Modern Japan established three kinds of national identification (ID) systems over its population: Koseki, Alien Registration, and Juki-net. The Koseki system is a patriarchal family registration of all citizens. It began in the 1870s when Japan’s nation-state was developed under the emperor’s rule. Koseki used traditional patriarchal hierarchy and loyalty to construct subjects for the Japanese Empire and reify a fictional unity among the “Japanese” people. Until today, this disciplinary element has functioned as the norm for organizational relations in Japan. The Alien Registration System requires non-citizens to register and carry an ID card to distinguish “foreigners” from “Japanese”. This system stems from surveillance techniques used over the colonial populations in the early twentieth century: the Chinese in the colony of “Manchuria”, in northeast China, and the Koreans on the Japanese mainland. Although the empire collapsed after World War II, the practice was officially legislated to target Koreans and Chinese who remained in post-war democratic Japan. Juki-net is the recently established computer network for sharing the personal data of citizens between government and municipal authorities. Juki-net attaches a unitary ID number to all citizens and gives them an optional ID card. Juki-net uses digital technology to capture individual movement, so the system is direct, individualistic, and fluid. It has expanded the scope of personal data and shifts the foundation of citizenship to state intervention. This thesis examines how these three systems have defined the boundary of the nation and constructed categories for its subjects, which have then been imposed on the entire population. Drawing on the theories of Foucault’s bio-power and Agamben’s bare life, I explain how the national ID card systems enable the state to include and exclude people, use them for its own power, and produce subjects to support the state. Although this process is often hidden, the scheme is a vital part of the current proposal to use national ID card systems in the global “war on terror”. I argue that the national ID card systems impose compulsory classifications on individuals, threaten the public’s rights against state intervention, and spread “bare life” across the population. / Thesis (Master, Sociology) -- Queen's University, 2008-05-29 13:58:26.233

Talent management is an organisational process aimed at maximising the benefit gained from the organisation's workforce, mostly by assessing the future potential of senior organisational members to fill key positions based on their proportional contribution to the business. Despite the increasing prevalence of talent management, evidence is accumulating to indicate an extremely low success rate of just 20-25% in predicting high performers. While talent management continues to address a growing business need, a better understanding of the process may help to refine its practice. The underpinning assumptions of the practice of talent management are that organisations are systemic and linear, and that talent management must produce a single answer identifying what it means to be a 'talent' in any specific circumstance. As a profession, talent management also maintains a fantasy of control: the expectation that assessed individuals will indeed behave as anticipated, and that stated targets will remain unchanged. As a progressive and trending HR process, talent management's close connection to organisational power relations and political dynamics is rarely acknowledged. The emotional toll on assessed senior executives, as well as potential ramifications for their colleagues, is also often overlooked, despite the significant implications for individual careers and broader inferences of inclusion-exclusion inherent in the process of talent selection. Talent management practitioners and scholars tend not to consider the impact on individuals of inaccurate assessments and mistaken decisions. As a talent manager practitioner who decrees the fate of individuals, such glaring oversights provoked in me an acute ethical anxiety that drove this research. This work offers a critical perspective on the practice of talent management - in particular, the process of judgment involved in the assessment of 'high potentials' and the potent dynamics of inclusion in/exclusion from the talent group. Having witnessed first-hand the inconsistency between apparently robust predictions (based on best practice) and subsequent outcomes, I began this research with strong feelings of ambivalence towards my practice of 25 years and my prospering business of 10 years. The critical perspective of the current study took shape within the research framework, which is based on the philosophy of pragmatism and the complex responsive process of relating that draws on it, as well as on process sociology and complexity sciences. The research methodology insists that scholars take their own direct experience seriously, collect their raw data through writing narratives, and then exercise reflection and reflexivity both as individuals and as part of the Doctor of Management (DMan) learning community. The narratives 'translate experience so that it is meaningful to the reader' (Cunliffe, 2010, p. 228). Applying this innovative approach not only to my research, but also to my professional practice, has led me to challenge the most fundamental assumptions of talent management. I now have a deeper and more nuanced understanding of the process of judgment at its core, and have developed a new way to approach and implement this process within my work. This thesis culminates in three main arguments describing talent management from a new perspective, as well as redefining the role and degree of involvement of talent management consultants. First, the central process of judgment emerged not as an objective analysis communicated in a unidirectional, linear way from the assessor to the assessed, but rather as a relational and social process that involves shifting power relations and an inclusion-exclusion dynamic influenced by many unpredictable factors. Second, from the perspective of the research framework, the assessor can no longer be seen as an objective observer, but must be regarded as a participant who is simultaneously both involved and detached and who must rely on their practical judgment. Talent management's traditional promise of future-oriented focus and reliable predictions is illusory, given that all participants are continuously merging their ongoing experiences to spontaneously co-create the future in unpredictable ways. . Understanding that the assessment process is not a simple numerical exercise (ranking individuals on various scales) and that no single truth can be obtained through an assessment process (since assessment results are co-created with all participants in the process) has eased my ethical concerns and enabled me to continue practising my profession with confidence, by taking a fresh viewpoint of what it is that I am doing. It is my hope that other talent management practitioners will find these insights useful and generalisable, and valid to their own practice - extrapolating from the local to the global.

