La chaufournerie constitue un secteur de production artisanale situé à l’interface entre le bâtiment et les arts du feu. Moyennant une approche pluridisciplinaire, un portrait de cet artisanat méconnu a été dressé. Au cours du second Moyen Âge, les techniques de fabrication de la chaux utilisées dans les régions de l’arc nord-occidental de la Méditerranée sont très diversifiées. Le milieu naturel influe beaucoup sur les techniques mises en œuvre, mais aussi sur les formes d’organisation de cet artisanat. En amont de la cuisson de la chaux, les chaufourniers mettent en œuvre des processus techniques complexes, destinés à récolter et à transformer les matériaux en vue de leur utilisation dans les fours. Ainsi, les pierres à chaux doivent être extraites, concassées puis chargées. En parallèle, le combustible est récolté puis préparé. Ce sont plusieurs chaînes opératoires qui sont mobilisées pour fabriquer la chaux. Cette multiplicité n’est pas seulement technique, et trouve une traduction sociale. En effet, si la conduite de la cuisson est nécessairement l’affaire d’artisans spécialistes, les autres étapes du processus technique peuvent être confiées à d’autres catégories d’ouvriers, qui, parfois, se chargent seulement d’une séquence de ce processus. Le savoir-faire des artisans apparaît comme le fruit de contraintes matérielles et techniques, mais aussi sociales. La chaufournerie occupe une place particulière dans la société et l’économie de la fin du Moyen Âge. Malgré le caractère essentiel de la production de chaux pour alimenter certains secteurs d’activité, les chaufourniers, très minoritaires, n’occupent qu’une place secondaire dans la société. / Lime burning is a section of handmade production interfacing with construction and uses of fire. With pluridisciplinary approach, a statement of this unwell known craft was exposed. During the second Middle Age, making lime technics used in the Mediterranean north-occidental areas are plural. Natural environment makes a great influence on the used technics and also on the ways to organize this craft. Before cooking the lime, lime burners are using intricated technic process in collecting and transforming materials for kilns use. The limestone must be extracted, crushed then charged up. Several “chaînes opératoires” are involved in making the lime. This multiplicity is not only a technic one but a social translation also. If the cooking section is indeed leaded by professionals handworkers, other technic sections can be consigned by other kind of workers even sometimes for just only one section. The handworkers expertise appears to be resulting material and technic restraints, but also social ones. Lime burning hold a special position in both society and economy in the end of the Middle Age. Despite the essential use of lime production in some particular industry, lime burners – not numerous - are only holding a secondary position in the medieval society

La grammaire, discipline indéfectiblement liée à l’écriture, semble reléguée au second plan depuis l’introduction de la notion de compétence de communication dans l’enseignement / apprentissage du français langue étrangère, à en croire un discours didactique répandu. Or, les pratiques des enseignants de français comme langue étrangère et seconde et les manuels de langue édités en France tendent à montrer une permanence des activités grammaticales. Ce paradoxe nous a conduite à nous interroger sur le discours grammatical d’ouvrages conçus dans un contexte spécifique d’enseignement du français, pour des apprenants partageant une même langue première. Nous avons procédé à l’étude de vingt-six (26) ouvrages de grammaires produits en Italie entre 1970 et 2011. L’analyse des classes grammaticales du point de vue de leurs dénominations mais aussi de leurs définitions ainsi que de la description/explication des faits de langue, effectuée par rapport à une description grammaticale dite « de référence » du français, a révélé des phénomènes de contextualisation diffus et constants tout au long de la période analysée. Une typologie des différentes formes a été dégagée, mettant en évidence quatre catégories de contextualisation, toutes fondées sur la langue première des apprenants et sa grammatisation spécifique. Une relation est établie entre cette forme d’adaptation du discours grammatical de référence du français et les savoirs d’expertise professionnelle des enseignants, ce qui amène à reconsidérer les liens que l’enseignement et la description des langues ont toujours entretenus dans le monde occidental. / According to common discourse in the field of didactics, grammar, considered as an intimate related discipline to writing practices, seems to be often overshadowed since the introduction of the concept of the communicative competence in French as a foreign language teaching and learning. Nevertheless, the practices of teachers of French as a foreign or second language and the handbooks for language learning published in France certify a continuous presence of grammar activities in this field. The present study, based on this contradictory situation, seeks to analyse the grammatical discourse of handbooks specifically conceived for learners of French as a foreign language who share a common first language. With this aim, we review twenty six (26) books of grammar edited in Italy between 1970 and 2011. The study begins by investigating the designation and definition of parts of speech and the description of language facts by comparing them to a reference description of French Grammar. We try to reveal how this description takes place through a constant and widespread, diffuse character throughout the analysed period. The study continues by establishing a typology of different forms based on four categories of contextualization, all derived from the learners’ first common language and its specific context grammatisation. Finally, in the perspective of reconsidering the long-lasting relationship between teaching and language description in the occidental world, we suggest possibilities for joining French grammatical reference discourse adaptation and teachers’ professional expertise knowledge.

