choice process, I selected the ethnographic research and used as a mean of gathering information, semi-structured interviews, field notes and document analysis. By linking the concept of party, its transience, but also its need, I established the power relations that the city hangs in daily life, the visible and the invisible, synthesized in party flash, transgression. The research allowed the understanding of the dynamics of the neighborhood, as the humanized space and part of the city, endowed with specific erected by its residents through their daily practices. The cultural facilities are appropriated by residents to a greater or lesser extent, and the parties are expected and experienced by those who enjoy it. Authors who contributed to form the theoretical basis of the work: Certeau (2011), Certeau, Giard and Mayol (2009), Geertz (2008), Maffesoli (1985, 1998a, 1998b, 2000, 2001 and 2005). / Há correlação entre festa e equipamentos culturais. A festa é parte do cotidiano das pessoas. Comumente, há toda uma preparação: veste-se da melhor roupa, perfumase, prepara-se para o que virá. É momento de ver e ser visto, de se divertir, sair da rotina. Dar um tempo, quebrar o cotidiano e se inserir em um instante de fuga, de extravasar, mas também de renovar-se para voltar à normalidade do dia a dia. Da mesma forma, os equipamentos culturais - todo espaço de utilização pública permanente, destinados à produção, guarda, gestão e exibição de produtos culturais de diversas áreas - oferecem suporte para que a festa se efetive. A partir desta constatação elaborei o problema de pesquisa: Qual é o lugar da festa na vida cotidiana dos moradores do bairro Vila Nova, em Francisco Beltrão, Paraná. Ancoro as discussões em torno do conceito de cotidiano, da ideia de cultura e das socialidades que a festa proporciona. Para o desenvolvimento da investigação, realizada entre 2013/2014, demarquei como objetivos: a) Analisar as festas como manifestações culturais e expressão da vida comunitária; b) Identificar os sujeitos envolvidos com a cultura e com a organização da festa no bairro Vila Nova; c) Analisar o significado da festa de São José e do Unioeste Rock Festival para a vida comunitária do bairro; d) Identificar os equipamentos culturais, lugares indicados pelos moradores como locais da vivência do coletivo. Para complementar o problema de investigação estabeleci as questões de pesquisa: a) Como as manifestações festivas influenciam na vida comunitária? b) Quais as identidades em evidência nos momentos de festa no bairro Vila Nova? c) Quais os equipamentos culturais identificados pelos moradores do bairro Vila Nova como espaços de vivência coletiva? d) O que suscita as vivências de lazer na praça Luiz Aldori Neves Fernandes? e) Como o Unioeste Rock Festival e a Festa de São José se inserem na vida comunitária? No processo de escolha metodológica selecionei a pesquisa etnográfica e usei como forma de coleta de informações: entrevistas semiestruturadas, caderno de campo e análise documental. Ao relacionar o conceito de festa, sua efemeridade, mas também sua necessidade, estabeleci as relações de poder que a cidade trava no cotidiano, o visível e o invisível, sintetizado no átimo da festa, da transgressão. A pesquisa permitiu a compreensão da dinâmica do bairro, enquanto espaço humanizado e integrante da cidade, dotado de especificidades erigidas por seus moradores por meio de suas práticas cotidianas. Os equipamentos culturais são apropriados pelos moradores, em maior ou menor proporção, e as festas são aguardadas e vivenciadas pelos que dela usufruem. Autores que contribuíram para formar a base teórica do trabalho: Certeau (2011), Certeau, Giard e Mayol (2009), Geertz (2008), Maffesoli (1985, 1998a, 1998b, 2000, 2001 e 2005).