Dissertação(mestrado)-Universidade Federal do Rio Grande, Programa de Pós-Graduação em Geografia, Instituto de Ciências Humanas e da Informação, 2010. / Submitted by Caroline Silva (krol_bilhar@hotmail.com) on 2012-07-25T15:17:55Z No. of bitstreams: 1 dissertao alexandre eslabo bandeira.pdf: 4616793 bytes, checksum: 3c448f92a94353c624ddcfaa76a9a52d (MD5) / Approved for entry into archive by Bruna Vieira(bruninha_vieira@ibest.com.br) on 2012-08-03T21:48:56Z (GMT) No. of bitstreams: 1 dissertao alexandre eslabo bandeira.pdf: 4616793 bytes, checksum: 3c448f92a94353c624ddcfaa76a9a52d (MD5) / Made available in DSpace on 2012-08-03T21:48:57Z (GMT). No. of bitstreams: 1 dissertao alexandre eslabo bandeira.pdf: 4616793 bytes, checksum: 3c448f92a94353c624ddcfaa76a9a52d (MD5) Previous issue date: 2010 / O trabalho analisou os movimentos inclusivos e exclusivos que, dentro desse estudo, são elencados diante da dialética social ao individual. As escalas de realidades foram postas e sobrepostas, convergindo diversos caminhos de métodos, que contemplam os sistemas de objetos e de ações (Santos, 1996) que ocasionaram e condicionam os espaços nas suas ações de “uso” e que ficam camufladas diante das “metáforas das verdades” (Nietzsche, 1983). O caminho foi regressivo- progressivo (Martins, 1996; Rique, 2004), visto que a realidade deriva da lei do desenvolvimento desigual, e os processos históricos fazem parte de sua constituição e formação. O debate teórico contemplou no primeiro capítulo possíveis caminhos metodológicos para uma abordagem da dialética exclusão/inclusão, na sua complexidade social. O segundo capítulo procura especificidades que problematizam os processos da “exclusão social”. No terceiro capítulo, são estudadas as estruturas e ações que condicionaram e serviram de base para o surgimento de um mercado mundial de produção e consumo. O quarto capítulo aborda o Brasil e sua formação social a partir da perspectiva econômica de dependência. No quinto capítulo, busca-se a compreensão da cidade, produzida e distribuída. O sexto capítulo foi aferido o processo de urbanização da cidade do Rio Grande, onde se manifesta a dialética exclusão/inclusão. Posteriormente, no sétimo capítulo encontra-se a construção da subjetividade e a repressão do capitalismo no indivíduo (Canevassi, 1984). Evidenciou-se, a partir disso, uma dialética exclusão/inclusão, em que a exclusão cria uma subjetividade específica que promove a ilusão de inclusão. Assim, cada segmento faz parte de um todo e este todo confere as atitudes e não atitudes dentro da realidade do desenvolvimento desigual, que estes submetem e são submetidos, onde cada ser é a imagem viva da materialidade do espaço tempo. / Ce travail fait l’analyse des mouvements d’inclusion et d’exclusion qui sont répérées face à la dialectique du social à l’indivuduel. Les échélles de réalités ont été posées et surposées, dans une convergence de chemins et de méthodes divers qui focalisent les systémes d’objets et d’actions (Santos, 1996) , en conditionnant les espaces dans leurs actions d’ « usage » et en restant camouflées devant les « métaphores de vérités » (Nietzche, 1983). Le chemin parcouru fût regressif-progressif (Martins, 1996; Rique, 2004), vu que la réalité dérive de la loi du développement inégal et que les processus historiques font partie de sa constitution et formation. Le débat théorique ouvre, dans le premier chapitre, chemins méthodologiques possibles pour une abordage da dialéctique exlusion/inclusion dans sa complexité sociale. Dans le deuxième chapitre on procure les spécificités de la problématique des processus de la « exclusion social ». On étudie, dans le troisiéme chapitre, les structures et les actions qui conditionèrent et servirent de base pour le surgissement d’un marché mondial de production et consomation. Au quatrième chapitre on étudie le Brésil, sa formation social à partir de la perspective économique de la dépendance. Le cinquième chapitre cherche la compreension de la cité, produite et ditribuée. Dans le sixiéme, on focalise sur le processus d’urbanisation de la ville de Rio Grande, où la dialectique d’exclusion/inclusion se manifeste. Finelkement, dans le septième chapitre, on trouve le processus de construction de la subjectivité et la répression que le capitalisme exerce sur l’individu (Canevassi, 1984). On voit bien, à partir de tout cela, dans la dialectique exclusion/inclusion, que l’exclusion crée une subjectivité spécifique qui promeut l’illusion de l’inclusion. De cette maniére, chaque segment fait partie d’un tout qui donne aux attitudes et aux non attitudes, un être qui est l’image vivante de la materialité de l’espace-temps auquel elles sont submisses dans la réalité du développement inégal.

