This thesis seeks to challenge deficit approaches to 'different' childhoods. It does this through documenting the everyday life experiences of Sylheti-heritage Muslim children in urban Scotland, and reading these childhoods through the lives of children and their kin in rural Sylhet, Bangladesh. The research is based on 3 years' ethnographic fieldwork (January 2008-February 2011), in Scotland and in Bangladesh, and incorporates various child-friendly creative research methods used to elicit data on children's realities and perspectives on their lives. These data are supplemented by data from the children's mothers (and occasionally wider family) in both locations. Transnational migration between the Indian subcontinent and the UK is not new, but little research has focused on childhoods, in particular the lived experiences of young Muslim children of marriage-migrant mothers in Scotland, where this minority ethnic 'community' is quite small, later-formed and largely invisible. Little early childhood research has been conducted on children's everyday lives either in rural Sylhet or in Scotland. The history and context of migration and the realities of children's lives in Scotland, as migrant-heritage Muslim children, are largely unexplored and their particular needs are little understood. Some media and public imaginaries and discourses portray Muslim families and their communities as 'problematic', increasingly so since September 11th, 2001, with recent events in the UK, mainland Europe and the Middle East adding fuel to such sentiments. Many Sylheti-heritage families experience harassment and abuse, or live in fear of such eventualities, and the women and young children in my Scottish cohort have largely withdrawn for safety from the visible public domain. This research aims to contribute to a body of knowledge on early childhood(s). Early childhood interventions are high on Scotland's, and the UK's, policy agendas. These policies aim to create better futures and greater inclusiveness for all residents, but they are problematic for families that do not match the very Euro-American middle-class conceptions of childhood and family norms that inform policy. Despite the introduction of strengths-based models in family and childhood policy and practice, such 'different' children and families may still be viewed from a deficits perspective. Such deficit discourses may be rooted in a language of cultural deprivation and special needs, focusing on perceived deficiencies, resulting in the pathologising of certain groups, which become normalised over time. The global Early Years' agenda is also reflected in interventions in rural Bangladesh, with imported global ideals and norms of which most village families have no knowledge and which bear little relevance to their everyday lives. For example, many interventions exist for early childhood in the form of pre-school and nursery provision, but many are based on very Eurocentric models of childhood, which although pertinent in the Global North may not 'fit' with the realities of life for most rural children and their families. There is an over-emphasis on children's futures and children as 'becomings', the future citizens they will become, rather than on their quality of life here and now as 'beings'. This thesis frames children's everyday lives in terms of 'domains': places of childhood (locations of children's day-to-day activities), 'networks': spaces of childhood (social networks and relationships with kin and friends); and 'preoccupations': pursuits of childhood (how they spend their lives and what meaning, if any, they attach to these different aspects of life). The gendered character of these experiences is highlighted throughout. Children's lives, particularly when young, are influenced and shaped by their kin, yet opportunities for agency also exist. When women migrate after marriage from Sylhet to Scotland, some aspects of childhood and family lives remain fairly constant while others change quite radically. For instance, whilst children's lives continue to be centred on close family, family may be much smaller and less accessible than in Sylhet. Concepts of house and neighbourhood continue to be important, but Sylheti village childhoods are largely spent outdoors, whilst children are largely restricted to the family home in Scotland; children's physical domains of activity diminish and women and children have few opportunities to connect socially beyond their existing family networks, particularly in the early years. Social life, very rich and foregrounded in Sylheti villages, becomes potentially more restricted in Scotland although women work hard to create and maintain social opportunities and networks in Scotland, with wider Diasporic kin, and the Sylheti villages to which they have connections. Through their representations and narratives, both drawn and spoken, children convey rich examples of their childhood experiences, in both locales, which challenge deficit discourses on 'different childhoods'.