Made available in DSpace on 2017-07-10T16:28:04Z (GMT). No. of bitstreams: 1 Manoel do Carmo da Motta Filho.pdf: 7629432 bytes, checksum: f91d64baf618c3a534322239478f7c38 (MD5) Previous issue date: 2015-10-13 / In quotidian life we can identify the bubbling of interactions from guys in spaces they frequent. The way they act, take on roles and develop their activities is influenced by the context on which they take part in and in which compose daily practices that constitute the ordinary life of them. It should be remembered this situation is not always consciously remembered by them, because this includes a line of anodyne events that integrate the lived and experienced in the spaces. From this point of view we constituted the investigation for master s thesis: The being-together in quotidian life in Parque Alvorada Jorge Backes: tactics and gimmicks . For supporting the investigation we elaborated the following questions of research: Which quotidian inventions of the guys with and in the space of the Park? Which the ethic of esthetics present in the manners of doing of the guys in relation to the rules of utilization of the Park and those that characterize one link to another? Which the educational principle of tactics, gimmicks, quotidian inventions and interactions between in quotidian of the guys? The research had as its aim: recognize the pratices of utilization of the Park in the guys s quotidian, with attention to the elements that characterize a lower educational process in established interactions by guys on that place. Supported in ethnographic assumptions, we performed the incursions in field, guided by observation and notes in a writing pad and a field diary, with photographic register, together with the research for documents that helped us in the understanding of locus of research. In material analysis we established effort to gather practices and quotidian experiences with the work done by the painter Georges Seurat in respect of the habits of utilization by the users from Great Island of Jatte on XIX century in Paris, together with authors who offer technical and methodological support of investigation, such as, Michel de Certeau (1994); Michel Maffesoli (1998; 2001; 2004; 2005; 2007; 2009; 2010); Marc Augé (2012),Georges Balandier and Silvio Gallo (2002). In this way, in research, we showed the characteristics of the utilization practices of the guys which reinvented the spaces, turned them in qualified and significant places: interact in the construction of elements they share and (re)link them to a group which they build their subjectivity, at the same time they subjective other through a smaller education process, which the guys operate deterritorialization from prescription of spaces and plates that ends by establishing new ways of doing and expands the repertory of tactics and gimmicks to be added in new connections. / Na vida cotidiana podemos identificar o borbulhar das interações dos sujeitos nos espaços que frequentam. A forma com que atuam, assumem papéis e desenvolvem suas atividades é influenciada pelo contexto do qual fazem parte e no qual se compõem as práticas cotidianas que constituem a vida ordinária dos sujeitos. Convém lembrar que essa circunstância nem sempre é percebida conscientemente por eles, pois, inclui uma rede de acontecimentos anódinos que integram o vivido e experimentado nos espaços. Foi a partir dessa percepção que constituímos a investigação para a dissertação de mestrado: O estar-junto na vida cotidiana no Parque Alvorada Jorge Backes: táticas e astúcias . Para dar suporte à investigação elaboramos as seguintes questões de pesquisa: quais as invenções cotidianas dos sujeitos com e nos espaços do Parque? Qual a ética da estética presente nas maneiras de fazer dos sujeitos em relação às normas de utilização do Parque e aquelas que caracterizam um elo com o Outro? Qual o princípio educativo das táticas, astúcias, invenções cotidianas e interações no cotidiano dos sujeitos? A pesquisa teve como objetivo: conhecer as práticas de utilização do Parque no cotidiano dos sujeitos, com atenção aos elementos que caracterizam um processo educativo menor nas interações estabelecidas pelos sujeitos naquele lugar. Apoiados em pressupostos etnográficos, realizamos as incursões em campo, pautadas na observação e anotações em um Caderno de Notas e um Diário de Campo, com registro fotográfico, juntamente com a busca por documentos que nos auxiliassem na compreensão do lócus da pesquisa. Na análise do material estabelecemos esforço para coligar as práticas e vivências cotidianas com o trabalho realizado pelo pintor Georges Seurat a respeito dos hábitos de utilização dos frequentadores da ilha da Grande Jatte do século XIX em Paris, juntamente com autores que oferecem aporte teórico-metodológico da investigação, tais como, Michel de Certeau (1994); Michel Maffesoli (1998; 2001; 2004; 2005; 2007; 2009; 2010); Marc Augé (2012), Georges Balandier (1999) e Silvio Gallo (2002). Dessa forma, na pesquisa, apresentamos as características das práticas de utilização dos sujeitos que reinventam os espaços, os transformam em lugares qualificados e significativos: interagem na construção de elementos que compartilham e que os (re)ligam a um grupo no qual constroem sua subjetividade, ao mesmo tempo em que subjetivam outros por meio de um processo de educação menor, no qual os sujeitos operam a desterritorialização das prescrições dos espaços e placas que acaba por instituir novas maneiras de fazer e amplia o repertório de táticas e astúcias à serem acionadas em novas conexões.