In a world where conflict is common, effective programs for reintegration of the combatants must exist for the post conflict societies. There is also a growing presence not only of gangs, but also of reintegration programs for those that chose to leave said gangs. To find what parts of those processes are alike and what parts are different is the objective of this thesis. For the former combatants, the thesis focuses on those of the former rebel group, meaning the illegally armed group. The reasons for comparing the two processes are that they outwardly look quite similar in the sense that the both deal with reintegration of formerly armed groups. Both groups have also been involved in some sort of violent action, and they are both being reintegrated into a society that they are not actively full members of. The research is carried out through a desk study using the method of a qualitative research through and abductive approach. The theoretical framework that is used is the inclusion-exclusion framework from the security-development nexus. This is also combined with the use of an analytical framework which was created using three different parts of full reintegration, namely social, political and economical reintegration. Through the usage of the case study of El Salvador, the thesis found that there were both similarities and differences between the two types of reintegration, however, the differences far outweighed the similarities. The thesis also found that while the two processes may be alike from an outside perspective, they are dealing with people of quite different needs. However, some potential can be seen for changes in both processes in order to improve their efficiency, though more research is needed.

Made available in DSpace on 2016-03-22T17:26:55Z (GMT). No. of bitstreams: 1 Sonia Amara Pereira Fabres.pdf: 6676285 bytes, checksum: 9bea55c3f08cefdf306fbebcdf71835d (MD5) Previous issue date: 2013-05-13 / The present study aims to investigate the inclusion/exclusion process of students exempted from the registration fee of IFSul campus Pelotas selection process, which entered the institution from the year 2008 and are enrolled in the end of 2011 school year. The research is of qualitative and quantitative character, basing itself in the historical and dialectical materialism, with theoretical referentials connected to areas of Human Rights, Education, Educational Assistance, and inclusion. The study justifies itself by the indication of a very significant evasion and reprobation index of these students, in addition to the finding of their total invisibility, being unknown their academic pathway, difficulties and needs within educational scope, emphasizing their belonging to different educational structures, which include high school, technical, technological and superior formation, as well as students enrolled, reprobated, evaded and also graduated. During the field research, semi-structured questionnaires and opened interviews were used. The study emphasizes the importance of the exempted student's view about the school and how the inclusion/exclusion process is handled. The results indicate the effectuation of the exempted student visions about the Student Assistance, as a process of inclusion, due to the use of educational scholarship/benefit as aids in food, transportation and school materials, ignoring the exclusion s logic through the neoliberal policies and hegemony of classes and markets, reflected within the educational environment, the predominant factor for exclusion in schools. Thus, the Students Assistance characterizes itself as inclusive services and not, in fact, human rights, leading to the knowledge that inclusion is much more than just a help, inasmuch as it is tied to other factors, which the school needs to develop, in order to achieve a real inclusive process / O presente trabalho pretende investigar o processo de inclusão/exclusão dos alunos isentos da taxa de inscrição do processo seletivo do IFSul campus Pelotas os quais ingressaram a partir do ano de 2008 e estão matriculados no término do ano letivo de 2011. A pesquisa é de cunho qualitativo e quantitativo, fundamentando-se nos princípios do materialismo histórico e dialético, com referenciais teóricos ligados às áreas dos Direitos Humanos, Educação, Assistência Educacional e inclusão. A pesquisa que se justifica pela identificação de um índice bastante significativo na evasão e reprovação desses alunos, além da constatação de sua total invisibilidade, sendo desconhecido seu percurso acadêmico, suas dificuldades e suas necessidades dentro do âmbito