The attacks of 11 September 2001 have had a profound impact for many, altering lives, perceptions, politics and policies. The last decade saw the construction of numerous memorials commemorating the events across the United States. Most prominent is the National 9/11 Memorial in New York City at Ground Zero. Highly contested in its planning and building stages, the memorial site was designed to be a national symbol of mourning, remembrance and resiliency, and has since become one of the city's most popular tourist attractions. This thesis casts the matter of memorialising 9/11 as a performance of remembering. It utilises an analytical frame that draws from theoretical resources of collective memory and performance studies to examine how and by whom public remembrances of the event are framed, performed and maintained. Theories of social remembering render it an active process. A performance lens used analytically allows for a recognition of commemorative practices not as a mode of representation, but rather as a doing, (en)acting and interacting in the moment. By understanding public remembrance as performance, this thesis explores the implications of thinking about public memory in those terms. Through ethnographic methods the research unpacks the doing of public memory in three scenarios, each with their own setting and cast of characters, and interprets how, if and when individuals subscribe to the public and/or official memory of the events being memorialised. The first is set at the 9/11 memorial. Although the performances at the memorial site occur in an institutionalised, scripted and choreographed environment, the bodily (en)acting of and at the site can shift complex boundaries and commemorative narratives. The second provides the example of commemorative walking/ running events as performed remembering. These public processions are ritual-like (re)enactments that solidify and reaffirm the politicised national commemorative master narrative of 9/11. Lastly, the annual ritual of commemoration on the anniversary of 9/11 highlights and intensifies the separation of official and vernacular public memory and shows how in both settings organisers and actors utilise embodied performance strategies to gain or regain visibility in the public sphere.

This thesis explores children's and teachers' perspectives on creativity, and its implementation, within one primary school classroom in Scotland. The data collection phase of the research employed an ethnographic approach, involving four and a half months of fieldwork in the primary school classroom. Data were generated from participant observation/informal conversations with children and teachers and one round of semi-structured interviews with twenty-five children (aged eleven to twelve) and two teachers. Creativity within primary education has been mainly studied through psychological research, which is mainly based on theories of developmental psychology. Such theories view creativity solely as an individual trait. Despite recognition of the importance of sociocultural issues to the flourishing of children's creativity, the study of their collaborative creativity has been neglected - particularly in relation to socio-cultural power dynamics. This thesis specifically analyses the balance between individual and collective creativity in the primary classroom, examines how collaborative creativity can acknowledge childhood diversity, and poses questions about how we include children with differing and complex identities in creative processes. Furthermore, this research has been carried out in Scotland, within the context of a fairly new curriculum, the Curriculum for Excellence. This curriculum has been viewed by some as a progressive, modern and motivating curriculum that enables children's autonomy, and by others as one that has been highly influenced by accountability and performativity regimes, which leave limited space for children's and teachers' autonomy. This thesis examines how the Curriculum for Excellence is interpreted in everyday practice and the extent to which it enables the cultivation of children's creativity. The thesis does so by shedding light on the practical interconnections between children's and teachers' agency, structural enablers/barriers, and cultural processes. The findings of this study show that children perceive, perform and embody creativity not only as an individual trait, but also as a collaborative process. However, the findings also show that collaborative creativity entails many complexities and that cultural barriers to creativity may emerge when power among people (children and teachers) operates in ways that create cultures of exclusion. The thesis concludes that the multiple identities of the Curriculum for Excellence, its multiple interpretations, and lack of coherence regarding what is expected of teachers, leads to a blurred landscape of implementation. The thesis argues that lack of a clear plan, strategy and framework for enabling creativity inhibits the founding principles of the Curriculum for Excellence from being achieved. The thesis also argues that environmental and structural barriers within the research setting inhibit the flourishing of children's creativity, but that the structural barriers can sometimes be overcome through the construction of enabling cultures. The thesis is able to define enabling cultures as cultures that value diversity, promote inclusion, and view space not as static, but as a dynamic process. In so doing, the findings of this study emphasise the interconnected importance of: viewing creativity as an individual trait; perceiving creativity as a collaborative process; and thinking in spatial terms, for example, in ways that create the space for children to perceive, perform and embody creativity in their diverse, but equally valuable ways. This finding enables this study to argue that there is a need for future policies and curricula which promote and encourage greater flexibility in teaching and learning practices, in order to enhance children's and teachers' agency and thus allow them to collaboratively create the types of enabling environments, originally envisaged by the Curriculum for Excellence, that will allow children's creativity to flourish.