This thesis examines interfaith work from a general perspective and through the Swedish interfaith project “Tillsammans för Sverige”. They are based in a famous youth center in Stockholm. The examination has two aims. The first is to identify the main characteristics of interfaith work and how they correspond with daily practice. The second aim looks at the relevance of human rights in interfaith work and how the connection between the two can be clarified.  The results are based upon the author’s experiences through a fieldwork study and an enquiry made among the people involved in the project. Key words: interfaith work, Tillsammans för Sverige, global ethics, human rights

Studiens syfte är att skapa en ökad förståelse om hur svenska förskolebarn i åldrarna fyra och fem år interagerar med och uppfattar de olika artefakterna på sin utegård. Med artefakter menas de fysiska redskap som finns på förskolans utegård. Vi har valt att inrikta oss på om barnen leker enskilt eller tillsammans med andra, om de leker utifrån given funktion eller skapad funktion samt hur de ser på artefakter med hänsyn till estetiska omdömen. Vi har använt oss av metoden the Mosaic approach som lyfter fram barns perspektiv. I vår studie har barn fotograferat utegården. Tio barn intervjuades om utegården där barnens fotografier användes för att samtala om och barnen fick sedan guida oss runt på utegården. I resultatet visade det sig att när barnen samtalade om bilderna kom de fram till många olika användningsområden och åsikter kring artefakterna. Under guidningar fick vi se hur fyra barn interagerade med artefakterna och vi fick även en omfattande bild av utegården. Det visade sig att barnen använde sand ihop med artefakterna, vilket kan bero på att sand är lättillgängligt och enkelt att förflytta. Det visade sig även att barn tänker på sin säkerhet eftersom barnen visade en oro att ramla ner från artefakter som var högt placerade. Vår slutsats är att utegården erbjuder enskildhet och lek tillsammans med andra samt att barnen använder givna och skapade funktioner tillsammans med artefakterna. Studiens resultat visar att artefakterna skapar en trivsam utegård, vilket visar sig när barnen gärna samtalar om och visar de olika artefakterna. / The study's purpose is to create a better understanding of how Swedish preschool children aged four to five years interact with and perceive the various artifacts on their patio. With artifacts means the physical tools that are on the preschool’s patio. We have chosen to focus on if the children play alone or with others, if they play by the given function or created function, and how they see the artifacts considering aesthetic judgments. We have used the method of the Mosaic approach that emphasizes the child's perspective. In our study have the children photographed the patio. Ten children were interviewed about the patio where the children's photographs were used to discuss. Four children guided us around the patio. The results showed that when the children talked about the pictures they came up with many different uses and opinions about the artifacts. During guided tours, we saw how four children interacted with the artifacts and we even got a comprehensive image of the patio. It turned out that the children used the sand together with the artifacts, which may be due to the sand is easily accessible and easy to move. It was also found that children think about their safety because the children showed a concern of falling from the artifacts that were highly placed. Our conclusion is that the patio offers privacy and play together with other children, and to use the given and created functions together with the artifacts. The results of the study show that the artifacts create a pleasant patio, which appears when the children gladly talk about and show the different artifacts.