escolar. Além disso, salienta-se que pertencem a diferentes estruturas de ensino, as quais abrangem o Ensino Médio, Técnico, tecnológico e Superior, em situação de matriculados, reprovados, evadidos ou formados. Durante a pesquisa de campo, utilizaram-se questionários semiestruturados e entrevistas abertas. O estudo enfatiza a importância do olhar próprio do aluno isento quanto a sua trajetória escolar e quanto a sua inclusão/exclusão. Os resultados indicam a efetivação pela visão do aluno isento, da Assistência Estudantil, como um processo de inclusão educacional devido à utilização de bolsa/benefício como auxílios na alimentação, transporte e materiais escolar, desconhecendo a lógica da exclusão através das políticas neoliberais e hegemonia de classes e de mercados repercutidas dentro do ambiente educacional, fator predominante para a exclusão no âmbito escolar. Assim, a Assistência Estudantil caracteriza-se como serviço inclusivo e não de direitos de fato, levando ao entendimento que inclusão é muito mais que uma ajuda, pois está atrelada a outros fatores que a escola precisa desenvolver para concretizar, de fato, um processo inclusivo

Made available in DSpace on 2016-04-25T20:19:55Z (GMT). No. of bitstreams: 1 Eliane Marchetti Silva Azevedo.pdf: 1658630 bytes, checksum: 209d245f9c958f0704f98ea99ff86daf (MD5) Previous issue date: 2010-10-25 / It is known that the school drop-out is a major problem which makes it especially difficult for Youth and Adult Education (EJA) in Brazil to achieve its intended objectives. In offering this modality of education, one of the greatest challenges faced by CEFET-MG has been to ensure the students persistence in these courses. Many of them drop out, postponing or even inhibiting the achievement of a diploma. Therefore, this research aims to investigate and analyze, from the point of view of the students who attend the integrated technical course in Constructions, offered in the PROEJA modality, which factors make them insist on their studies, how they realize the educational formation they have and the extent to which they exercise their citizenship in this context. Two semi-structured questionnaires were used for the purpose of classifying and pointing a demonstrative authority to the qualitative analysis. Furthermore, eight students and a servant of the school were heard with the objective of investigating issues related to the persistence of the students in the course and their exercise of citizenship. Once all the data was collected, it was possible to verify that the actions taken by the Fostering Education Program at CEFET-MG corroborate effectively to the persistence of these students. It was also possible to verify that the process of identification of these students as a team, the appropriation they make of their course and the consequent demand for their rights happen naturally. The students question the conditions under which the course is offered - from its institutional infrastructure to the pedagogical practice of the teachers, without assuming their own limitations and needs. We concluded that, as they struggle to assure their rights, guarantee their school seats, and conquest the desired professional skills, the students reflect upon their own situation, what leads them to increase their self-knowledge level and understand themselves as subjects of rights. This circumstance leads them into the movement of citizenship construction, which happens along their academic career. The EJA, by attending individuals marked by social exclusion, contributes to their rescue of the exercise of citizenship / É sabido que a evasão é um problema crucial que dificulta o alcance dos objetivos propostos à Educação de Jovens e Adultos (EJA). Ao procurar concretizar tal oferta de ensino, um dos grandes desafios enfrentados pelo CEFET/MG tem sido assegurar a permanência dos alunos nesses cursos, pois muitos evadem, postergando, ou mesmo inviabilizando a conquista do diploma. Nesse contexto, este trabalho tem como objetivo pesquisar e analisar, sob o ponto de vista dos alunos frequentes no curso técnico integrado em Edificações, oferecido na modalidade PROEJA, quais fatores os levam a permanecer na instituição, como eles percebem a formação educacional que recebem e até que ponto eles exercem sua cidadania, nesse contexto. Foram aplicados dois questionários semiestruturados, que serviram para classificar e indicar uma autoridade demonstrativa dirigida à análise qualitativa. Ainda, foram ouvidos oito alunos e uma servidora da instituição, com o objetivo de investigar questões relativas à permanência e ao exercício de cidadania. Com os dados coletados, foi possível constatar que as