Esta pesquisa investiga as condições objetivas e os determinantes sociais que permitiram a alguns professores efetivos da rede estadual de São Paulo participar do Projeto Bolsa Mestrado. Tal projeto, desde 2004, faz parte das políticas de formação continuada oferecidas pela Secretaria de Estado da Educação de São Paulo (SEE), com o objetivo de fornecer aos seus integrantes a possibilidade de aprofundar conhecimentos de natureza teórica e prática que pudessem interferir positivamente em seu desenvolvimento profissional. Embora se apresente como universal, pelo fato de ser aberto a todos os 125 mil docentes efetivos da rede estadual, menos de 2% deles se aventuram a participar do projeto, mostrando que a disposição para participar dessa iniciativa se enraíza em condições particulares de existência relacionadas diretamente com as condutas dos seus agentes adaptadas às condições das quais são produtos, em função de uma espécie de acordo existente entre as disposições dos agentes, advindas do âmbito familiar e dos demais processos de socialização sofridos ao longo da vida e as exigências do universo em que estão inseridos. Numa tentativa de compreender esse fenômeno, o presente trabalho, tendo como referência a teoria de Pierre Bourdieu, propõe-se a conhecer as características de alguns professores que participaram do Projeto Bolsa Mestrado, desvelando as condições que, no decorrer de sua trajetória, os levaram a constituir o interesse pelo desenvolvimento de uma pesquisa nesse nível. Na mesma perspectiva, pretende-se apreender os sentidos que esta experiência teve para esses agentes, averiguando se houve transformações em sua posição no campo educacional e relacionando essas transformações com dados que mostram a situação dos cursos de Mestrado no Brasil. Espera-se, assim contribuir para a identificação dos significados da realização do Mestrado para os agentes em questão. Por meio de entrevistas com quatro professores que participaram do Projeto Bolsa Mestrado e que atualmente são mestres, foi possível constatar que o capital cultural amealhado por cada um deles ao longo de sua trajetória resultou em relações específicas com o conhecimento e com a vontade de continuar estudando. Destaca-se que a conclusão do Mestrado possibilitou aos professores investigados estabelecer estratégias de distinção e de obtenção de capital simbólico, além de trazer melhorias em termos de capital cultural e econômico. Entretanto, esses ganhos não encontraram ressonância dentro da própria rede estadual, que não cria condições para a permanência desses professores em suas salas de aula. Esse quadro é agravado pela limitação dos ganhos materiais e simbólicos dos professores da rede estadual, dado o processo generalizado de desvalorização social da docência e ao lugar que esses professores ocupam no campo educacional. / This research investigates the objective conditions and the social determinants that allowed some teachers of São Paulos public education system to participated in the Bolsa Mestrado program. This program is part of the continued education policies offered by the Department of Education of São Paulo government in order to provide its members the opportunity to improve their knowledge and resulting in professional development. Although the program is presented as universal, opened to all 125 000 teachers of São Paulos public education system, less than 2% of them have enrolled. It shows that teachers disposal to participate in this program is based on specific conditions like, personal background, individuals personal dispositions, family influence and interpersonal relationship related to the environment theyre in. In attempt to understand this fact, the present work, with reference to Pierre Bourdieus theory, intends to investigate the characteristics of some teachers who participated in the program. This work also reveals in which conditions postgraduate studies became interest in teachers career and intend to understand the meanings of this experience for them by examining changes in their position in the educational system and relating these changes to master degree programs in Brazil. It is expected to identify the meaning of doing master degree. Through interviews with four teachers, all master\'s degree holders, who paticipated the program, it was established that the cultural capital amassed by each one of them throughout their careers resulted in specific relations between the knowledge and the will to continue studying. It can be observed that the master degree allowed teachers to establish strategies of distinction, achievement of symbolic capital and improvement in economic and cultural capital. However, these gains did not find resonance within the São Paulos public education system which does not create conditions for the teachers permanence in classrooms. This situation is aggravated by the limitations of material and symbolic gains, in a context of social devaluation of teacher expertise and of the positions these teachers occupy in the educational system.