Developing countries are increasing their adoption of information systems at the country level now. One important aspect distinguishing the implementation of information systems in developing countries from that in developed countries is that developing countries usually lack the resources and capability for training and support, and the workers need to learn to use the system from their own experience. Thus, a better understanding of the workers’ learning-by-doing after the implementation of an information system in developing countries may have important theoretical and practical implications, but empirical evidence on this issue remains limited. This dissertation seeks to fill in the gap by investigating workers’ learning-by-doing after the implementation of an information system at two levels. First, it studies how an individual customs agent’ experience preparing and submitting customs documents influences her performance in document preparation and submission tasks. Second, it also examines how an agent-inspector dyad’s experience working together affects the performance of customs inspection tasks completed through the cooperation of the dyad. The first chapter provides an overview of the dissertation. The second chapter examines how the relatedness of workers’ prior experience affects their learning-by-doing and operational performance in service work. Prior research has viewed relatedness along a single dimension. However, tasks and the underlying knowledge required for task performance can vary along multiple attributes. This chapter extends prior conceptualizations of relatedness by defining it as a multi-dimensional construct and also accounting for the level of task relatedness between different categories in each task dimension. It separates the level of workers’ experience from the relatedness of their experience, and then link the two constructs to workers’ task performance, including their efficiency and quality. Analyzing data on the processing of 998,258 import customs declarations in Costa Rica from 2006-2010, the second chapter finds that customs agents, the major workers processing the customs declarations, learn from their experience to improve their time to complete the task but not their quality of completion. Moreover, it finds that the relatedness of customs agents’ experience to their current task is positively related to the quality of task completion but has a U-shape relationship with completion time, such that the completion time first decreases with and then increases with an increase in customs agents' experience relatedness. The chapter also finds that the impact of customs agents’ experience relatedness is enhanced when the agents have more experience. Overall, the results highlight the role of experience relatedness in workers’ performance in learning-by-doing service work, and help to identify ways for managers to improve different operational performance measures. Many service tasks are completed by dyads rather than by an individual worker. In this setting, the individuals in the dyad not only need to acquire knowledge about the task, but also have to learn to work with each other. Thus, individuals’ experience working together may have significant performance implications for dyads. However, this effect remains largely unexamined, especially when there are conflicts within the dyad. In the third chapter, it theorizes how a dyad’s experience working together influences the dyad’s task performance, and label it as a learning-by-working-together effect. The chapter further proposes that the impact of dyad experience can vary across tasks with different levels of complexity, goal conflict, and combinations of the two. It examines learning-by-working-together in a setting where there is goal conflict, but the dyad must work together to complete the task: customs inspections. Based on a field study on data of 323,520 customs inspections in Costa Rica, the third chapter shows that the number of prior interactions between a customs agent and a customs inspector is positively associated with the agent-inspector dyad’s efficiency in customs inspection. In addition, it demonstrates that the impact of an agent-inspector dyad’s experience working together is greater for high-complexity tasks than for low-complexity tasks, and weaker for high-conflict tasks than for low-conflict tasks. It also shows that due to a joint effect of task complexity and task-level goal conflict, dyad experience exhibits the largest impact on the performance of high-complexity, high-conflict tasks. The chapter discusses the implications of our results for the study of learning curves and for the practice.

Dans un contexte de remise en cause de la présence animale au sein des sociétés humaines, cette thèse propose une analyse des conditions et des implications du vivre-ensemble entre les éléphants et les Khamti dans le Nord-Est indien. L’approche retenue se situe à la croisée de l’anthropologie des humains et des non-humains, de l’anthropologie de la nature, de l’anthropologie de la conservation, ainsi que de la sociologie et de la clinique du travail. L’enquête se base sur un travail ethnographique qui a pris en compte la participation et l’engagement intersubjectif des Khamti et des pachydermes. Elle traite des différents aspects du vivre-ensemble avec les éléphants : depuis la naissance, qui passe par la capture et la socialisation d’un éléphant de forêt, jusqu’à la manière dont évoluent et perdurent les liens initialement noués au travail. Élargissant l’objet d’étude à l’échelle nationale indienne et au sort des éléphants vivant à l’état de liberté naturelle, une réflexion est menée sur le devenir du vivre-ensemble. Les conclusions soulignent la centralité du travail dans les liens entre les Khamti et les éléphants. De manière plus générale, la thèse ouvre un questionnement sur la place des animaux dans les sociétés humaines. Concernant l’éléphant d’Asie, face aux effets pervers des projets de conservation engagés en faveur de l’espèce (menacée d’extinction) et contre les campagnes menées pour « libérer » les éléphants vivant parmi les hommes, les Khamti, en travaillant avec ces animaux, pérennisent leurs relations avec eux et apparaissent comme étant les meilleurs protecteurs des éléphants et, potentiellement, les meilleurs conservateurs de l’espèce aujourd’hui. / In a context of called into question the presence of animals within human societies, this thesis proposes an analysis of the conditions and implications of living together between elephants and the Khamtis in Northeast India. The approach adopted is at the crossroads of the anthropology of humans and non-humans, the anthropology of nature, the anthropology of conservation, as well as the sociology and clinic of work. The survey is based on an ethnographic work that took into account the participation and the intersubjective engagement of the Khamtis and the pachyderms. It deals with various aspects of living together with elephants: since the birth, which involves the capture and socialization of a forest elephant, to the way in which links initially tied evolve and persist in their work. Expanding the scope of the study on the Indian national level and on the fate of elephants living in a state of natural liberty, a reflection on the future of living together is made. The conclusions stress the centrality of work in the relationships between elephants and the Khamtis. More generally, this thesis opens a questioning of animal's place in human societies. Regarding the Asian elephant, against the side effects of conservation projects committed to the species (endangered) and against the campaigns to "liberate" the animals living among men, the Khamtis, by working with those animals, perpetuate their relationships with them and appear to be the best protectionists of elephants and, potentially, the best conservationists of the species nowadays.