ações executadas de acordo com o Programa de Permanência do CEFET-MG corroboram efetivamente para a permanência desses alunos. Foi, também, possível perceber que o processo de identificação desses alunos enquanto turma, da apropriação que fazem do curso e consequente reivindicação por seus direitos acontece naturalmente. Os alunos questionam as condições em que se dá a oferta do curso desde a infra-estrutura institucional até a prática pedagógica dos professores, sem deixar de levar em consideração as suas próprias limitações e necessidades. Concluímos que, na medida em que lutam para assegurar seus direitos, garantir sua vaga e conquistar a capacitação profissional desejada, os alunos refletem sobre sua situação, o que os leva a aumentar seu nível de autoconhecimento e a perceber-se como sujeitos de direitos. Tal circunstância leva-os ao movimento de construção de cidadania, que se dá ao longo de sua trajetória acadêmica. A EJA, ao atender indivíduos que trazem a marca da exclusão social, contribui para o resgate do exercício de cidadania

Made available in DSpace on 2016-04-26T14:52:36Z (GMT). No. of bitstreams: 1 Eliane Marchetti Silva Azevedo.pdf: 1658630 bytes, checksum: 209d245f9c958f0704f98ea99ff86daf (MD5) Previous issue date: 2010-10-25 / It is known that the school drop-out is a major problem which makes it especially difficult for Youth and Adult Education (EJA) in Brazil to achieve its intended objectives. In offering this modality of education, one of the greatest challenges faced by CEFET-MG has been to ensure the students persistence in these courses. Many of them drop out, postponing or even inhibiting the achievement of a diploma. Therefore, this research aims to investigate and analyze, from the point of view of the students who attend the integrated technical course in Constructions, offered in the PROEJA modality, which factors make them insist on their studies, how they realize the educational formation they have and the extent to which they exercise their citizenship in this context. Two semi-structured questionnaires were used for the purpose of classifying and pointing a demonstrative authority to the qualitative analysis. Furthermore, eight students and a servant of the school were heard with the objective of investigating issues related to the persistence of the students in the course and their exercise of citizenship. Once all the data was collected, it was possible to verify that the actions taken by the Fostering Education Program at CEFET-MG corroborate effectively to the persistence of these students. It was also possible to verify that the process of identification of these students as a team, the appropriation they make of their course and the consequent demand for their rights happen naturally. The students question the conditions under which the course is offered - from its institutional infrastructure to the pedagogical practice of the teachers, without assuming their own limitations and needs. We concluded that, as they struggle to assure their rights, guarantee their school seats, and conquest the desired professional skills, the students reflect upon their own situation, what leads them to increase their self-knowledge level and understand themselves as subjects of rights. This circumstance leads them into the movement of citizenship construction, which happens along their academic career. The EJA, by attending individuals marked by social exclusion, contributes to their rescue of the exercise of citizenship / É sabido que a evasão é um problema crucial que dificulta o alcance dos objetivos propostos à Educação de Jovens e Adultos (EJA). Ao procurar concretizar tal oferta de ensino, um dos grandes desafios enfrentados pelo CEFET/MG tem sido assegurar a permanência dos alunos nesses cursos, pois muitos evadem, postergando, ou mesmo inviabilizando a conquista do diploma. Nesse contexto, este trabalho tem como objetivo pesquisar e analisar, sob o ponto de vista dos alunos frequentes no curso técnico integrado em Edificações, oferecido na modalidade PROEJA, quais fatores os levam a permanecer na instituição, como eles percebem a formação educacional que recebem e até que ponto eles exercem sua cidadania, nesse contexto. Foram aplicados dois questionários semiestruturados, que serviram para classificar e indicar uma autoridade demonstrativa dirigida à análise qualitativa. Ainda, foram ouvidos oito alunos e uma servidora da instituição, com o objetivo de investigar questões relativas à permanência e ao exercício de cidadania. Com os dados coletados, foi possível constatar que as ações executadas de acordo com o Programa de Permanência do CEFET-MG corroboram efetivamente