Em uma investigação das práticas torcedoras presentes em um estádio de futebol, esta pesquisa aborda a formação de memórias como elemento produtor de sujeitos. Estes torcedores mantêm vínculos muito particulares com o futebol e com uma instituição inserida no modelo de futebol de espetáculo, considerando-se a relação torcedor-torcedor e torcedor-clube. Com especial atenção aos rituais que acontecem antes, durante e depois dos jogos, o estudo traz a tona quais os dispositivos de memória são construídos a partir desses rituais. Com o auxílio da participação observante, é identificado como os torcedores do Grêmio Esportivo Brasil se relacionam e se manifestam no estádio do clube. Diante das singularidades da memória coletiva produzidas pelos torcedores – como em um jogo no ano 1946 – foram se construindo elementos que passaram a nomear a torcida através da figura do “índio xavante”. A violência e fidelidade que estão contidas nesse símbolo são produções que rondam os torcedores xavantes e com o tempo se alteram e são acessados por meio das práticas dos torcedores. Partindo da memória como elemento norteador do processo investigativo e analítico, o investimento nesta pesquisa se faz por meio de práticas sociais que toma o estádio de futebol e as práticas educativas relacionadas ao torcer como elemento de análise, tendo como foco as interações entre o fazer ciência e a produção dos sujeitos. Além disso, visa compreender como os discursos e as práticas atuam na produção de "verdades" e dos sujeitos – no caso desta pesquisa, os torcedores xavantes –, engendrados através das práticas da memória. Enfrentada pelo único limite que é a morte dos indivíduos, a memória social dos torcedores xavantes ocupa um espaço privilegiado para se pensar suas práticas torcedoras atuais. Após a criação de vínculos com o clube, realizadas por práticas cotidianas que se defrontam os sujeitos no estádio, o pertencimento clubístico parece demarcar fortemente o que se esquece e o que não se quer esquecer. Através da ligação entre torcedores e clube, encontrada em uma rede sociabilidade que é constituída dentro do Grêmio Esportivo Brasil, os torcedores se reconhecem como sujeitos torcedores deste clube. / In an investigation of fans practices in a football stadium, this research approaches the formation of memories as a subject’s producer. These fans are closed and keep special link with football and an institution in the soccer spectacle model, considering the relationship between fan-fan and fan-club. With special attention to the rituals that occur before, during and after the games, the study brings out which mechanisms of the memory are constructed from these rituals. With the help of observatory participation, is identified how the fans of Grêmio Esportivo Brasil are related and manifests themselves in the football stadium. The collective memory peculiarities produced by the fans - as in a game in 1946 - were built elements that configure the Xavante Indians simbols. Violence and loyalty that are contained in this symbol Xavante are fans productions which changes by time and are accessed through the practices of the fans. Starting from the memory as a guiding element of investigative and analytical process, the investment in this research is done through social practices that take the football stadium and educational practices related to support as analysis element, focusing on the interaction between doing science and production of subjects. Moreover, it aims to understand how discourses and practices operate in the production of “truths” and subjects – in the case of this research, xavante’s fan – engendered through memory’s practices. Faced by the only limit that is the death of individuals, the social memory of Xavante’s fans occupies a privileged space to think about their current fans practices. After the establishment of links with the club, made by everyday practices faced by subjects in the stadium, belonging to a club seems to strongly demarcate what is forgotten and what you do not want to forget. Through the connection between fans and club, found in a sociability’s network that is formed within Grêmio Esportivo Brasil, the fans recognizes themselves as subjects fans of this club.