Made available in DSpace on 2016-04-28T19:34:42Z (GMT). No. of bitstreams: 1 Miriam da Silva Arruda.pdf: 3825221 bytes, checksum: 8270e24a8b622240d0d9a89ff791a400 (MD5) Previous issue date: 2009-10-19 / Secretaria da Educação do Estado de São Paulo / Registered in this dissertation studies were developed in the programme of postgraduate studies in the Portuguese language and its theoretical PUCSP is anchoring the assumptions of linguistic textual strand guided socio-cognitive-, on an interface with those developed by Lexicology.The theme developed are textual production processes-discursive written language-in this case, Portuguese, idiomizada and conceived as a communicative not tense, standard by Marcos sociocultural history of the Brazilian people-study and learning object proficiency whereby teachers must meet in this discipline, or middle school. The purpose-to contribute to school institutions may cooperate with the movements of Brazilian society recontextualização by critical review discursive practices, including those pertaining to the teacher's teaching practices of mother tongue, to be reinterpreted by contemporary linguistic parameters ranging research into the field of education linguistic. The problem limited to the results of evaluation diagnosis concerning education proficiency written production practices that are registered in the SARESP, was considered in relation to own knowledge of the object browser in its role as a teacher, whose area of such practices were not part of the curriculum of its vocational training. You can say that this goal was achieved, insofar as it could be measured by the following specific objectives: (a) organize theoretical underpinnings capable of providing an understanding of principles concerning linguistic textual-enabled browser to understand the assumptions relating to: 1) text inseparable from design conception of speech: the methodological procedures; 2) accounted for him to situate the language elements such as patida point for the treatment inensivo reading practices; a. 3) operate with the principle of Intertextuality to extend its own previous knowledge; b) recognise writer proficiency skills through the use of grammatical lexicon-strategies in written record of the text-product, as well as those that answer by the need to learn to talk with the author-producer; c) identify text produced by secondary written production skills which have not yet been developed during the process of their escolarizações-the same procedures methodological employees to discover the writer/producer strategies proficiency, guided reading the treatment of texts produced by students-writers who underwent the assessment of Saresp. Comparing the data of the results obtained in chapter II and those that could last chapter, considers that the skill set developed by students-not writers was essentially those tabling incomprehensible to the browser itself, in a time leading up to this survey / Registered in this dissertation studies were developed in the programme of postgraduate studies in the Portuguese language and its theoretical PUCSP is anchoring the assumptions of linguistic textual strand guided socio-cognitive-, on an interface with those developed by Lexicology.The theme developed are textual production processes-discursive written language-in this case, Portuguese, idiomizada and conceived as a communicative not tense, standard by Marcos sociocultural history of the Brazilian people-study and learning object proficiency whereby teachers must meet in this discipline, or middle school. The purpose-to contribute to school institutions may cooperate with the movements of Brazilian society recontextualização by critical review discursive practices, including those pertaining to the teacher's teaching practices of mother tongue, to be reinterpreted by contemporary linguistic parameters ranging research into the field of education linguistic. The problem limited to the results of evaluation diagnosis concerning education proficiency written production practices that are registered in the SARESP, was considered in relation to own knowledge of the object browser in its role as a teacher, whose area of such practices were not part of the curriculum of its vocational training. You can say that this goal was achieved, insofar as it could be measured by the following specific objectives: (a) organize theoretical underpinnings capable of providing an understanding of principles concerning linguistic textual-enabled browser to understand the assumptions relating to: 1) text inseparable from design conception of speech: the methodological procedures; 2) accounted for him to situate the language elements such as patida point for the treatment inensivo reading practices; a. 3) operate with the principle of Intertextuality to extend its own previous knowledge; b) recognise writer proficiency skills through the use of grammatical lexicon-strategies in written record of the text-product, as well as those that answer by the need to learn to talk with the author-producer; c) identify text produced by secondary written production skills which have not yet been developed during the process of their escolarizações-the same procedures methodological employees to discover the writer/producer