para a permanência desses alunos. Foi, também, possível perceber que o processo de identificação desses alunos enquanto turma, da apropriação que fazem do curso e consequente reivindicação por seus direitos acontece naturalmente. Os alunos questionam as condições em que se dá a oferta do curso desde a infra-estrutura institucional até a prática pedagógica dos professores, sem deixar de levar em consideração as suas próprias limitações e necessidades. Concluímos que, na medida em que lutam para assegurar seus direitos, garantir sua vaga e conquistar a capacitação profissional desejada, os alunos refletem sobre sua situação, o que os leva a aumentar seu nível de autoconhecimento e a perceber-se como sujeitos de direitos. Tal circunstância leva-os ao movimento de construção de cidadania, que se dá ao longo de sua trajetória acadêmica. A EJA, ao atender indivíduos que trazem a marca da exclusão social, contribui para o resgate do exercício de cidadania

One of the most important goals of school is to teach children how to read and write. But there are also children with great problems in reading and writing/dyslexia at school. In the Swedish School Plan you can, for example, read that one of the school’s most important goals is to give these children with special needs the help that they need. This study will investigate how six young people with reading and writing problems/dyslexia experienced the first nine years at school. There has been very little research regarding students´ experiences of having reading and writing problems/dyslexia early in school, which is strange because school is a place where children spend most of their time. This study will raise the questions about how young people were treated by their teachers, what they think of having a diagnosis, what kind of individualization they received and how they think about continuing their education. To fulfil the study’s purpose I did six qualitative interviews with young people between the ages of 18 and 24 years. The primary theoretical basis in this study was identity formation, inclusion, exclusion and integration. The results show, for example, that five out of the six young people sometimes experienced that their teachers didn’t understand their writing and reading problems and that resulted in inappropriate treatment from the teachers. The young people could feel anxiety which often led to low self-confidence. The diagnosis was difficult for three of them, but none of the interviewed felt that the diagnosis had affected them. The results also show that a good individualization was difficult for the teachers to accomplish in practice, and it also showed that previous experiences in school perhaps influenced whether they chose to continue their studies or not. One of the conclusions is that it is very important to discover a child’s reading and writing problem at an early age and to give the child a lot of help. Otherwise the child can develop a low self-esteem, and it is negative for a child’s identity formation.

FundaÃÃo de Amparo à Pesquisa do Estado do Cearà / A utilizaÃÃo de mediadores tecnolÃgicos nas relaÃÃes entre os jovens faz parte de nossa contemporaneidade, cabendo à psicologia investigar as repercussÃes psÃquicas provenientes do uso desses artifÃcios. Dentre estes aparelhos, os telefones celulares parecem ocupar local de destaque, por uma sÃrie de razÃes, dentre as quais, sua alta acessibilidade, por grande parte da populaÃÃo. As cores, os modelos e as funÃÃes dos telefones celulares constituem-se em atrativos que chamam a atenÃÃo dos jovens, fortalecendo o consumo destes bens, os quais estÃo inseridos em lÃgica de promoÃÃo publicitÃria que alardeia elementos signos. Nessa forma de publicizaÃÃo, os atributos tÃcnicos dos aparelhos perdem espaÃo frente aos aspectos sÃgnicos. As relaÃÃes estruturadas a partir desses mediadores, ou mesmo que tÃm sua manutenÃÃo garantida por eles, podem eliciar uma sÃrie de elementos constitutivos inÃditos nas relaÃÃes. Dessa feita, o presente trabalho tem por objetivos: identificar as repercussÃes psicossociais mais significativas derivadas do consumo de telefones celulares entre jovens na faixa etÃria de 14 a 18 anos, de ambos os sexos e de nÃveis socioeconÃmico A e B; avaliar possÃveis mudanÃas nas estratÃgias de inserÃÃo/exclusÃo grupal, decorrentes da mediaÃÃo tecnolÃgica da relaÃÃo entre os jovens pesquisados e por fim analisar criticamente o discurso dos jovens relacionando-o com os dados quantitativos, com os dados qualitativos e com o referencial teÃrico pesquisado. Para tanto, a metodologia empregada atuou em duas frentes. Na primeira, quantitativa, desenvolveu-se uma escala de atitudes, a