O escritor, jornalista e literato Afonso Henriques de Lima Barreto deixou registrados, em praticamente todos os seus escritos, suas impressões sobre as mudanças sociais, políticas e urbanas, sofridas pela cidade do Rio, na Primeira República. A partir de trechos de sua obra e de sua biografia, vão ser analisadas tais transformações à luz da própria avaliação do autor. Serão abordadas as marcas deixadas por modificações urbanas e topográficas ocorridas na então cidade-capital Rio de Janeiro, que se calcaram sobre o velho cenário da cidade, afundando-o, a fim de apagá-lo da memória dos habitantes, ao mesmo tempo em que se erigiam como metáforas de suposto progresso e de modernidade. Metáforas formam em nós, engramas, isto é, marcas que podem ficar retidas em nossa memória pela ação da literariedade que possuem. Literariedade que tem sempre algum espaço nos mais diversos tipos e gêneros de narrativa. Estas marcas de transformações urbanas atingiram de algum modo a rotina diária de parte considerável dos atores que viveram naquele período, entre eles o próprio Lima Barreto. Este trabalho se sustenta, então, no tripé biografia-literatura-metáfora, alinhavado pelas marcas de remodelação da cidade do Rio. Cidade contada por Lima Barreto, durante a Primeira República, numa narrativa que flerta com a etnografia. / The writer, journalist and intellectual, Afonso Henriques de Lima Barreto, has recorded in almost all of his writings his impression on social political and urban changes suffered by Rio city in the first Republic. By using part of his work and biography, these changes will be analyzed based on the own author's thoughts. There will be addressed the impression left by urban and topography modifications that occurred in the capital of Rio de Janeiro city and overlapped the old scenery of the city, hiding it in order of deleting it from the memory of the inhabitants at the same time that they appeared as metaphors of supposed progress and modernity. Metaphors create in us engrams, that is, impressions that can be retained in our mind by the action of literariness. Literariness has always some acceptance in the most diverse types and genres of narrative. These impressions of urban changes reached somehow the daily routine of a considerable part of authors that lived in that period, among them Lima Barreto himself. This work is based on the tripod biography- literature-metaphor, built by the impression of the Rio city re-shaping, conveyed by Lima Barreto during the First Republic in a narrative that flirt with ethnography.

Made available in DSpace on 2014-12-17T15:40:38Z (GMT). No. of bitstreams: 1 RenataMV_TESE.pdf: 1551134 bytes, checksum: 5241bc9c940147eb3212cc19ebdea324 (MD5) Previous issue date: 2010-02-23 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The Kangaroo Program was implemented in Brazil in 2000 through the Unified Health System (Sistema ?nico de Sa?de SUS) sustained with a humanized rethoric of health care assistance. This program adopts the skin-to-skin contact contributing to the mother-infant bond, breastfeeding and promoting security in mother s care. The users of SUS are encouraged to live in the maternity ward to follow the baby health improvement. However, it was verified in previous observations that mothers participation in the Kangaroo Program has been done through an imposed practice. Therefore, this study intended to understand the texts that permeate the kangaroo practice. This research was developed through two studies: 1) an historic exploration of motherhood concept and an analysis of how the motherhood is presented in the official document that orients the program; 2) an analysis of institutional dynamic of Kangaroo Program, emphasizing the study about the health workers everyday practice, the mothers view about their life in the maternity wards, and the attendance practice. It is highlighted that the relation between this two studies allowed the comprehension abouthow the official discourses can influence the health workers behaviors and how their viewpoint and position can shape the everyday work in a public health program. This research, supported by Institutional Ethnography, considers that people s practices and experiences are socially organized and shaped by broad social forces. The