Submitted by Paula Mesquita Melques null (paulamelques@gmail.com) on 2017-08-21T16:57:41Z No. of bitstreams: 1 Tese_Paula_Melques.pdf: 2538504 bytes, checksum: bc9ef094f671e3470db2e3ade0466c95 (MD5) / Approved for entry into archive by Monique Sasaki (sayumi_sasaki@hotmail.com) on 2017-08-23T19:06:38Z (GMT) No. of bitstreams: 1 melques_pm_dr_prud.pdf: 2538504 bytes, checksum: bc9ef094f671e3470db2e3ade0466c95 (MD5) / Made available in DSpace on 2017-08-23T19:06:38Z (GMT). No. of bitstreams: 1 melques_pm_dr_prud.pdf: 2538504 bytes, checksum: bc9ef094f671e3470db2e3ade0466c95 (MD5) Previous issue date: 2017-07-22 / A presente pesquisa de Doutorado pertence à linha de pesquisa “Práticas e Processos Formativos em Educação” do Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista “Júlio de Mesquita Filho” (FCT/UNESP). Parte-se da hipótese de que o designer educacional (DE) tem papel fundamental quando se propõem abordagens de educação centradas na construção do conhecimento, para que não seja realizada a transposição de práticas de transmissão de informações, presentes historicamente na educação, para o contexto da Educação a Distância (EaD). Diante da complexidade envolvida nas atribuições desse profissional, apresenta-se a pergunta da pesquisa: como a atuação do DE em um contexto de elaboração e execução de cursos na modalidade a distância concebidos a partir das abordagens Estar Junto Virtual (EJV) (VALENTE) e Construcionista, Contextualizada e Significativa (CCS) (SCHLÜNZEN) pode permitir que as características do público-alvo, as especificidades da EaD e os objetivos dessas abordagens de educação sejam alcançados? Assim, como objetivo geral, buscou-se conceituar o designer educacional no contexto de cursos na modalidade a distância segundo as abordagens CCS e EJV. Para tanto, a partir de uma abordagem qualitativa do tipo investigação-ação, estudou-se a elaboração e a execução de um curso de especialização do Programa Rede São Paulo de Formação Docente (Redefor) Educação Especial e Inclusiva, no qual a pesquisadora atuou como designer educacional. A seleção e a coleta de dados ocorreram por meio de instrumentos como arquivos de roteiros, matriz e agenda, e e-mails enviados e recebidos entre a equipe multidisciplinar, professores autores, especialista e coordenação, além das atividades propostas e da produção dos cursistas no Ambiente Virtual de Aprendizagem (AVA) Moodle. Com categorias de análise pré-definidas, analisou-se os dados a partir do confronto entre o que foi pensado inicialmente pelo professor autor e o resultado final após as intervenções realizadas e, também, da identificação dos elementos das abordagens CCS e EJV na proposta pedagógica do curso e na produção dos cursistas. Observou-se que o designer educacional contribuiu para o estabelecimento da base de conhecimentos tecnológicos e pedagógicos do conteúdo (TPACK) (MISHRA; KOEHLER) a partir da articulação dos saberes e das ações das equipes pedagógica e multidisciplinar, e ainda, a proposta pedagógica do curso permitiu que os cursistas construíssem produtos, por meio de atividades contextualizadas, com alto nível de interação e mediação pedagógica efetiva, permitindo assim a construção do conhecimento à medida que atribuíam significado aos conceitos apreendidos. / This Doctoral research belongs to the research line "Practices and Formative Processes in Education" of the Graduate Program in Education of the Faculty of Sciences and Technology of Sao Paulo State University "Júlio de Mesquita Filho" (FCT / UNESP). It starts with the hypothesis that educational designer has fundamental role