strategies proficiency, guided reading the treatment of texts produced by students-writers who underwent the assessment of Saresp. Comparing the data of the results obtained in chapter II and those that could last chapter, considers that the skill set developed by students-not writers was essentially those tabling incomprehensible to the browser itself, in a time leading up to this survey / Os estudos registrados nesta Dissertação foram desenvolvidos no Programa de Estudos Pós-graduados em Língua Portuguesa da PUCSP e sua fundamentação teórica tem por ancoragem os pressupostos da Linguística Textual da vertente sócio-cognitivo-interativa, numa interface com aqueles desenvolvidos pela Lexicologia. O tema desenvolvido são os processos de produção textual-discursiva em língua escrita - nesse caso, a portuguesa, idiomizada e concebida como padrão coloquial não tenso, pelos marcos sócio-históricoculturais do povo brasileiro objeto de estudo, ensino e aprendizagem proficiente pelo qual devem responder os professores dessa Disciplina, seja no Ensino Fundamental ou Médio. O objetivo geral contribuir para que as instituições escolares possam cooperar com os movimentos de recontextualização da sociedade brasileira pela revisão crítica de suas práticas discursivas, situando entre elas aquela referente às práticas de docência do professor de língua materna, para serem reinterpretadas pelos parâmetros da Linguística contemporânea situa a investigação no campo da Educação Linguística. O problema, circunscrito aos resultados da avaliação diagnóstica referente ao ensino proficiente das práticas de produção escrita registradas em dados divulgados pelo SARESP, foi considerado em relação aos próprios conhecimentos do pesquisador, na sua função de professor, cujo domínio dessas práticas não fizeram parte do currículo da sua formação profissional. Pode-se afirmar que tal objetivo foi alcançado, na medida em que ele pôde ser mensurado pelos seguintes objetivos específicos: a) organizar fundamentos teóricos capazes de facultarem a compreensão de princípios referentes à linguística textual possibilitou ao pesquisador compreender pressupostos referentes à: a.1) concepção de texto indissociável da concepção de discursivo; a.2) procedimentos metodológicos que lhe asseguraram situar os elementos linguísticos como ponto de partida para o tratamento intensivo e extensivo das práticas de leitura; a.3) operar com o princípio da intertextualidade para estender seus próprios conhecimentos prévios; b) reconhecer habilidades de um escritor proficiente pelo uso de estratégias léxico-gramaticais em registro escrito do textoproduto, bem como aquelas que respondem pela necessidade de aprender a dialogar com o autor-produtor; c) identificar em textos produzidos por alunos do Ensino Médio quais habilidades de produção escrita deixaram de ser desenvolvidas, durante o processo de suas respectivas escolarizações os mesmos procedimentos metodológicos empregados para descobrir as estratégias do produtor-escritor proficiente, orientaram o tratamento dispensado à leitura analítica dos textos produzidos pelos estudantes-escritores que se submeteram à avaliação do Saresp. Da comparação entre os dados dos resultados obtidos no Capítulo II e aqueles desse último Capítulo, foi possível considerar que o conjunto de habilidades não desenvolvidas pelos estudantes-escritores equivaliam àquelas que se faziam incompreensíveis para o próprio pesquisador, em um tempo que antecedeu a esta pesquisa / Os estudos registrados nesta Dissertação foram desenvolvidos no Programa de Estudos Pós-graduados em Língua Portuguesa da PUCSP e sua fundamentação teórica tem por ancoragem os pressupostos da Linguística Textual da vertente sócio-cognitivo-interativa, numa interface com aqueles desenvolvidos pela Lexicologia. O tema desenvolvido são os processos de produção textual-discursiva em língua escrita - nesse caso, a portuguesa, idiomizada e concebida como padrão coloquial não tenso, pelos marcos sócio-históricoculturais do povo brasileiro objeto de estudo, ensino e aprendizagem proficiente pelo qual devem responder os professores dessa Disciplina, seja no Ensino Fundamental ou Médio. O objetivo geral contribuir para que as instituições escolares possam cooperar com os movimentos de recontextualização da sociedade brasileira pela revisão crítica de suas práticas discursivas, situando entre elas aquela referente às práticas de docência do professor de língua materna, para serem reinterpretadas pelos parâmetros da Linguística contemporânea situa a investigação no campo da Educação Linguística. O problema, circunscrito aos resultados da avaliação diagnóstica referente ao ensino proficiente das práticas de produção escrita registradas em dados divulgados pelo SARESP, foi considerado em relação aos próprios conhecimentos do pesquisador, na sua função de professor, cujo domínio dessas práticas não fizeram parte do currículo da sua formação profissional. Pode-se afirmar que tal objetivo foi alcançado, na medida em que ele pôde ser mensurado pelos seguintes objetivos específicos: a) organizar fundamentos teóricos capazes de facultarem a compreensão de princípios referentes à linguística textual possibilitou ao pesquisador compreender pressupostos referentes à: a.1) concepção de texto