discourse method was used in the documental analysis and in the analysis of qualitative data from empiric research. The research showed that the kangaroo program has been an excellent way to save resources and to improve some baby s biologic and psychological aspects. However, this program has failed to consider the social, economic and cultural complexity of mothers and the structural limitation of the health care system. The official document uses the economic and medical approach, following the hegemonic biomedical model and the life style of the people that don t use the public health system. Consequently, the program has not been successful because it is planned without people participation. On the other hand, it was verified that although some professionals are committed with their work, the mainly does not consider mothers participation as an active process, using the institutional power as a social control to keep mothers uninformed about the possibility to leave the maternity wards. As a result, the research also showed that mothers perceive the program as mandatory and not as option that can improve pleasure moments. It is, therefore, necessary to consider the complex social determinants of health that can increase mothers participation in the Kangaroo Program. Bringing these issues into debate can be a reflective exercise on citizenship and governance, allowing spaces for the improvement of public health programs / O Programa Canguru foi implantado no Brasil em 2000 atrav?s de uma pol?tica p?blica do Sistema ?nico de Sa?de (SUS), sustentado sob a ret?rica da humaniza??o dos servi?os de sa?de. Este programa adota a pr?tica de colocar o beb? prematuro e/ou de baixo peso em contato pele a pele com sua m?e com o intuito de fortalecer o v?nculo afetivo entre m?e e beb?, incentivar o aleitamento materno e promover maior seguran?a nos cuidados com seu filho. As m?es usu?rias do SUS s?o, dessa forma, solicitadas a residirem na maternidade, participando dos cuidados com o beb?, at? sua alta. No entanto, constatou-se, em observa??es pr?vias, que a participa??o no Programa Canguru tem sido geralmente uma imposi??o para essas usu?rias. Assim sendo, procurou-se interpretar os textos que permeiam o desenvolvimento da pr?tica Canguru. Essa pesquisa foi realizada atrav?s de dois estudos: 1) explora??o hist?rica do conceito de maternidade e an?lise de como a maternidade ? apresentada no m?dulo do documento oficial que orienta o programa; 2) an?lise da din?mica institucional que permeia o Programa Canguru, enfatizando o estudo acerca do processo de trabalho dos profissionais da sa?de e a compreens?o da percep??o das usu?rias sobre sua estadia na maternidade e sobre a din?mica de atendimento. Destaca-se que a rela??o entre esses dois estudos permitiu a compreens?o da forma que os discursos podem influenciar o comportamento dos profissionais de sa?de e que implica??es os discursos destes t?m na pr?tica cotidiana do atendimento em sa?de. A pesquisa, fundamentada na metodologia da Etnografia Institucional, considera as pr?ticas e experi?ncias como socialmente organizadas, procurando entend?-las na sua din?mica e interdepend?ncias. A perspectiva adotada para a an?lise documental, como tamb?m para o estudo dos dados qualitativos constru?dos na pesquisa emp?rica, foi a an?lise do discurso. A pesquisa mostrou que embora o Programa Canguru venha demonstrando resultados positivos, tanto em rela??o ? economia de recursos quanto aos aspectos psicol?gicos e biol?gicos do beb?, por outro lado ele falha em considerar a complexidade social, econ?mica e cultural das m?es e as limita??es estruturais do sistema de sa?de p?blica. O documento oficial deste programa apoia-se na racionalidade m?dica e econ?mica, cuja concep??o centra-se no modelo biom?dico hegem?nico e nas condi??es de vida e estrutura??o de fam?lia de uma popula??o que n?o ? usu?ria do Sistema ?nico de Sa?de. Essa disson?ncia dificulta o sucesso do programa, uma vez que suas a??es s?o planejadas e criadas sem considera??o ?s condi??es de vida e experi?ncias das pessoas que fazem uso desse servi?o. Com rela??o ? din?mica institucional, observou-se que, embora alguns profissionais se diferenciem no tratamento com as usu?rias, a maioria deles desconsidera o papel ativo da m?e nesse m?todo de