when proposing education approaches centered on the construction of knowledge, so that the transposition of information transmission practices is not carried out into the context of Distance Education. In view of the complexity involved in the assignments of this professional, the research problem is presented: how the educational designer performance in a context of elaboration and implementation of courses in the distance education modality conceived from the approaches Being Together Virtually (known as EJV) (VALENTE) and Constructionist, Contextualized and Meaningful (known as CCS) (SCHLÜNZEN) can enable that the target audience characteristics, distance education specificities and the objectives of these education approaches to be achieved? Therefore, as general objective, it was sought to conceptualize the educational designer in the context of distance education courses according to the CCS and EJV approaches. To do so, based on a qualitative approach of action-research type, it was studied the elaboration and implementation of a specialization course belonging to the Sao Paulo Network Program of Teacher Training (Redefor) Special and Inclusive Education, in which the researcher acted as educational designer. Selection and collection of data occurred using tools as script files, matrix and agenda, e-mails sent and received between the multidisciplinary team, teacher authors, specialist and coordination, as well as the proposed activities and production of the students in the Virtual Learning Environment (VLE) Moodle. With predefined categories of analysis, the data were analyzed from confrontation between what was initially thought by the teacher author and the final result after the interventions carried out and, also, the identification of elements from the CCS and EJV approaches in the course pedagogical proposal and in the students’ production. It was observed that the educational designer contributed to establish the technological and pedagogical knowledge base of the content (TPACK) (MISHRA; KOEHLER) from articulation of knowledge and actions of the pedagogical and multidisciplinary teams, and also, the pedagogical proposal of the course allowed the students to construct products, through contextualized activities, with a high level of interaction and effective pedagogical mediation, allowing thereby, the construction of knowledge insofar as they were attributing meaning to the concepts seized.

Thesis (M.Dev.) -- University of Limpopo, 2016 / In 2010, the South African Department of Agriculture rolled out the Farm Together Agricultural Co-operative Training Programme (Farm Together Programme) to support the development and growth of selected agricultural co-operatives nationwide. This study is an impact assessment of the programme, focusing on the Capricorn District Municipality in the Limpopo Province. A survey of co-operative members whose co-operatives had participated in the programme and in-depth interviews with key stakeholders were conducted. The findings provide insights into the strengths and weaknesses of the programme. Overall, the programme was relevant and comprehensive. It provided the basic skills needed to run co-operatives. However, there has been minimum impact on growth and development. Gaps identified in the programme include lack of ongoing mentoring, monitoring and evaluation of progress being made in setting up structures to support growth and development. Women with low levels of literacy dominate the membership. Further research is required to explore why the youth and men do not participate in co-operatives.