qual foi aplicada em uma amostra de vinte oito jovens. Essa, foi selecionada a partir da aplicaÃÃo do CritÃrio de classificaÃÃo EconÃmica Brasil (ANEP). Na parte qualitativa, foram realizados quatro grupos de discussÃo, com um encontro cada um e posterior anÃlise das falas dos jovens. Nessa etapa foram selecionadas quatro categorias de anÃlise: relaÃÃo de amizade, relaÃÃo amorosa, tecnologia/ publicidade e pÃblico/ privado. Os resultados mais significativos sugerem que os telefones celulares tÃm sua importÃncia ligada à manutenÃÃo das relaÃÃes jà estabelecidas, que as relaÃÃes mesmo mediadas necessitariam de um encontro cara-a-cara para sà possa perdurar e que o telefone celular rivaliza com outros sinos do consumo,como elemento balizador das estratÃgias de exclusÃo e inclusÃo social

This work has as objective problematizes e cultural representations produced on the deaf teachers inserted in the Higher education. This study brings as theoretical scaffolds the productions of Cultural Studies and Deaf Studies in Education, to think the production of the deaf teachers' identities as a strategy of the inclusion politics. To articulate the subjects that involve the identity of the Deaf Teachers and the Higher education as study problem has his/her emergency in the current politics returned for the inclusive education. Among the main actions of these politics they stand out: the creation of laws, courses of specific degrees for teachers' formation in the area Pounds (Letras/Libras), recruiting of Interpreters of Sign Language for the attendance of those educational ones in formation or professionals in the spaces of performance. Before this scenery, different representations have been produced concerning the deaf teacher's presence in the higher education. Those representations are constituted in a materiality narrated starting from the speeches of the listener students, of the listener teachers and of the own deaf teachers. In the perspective in study, the representations are understood as discursive effect produced by the language, in other words, the language simultaneously can be a representation process, as well as of constitution of the subjects. In that sense, he/she become important to notice that "things" start to have significance when they are attributed them certain meanings. Therefore, the representations produced on and for the deaf teachers they designate the spaces that they occupy in the speech of the inclusion politics and, in the specific case, in the higher education institutions. Finally, this work search to do the analysis about power of the speeches in the constitution in ways of thinking of the modernity that you/they institute the reality concerning the deaf teachers in the Higher education. / Este trabalho tem como objetivo problematizar as representações culturais produzidas sobre os professores surdos inseridos no Ensino Superior. O estudo traz como andaimes teóricos as produções dos Estudos Culturais e Estudos Surdos em Educação, para pensar a produção das identidades dos professores surdos como uma estratégia das políticas de inclusão. Articular as questões que envolvem a identidade dos Professores Surdos e o Ensino Superior como problemática de estudo tem sua emergência nas atuais políticas voltadas para a educação inclusiva. Entre as principais ações destas políticas, destacam-se: a criação de leis, cursos de licenciaturas específicas para formação de professores na área Libras (Letras/Libras), contratação de Intérpretes de Língua de Sinais para o acompanhamento desses docentes em formação ou profissionais nos espaços de atuação. Diante deste cenário, diferentes representações vem sendo produzidas acerca da presença do professor surdo no ensino superior. Essas representações se constituem em uma materialidade narradas a partir dos discursos dos alunos ouvintes, dos professores ouvintes e dos próprios professores surdos. Na perspectiva em estudo, as representações são entendidas como efeito discursivo produzido pela linguagem, ou seja, a língua pode simultaneamente ser um processo de representação, como também de constituição dos sujeitos. Nesse sentido, tornase importante perceber que as coisas passam a ter uma significação quando lhes são atribuídos determinados significados. Portanto, as representações produzidas sobre e pelos professores surdos designam os espaços que eles ocupam no discurso das políticas de inclusão e, no caso específico, nas instituições de ensino superior. Em fim, este trabalho procura fazer a análise sobre o poder dos discursos na constituição das formas de pensar da modernidade que instituem a realidade acerca dos professores surdos no Ensino Superior.