interven??o. Por outro lado, a pesquisa mostrou que as m?es veem o programa como uma obriga??o e n?o uma op??o que implique em momentos prazerosos no ambiente hospitalar. Ressalta-se, assim, que a implanta??o deste programa requer n?o s? a presen?a e o treinamento para o bom atendimento da equipe de funcion?rios, como tamb?m deve ser levado em considera??o a complexa rede de determinantes sociais da sa?de que podem influenciar na participa??o das m?es no programa. Discutir e problematizar o cotidiano de programas como esse se constitui, dessa forma, um exerc?cio de reflex?o sobre cidadania e governan?a, permitindo espa?os para a melhoria dos programas de sa?de p?blica

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Esta dissertaÃÃo à uma etnografia sobre as formas de socialidade do Serviluz. Tem como fio condutor a narrativa de um elo entre os segmentos culturais atravÃs da qual se procura apreender a heterogeneidade das relaÃÃes sociais dos colaboradores desta pesquisa. Essa etnografia se esforÃa por elucidar os elementos simbÃlicos que atuam na dinÃmica da forma de socialidade constituÃda por eles. Busca se abster da posiÃÃo de um discurso dominante utilizando-se dos princÃpios da antropologia simÃtrica de Bruno Latour e dos ensinamentos de Roy Wagner que propÃem ver a prÃpria cultura como um instrumento para pensar a realidade. O objetivo à desvelar outros mundos possÃveis. Para tanto, o Serviluz à inicialmente apresentado num breve enfoque retrospectivo, seguido pela narrativa das vivÃncias ensejadas ao longo do trabalho de campo. Procede-se, entÃo, uma busca de identificaÃÃo da forma da rede de socialidade para explicitar as perspectivas que se cruzam em sua tessitura composta por significaÃÃes compartilhadas por homens do mar, esportistas, homens e mulheres das associaÃÃes, prostitutas, catadores de lixo, religiosos, toxicÃmanos etc. AlÃm disso, narra-se a vivÃncia de um mÃs de moradia no Serviluz que almejou objetivar uma multiplicidade de representaÃÃes simbÃlicas apresentadas nas diversas maneiras como seus habitantes desempenham suas atividades cotidianas e transmitem suas visÃes de mundo. Esta experiÃncia permitiu concluir que, para alÃm das estereotipias, a dinÃmica de socialidade do Serviluz à marcadamente composta por linhas de fugas que se territorializam em dramas humanos. No Serviluz vai-se da guerra à solidariedade, do andar solitÃrio à fofoca de rua, da toxicomania à contemplaÃÃo da natureza. Essas trajetÃrias de pertencimentos mÃltiplos propiciam representaÃÃes da realidade em que a tensÃo entre os devires assume carÃter integrativo. A dinÃmica de rede do Serviluz, portanto, nÃo pode ser reduzida a categorizaÃÃes. / This dissertation is an ethnography of the sociality forms of Serviluz. Its conducting wire is the narrative of cultural segments through which the researcher sought to capture the social relations heterogeneity of the colaborators of this research. It strives to elucidate symbolic elements that act in the dynamics of the network woven by them. This research moves away from the position of dominant discourse, using Bruno Latourâs principles of symmetrical Antropology and Roy Wagnerâs teachings, which propose the very culture as tool to think reality. The goal is to uncover other possible worlds. Therefore, Serviluz is presented retrospectivelly, and followed by the narrative of experiences in the work field. A search for identification of the forms of sociality networks succeeds the narrative, in an attempt to show perspectives and significations shared by men of the sea, sportsmen, men and women associations, garbage pickers, religious people, drug addicts, and others. Interviews collected from Serviluz inhabitants and witnessing their day-to-day activities during one month housing there were the main source of this research. This experience evidenced that, apart from stereotypes, the dynamics of sociality of Serviluz is substantially composed of scape lines of human drama. In Serviluz one might move from war to solidarity, from solitude to street gossip, from drug addiction to contemplation of nature. The tension arose from the intersection of these multiple trajectories produces the integrative character of Serviluz. Its network dynamics therefore cannot be reduced to categorizations.