Les questions du vivre ensemble et de notre rapport à l’altérité interrogent chercheurs et praticiens. Elles deviennent des questions vives dans le contexte de crise de ce début du siècle. Dans le lieu institutionnel qu’est l’école élémentaire, pour les enfants scolarisés, la rencontre avec l’Autre se poursuit et elle s’effectue, entre autres expériences, lors de conflits. Notre recherche se propose d'analyser les interactions, en milieu scolaire, entre des élèves et leur enseignante lors du traitement des situations conflictuelles. En présence de leur professeure, comment les élèves rapportent-ils les faits et les dires de l’Autre, et quelles sont les pratiques langagières de chacun pour sortir (ou non) du conflit ?Pour y répondre, nous avons construit un corpus, constitué à l’école élémentaire, que nous analysons avec des outils issus de la pragmatique et des travaux sur les interactions verbales. Il s’agit de relever la manière dont chacun, dans sa pratique langagière, appréhende l’Autre ; quelles sont les stratégies des élèves pour rendre compte en interaction du conflit ; comment, à travers le traitement de conflits, l’enseignante cherche à favoriser la rencontre à l’altérité et à développer, pour ses élèves, une formation à un comportement citoyen. / The questions of living together and our relationship to the otherness ponder researchers and practitioners. These questions have become even more vivid since the crisis at the beginning of the century. The encounter with the other continues for the school children and takes place in the institutional setting of elementary school, during conflicts, among others. Our research analyzes the interactions between school children and their teacher during the handling of conflicts. How and in which manner do pupils explain - in the presence of their teacher - the facts facing the other, and what are the language practices of each of them to solve (or not) the conflict? To answer these questions, we have constituted a body at the elementary school, which we analyze with tools derived from pragmatics and works on verbal interactions. It is a question of finding out the way in which each person, in his or her language practice, apprehends the other; What are the students' strategies to report conflicts; how does the teacher seek to encourage the encounter with the Otherness through the treatment of conflicts and to develop, for its pupils, a training to a citizen behavior.

Erfarenheter från Sverige och internationellt visar att det finns brister i förmågan att hantera kriser. Det är framför allt förmåga att agera tillsammans och samordnat med olika aktörer som behöver utvecklas. I detta visar även forskning att det blir allt vanligare att arbeta i tillfälliga team, inom vilka externa experter i ledande befattning ofta tillsätts för att kunna hantera pågående kriser. Syftet med denna studie har varit att få en djupare förståelse för potentiella framgångsfaktorer och utmaningar som tillfälliga team och dess ledare kan möta under pågående kriser. Utifrån en kvalitativ ansats genomfördes sex semistrukturerade intervjuer med deltagare som har erfarenhet av att verka som externa experter i ledande befattning i tillfälliga team. Under intervjuerna beskrev deltagarna sina upplevelser, tolkningar och erfarenheter av att arbeta under dessa omständigheter. Resultatet av det insamlade materialet resulterade i fyra framträdande dimensioner: organisatoriska faktorer, ledarskap, teamfaktorer och individfaktorer. Samtliga dimensioner påverkar arbetet i varierande grad under pågående kris och inkluderar såväl framgångsfaktorer som utmaningar. Det framkom också att respektive dimension inte bör ses som en självständig enhet, utan som en del av en nödvändig synergi där samtliga dimensioner påverkar varandra. Att kunna arbeta tillsammans i samspel med andra framkom som avgörande faktor för att på bästa sätt kunna hantera pågående kriser. Ingen enskild individ, tillfälligt team eller aktör kan ensam på ett framgångsrikt vis hantera pågående kris. Att tillsammans kunna möta och hantera allt vad pågående kris kan innebära har visat sig vara avgörande. / International and Swedish experiences indicate deficiencies regarding the ability to handle crises. Above all it is the ability to act coordinated with others that is in need of improvement. Current research also shows that it is becoming more and more common to work in temporary teams, in which external experts are called in to help deal with ongoing crises. The purpose of this study ha been to gain a deeper understanding of potential success factors and challenges that temporary teams and external experts in leading positions, may face during ongoing crises. Through a qualitative approach, six semi structured interviews were made. During these interviews the participants, who had expertise and knowledge from working in these specific circumstances, described their views, interpretations and experiences regarding exercise of leadership in temporary teams. The analysis resulted in four prominent dimensions and indicates that organizational factors, leadership, team factors and individual factors commonly affect the ongoing work during crises and includes success factors as well as challenges. It also became clear that each of these dimensions should not be seen as independent entities, but instead as a part of a synergy in which all dimensions affect each other. To be able to work well together with others in a functioning synergy, appears to be crucial. No man, woman, team or actor can in a successful way handle a crisis by themselves. The key factor therefore appears to be the ability to act together.