Esta pesquisa aborda a Educação Física Escolar em suas produções acadêmicas etnográficas, na qual os quadros teóricos curriculares Crítico-superador e Cultural são apresentados em seus elementos estruturantes característicos, princípios e procedimentos éticos, didáticometodológicos e avaliativos. As duas matrizes curriculares assumidas para este trabalho caracterizam-se por suas posturas radicalmente críticas em relação à tradição biologicista, tecnicista e esportiva da área, mas que se diferenciam em suas premissas pedagógicas e políticas, circunscritas aos campos da modernidade e pós-modernidade, respectivamente. Com relação ao método sobre a etnografia conferiu-se ênfase às abordagens sobre parâmetros específicos, característicos das pesquisas etnográficas em Educação, considerados indicadores relevantes na orientação dos processos de análise sobre dissertações e teses escolares em Educação Física. O banco de dados foi constituído de dissertações e teses em Educação Física Escolar, com pesquisas elaboradas nas três universidades estaduais públicas de São Paulo - USP, UNICAMP e UNESP - que, ao se autodeclararem como etnográficas em seus resumos, apresentam como procedimentos metodológicos de campo, observações, entrevistas e análises documentais e problematizaram diferentes temas relativos à Educação Física nas escolas. Foram auferidas treze pesquisas, sendo que seis delas foram analisadas em seus conteúdos completos com destaque aos aspectos metodológicos e curriculares e consideradas as características gerais referentes à etnografia, especificamente, o trabalho de campo e as articulações com o referencial teórico e documental curriculares. Entre as características diferenciadoras dos estudos analisados, foram evidenciadas a diversidade de temas; as escolhas sobre os locais para realização da coleta de dados; as quantidades de tempo demandadas nas observações; os sujeitos escolhidos para as entrevistas semiestruturadas e a variedade na documentação curricular. Não tendo sido encontradas correlações explícitas entre os currículos Crítico-superador e Cultural, foram realizadas análises que permitiram estabelecer nexos entre as matrizes curriculares referenciais adotadas e as pesquisas entendidas como etnográficas em Educação Física Escolar. O presente estudo evidenciou uma série de dificuldades na utilização do referencial etnográfico na área da Educação Física Escolar, especialmente no que se refere ao emprego de técnicas diversificadas de coleta de dados e o tempo de imersão no campo, mas indicou a possibilidade de acessar um conhecimento mais efetivo a respeito das aulas desta disciplina. Deste modo, entende-se que seria de fundamental importância que pesquisas que utilizam o referencial teórico/conceitual da etnografia e de currículos sejam mais utilizadas nas investigações em Educação Física Escolar para que se possa ter uma visão cada vez mais extensa e aprofundada do que se tem feito nas aulas deste componente. / This research addresses School Physical Education and its ethnographic-academic productions, in which the Critical-Overcoming and Cultural curricular theoretical frames are presented with focus on their typical structuring elements and principles, besides ethical, didacticmethodological and evaluative procedures. The two curricular matrixes selected for this work are characterized by their radically critical postures in relation to the biologistic, technical and sportive tradition in the area however, they have different pedagogical and political assumptions within the fields of modernity and post-modernity. With regard to the method on ethnography, this study focuses on approaches to specific parameters of ethnographic research in Education, which are seen as relevant indicators to guide the analysis of school dissertations and theses in Physical Education. The database was composed of dissertations and theses in School Physical Education described as ethnographic in their summaries and developed in the three São Paulo state universities (USP, UNICAMP and UNESP). These works present observations, interviews and document analysis as methodological field procedures and focus on different themes relating to Physical Education in schools. Thirteen studies were examined, and six of them were analyzed completely, with emphasis on methodological and curricular aspects and general characteristics relating to ethnography specifically field work and relations with theoretical and documental curriculum references. Some characteristics that differentiate these studies include: diversity of themes; definition of places for data collection; time demanded in observations; subjects chosen for semi-structured interviews; and variety of curriculum documents. No explicit correlations were found between the Critical-Overcoming and Cultural curricula, therefore analyzes were performed to establish nexuses between the adopted curricular matrixes and the studied seen as ethnographic in School Physical Education. This study highlights a series of difficulties in the use of ethnographic references in the area of School Physical Education (especially with respect to applying diverse techniques for data collection and the immersion time in field work), however, it indicates the possibility of accessing effective knowledge on the lessons of this discipline. Thus, it would be fundamentally important to refer to studies that use the theoretical-conceptual reference of ethnography and curricula in investigations in School Physical Education to achieve a wider and deeper vision of what has been done in its lessons.

Submitted by Jaqueline Silva (jtas29@gmail.com) on 2014-10-06T21:26:42Z No. of bitstreams: 2 Dissertação - Gustavo Henrique dos Santos Vale - 2013.pdf: 1214775 bytes, checksum: 22aa051e0e480ef78f3872f60256f60a (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2014-10-06T21:26:57Z (GMT) No. of bitstreams: 2 Dissertação - Gustavo Henrique dos Santos Vale - 2013.pdf: 1214775 bytes, checksum: 22aa051e0e480ef78f3872f60256f60a (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-10-06T21:26:57Z (GMT). No. of bitstreams: 2 Dissertação - Gustavo Henrique dos Santos Vale - 2013.pdf: 1214775 bytes, checksum: 22aa051e0e480ef78f3872f60256f60a (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013-08-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The aim of this dissertation is to understand the identity dynamics which mark the contemporary movie universe of Goias. The ethnography‟s use as a method allows me to focus the attention on the everyday social processes that shift the constituents of that social space today. Thus I seek to understand the meanings that guide the symbolic struggle waged by social actors who, throughout practices, discourses and strategies, end up adding identity characters to the Goias cinematographic field. To this end, I reflect on how the actors in this field act to (re)construct and legitimize representations that elect such characters. I consider the inherent nuances to the local and broader contexts, from the idea that identity is fundamentally dynamic and relational. / O objetivo dessa dissertação é compreender as dinâmicas identitárias que assinalam o universo cinematográfico goiano no contemporâneo. A utilização da etnografia como método me permite direcionar as atenções para o cotidiano que move os processos sociais constituintes desse espaço social na atualidade. Busco, assim, entender os sentidos que orientam a luta simbólica travada pelos atores sociais que, por meio de práticas, discursos e estratégias, acabam por aferir caracteres identitários ao campo cinematográfico goiano. Para tanto, faço uma reflexão acerca de como os atores desse campo atuam para (re)construir e legitimar as representações que elegem tais caracteres. Considero as nuanças intrínsecas ao contexto local e a contextos mais amplos, a partir da ideia de que a identidade é fundamentalmente dinâmica e relacional.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Esta pesquisa organiza reflexÃes sobre os significados que o corpo do presidente Luis InÃcio Lula da Silva deixou expressar na propaganda polÃtica eleitoral de 2006. Para tanto, compreendi a campanha do candidato na televisÃo como sendo um evento cultural e palco de manifestaÃÃes plurais no tocante as significaÃÃes identificadas em suas narrativas, em seu corpo e nas letras de mÃsicas que o acompanharam. Essas anÃlises foram realizadas com bases no que denominei de etnografia da propaganda, isto Ã, uma interpretaÃÃo densa de aspectos culturais e imagÃticos evidenciados nesse campo de anÃlise. / This research organizes reflections on the meanings that the body of President Luis Inacio Lula da Silva made ​​express in the 2006 electoral propaganda. For that, I understood the candidate's campaign on television as a cultural event and stage demonstrations plural regarding the meanings identified in their narratives, in your body and in the lyrics that accompanied it. These analyzes were carried out with the bases of ethnography have called propaganda, that is, an interpretation of the cultural and dense imagery evidenced in this field of analysis.