indissociável da concepção de discursivo; a.2) procedimentos metodológicos que lhe asseguraram situar os elementos linguísticos como ponto de partida para o tratamento intensivo e extensivo das práticas de leitura; a.3) operar com o princípio da intertextualidade para estender seus próprios conhecimentos prévios; b) reconhecer habilidades de um escritor proficiente pelo uso de estratégias léxico-gramaticais em registro escrito do textoproduto, bem como aquelas que respondem pela necessidade de aprender a dialogar com o autor-produtor; c) identificar em textos produzidos por alunos do Ensino Médio quais habilidades de produção escrita deixaram de ser desenvolvidas, durante o processo de suas respectivas escolarizações os mesmos procedimentos metodológicos empregados para descobrir as estratégias do produtor-escritor proficiente, orientaram o tratamento dispensado à leitura analítica dos textos produzidos pelos estudantes-escritores que se submeteram à avaliação do Saresp. Da comparação entre os dados dos resultados obtidos no Capítulo II e aqueles desse último Capítulo, foi possível considerar que o conjunto de habilidades não desenvolvidas pelos estudantes-escritores equivaliam àquelas que se faziam incompreensíveis para o próprio pesquisador, em um tempo que antecedeu a esta pesquisa

Parmi les dimensions sensorielles engagées dans la perception de la flaveur, la composante odorante est déterminante car elle porte le plus souvent l’identité et la typicité d’un aliment. L’analyse chimique de la composante odorante repose sur une stratégie séparative qui permet d’identifier les différents odorants présents dans l’aliment. Cependant, la perception des odorants en mélange induit des interactions au niveau perceptif qui ne sont pas prises en compte dans les techniques séparatives. Les mécanismes sous-jacents aux interactions perceptives sont mal connus, ce qui limite les possibilités de prédiction de l’odeur d’un aliment sur la base de sa composition chimique. En réponse à cette problématique deux approches émergent de la revue de la littérature. La première est basée sur la prédiction d’odeur d’après la structure moléculaire des odorants. Cependant, les études concernent des odorants seuls et non leurs mélanges. La seconde repose sur la recombinaison d’odorants en mélange après l’étape d’analyse séparative, mais le choix des odorants à associer est essentiellement empirique. Ainsi, deux questions se posent : Comment prédire l'odeur de mélanges de molécules d’après la structure moléculaire des odorants? Comment améliorer l'analyse de la flaveur dans le but de prédire l'odeur d’aliments complexes composés de plusieurs dizaine d’odorants en mélanges? Ces deux questions ont été abordées dans cette thèse dont les travaux sont décrits dans ce manuscrit selon deux axes principaux.Le premier axe décrit l'utilisation et le développement d’un modèle basé sur le concept des distances angulaires calculées à partir de la structure moléculaire des odorants avec pour objectif de prédire la similarité perceptive de mélanges plus ou moins complexes d’odorants. Les résultats soulignent l'importance de prendre en compte la dimension d'intensité des odorants afin d’améliorer la qualité de la prédiction. Des perspectives d’amélioration du modèle sont dégagées pour permettre de dépasser la dimension de similarité et prédire des dimensions qualitatives de l’odeur.Le deuxième axe présente une démarche originale d’intégration de connaissances liées à l’expertise dans la procédure d'analyse de la flaveur. Ainsi, trois types de données hétérogènes sont agrégés dans un modèle mathématique global : des données chimiques, des données sensorielles et des connaissances d’experts aromaticiens. L'expertise est intégrée à travers la création d'une ontologie qui est ensuite associée à une approche de logique floue optimisée par algorithme évolutionnaire. Le modèle développé permet de prédire le profil odorant de seize vins rouges sur la base de leur composition en odorants. Au final, l’ensemble des travaux menés dans cette thèse apporte des résultats originaux permettant une meilleure compréhension de la construction des odeurs des aliments et permet d’élaborer des hypothèses quant aux relations sous-jacentes de l'espace perceptif des odeurs en mélanges complexes. / Among the sensory dimensions involved in food flavor, the odor component is critical because it often determines the identity and the typicality of the food. Chemical flavor analysis provides a list of the odorants contained in a food product but is not sufficient to predict the odor resulting from their mixture. Indeed, odor perception relies on the processing by the olfactory system of many odorants embedded in complex mixtures and several perceptual interactions can occur. Thus, the prediction of the perceptual outcome of a complex odor mixture remains challenging and two main approaches emerge from the literature review. On the one hand, predictive approaches based on the molecular structure of odorants have been proposed but have been limited to single odorants only. On the other hand, methodologies relying on recombination strategies after the chemical analyses of flavor have been successfully applied to identify those odorants that are key to the food odor. However, the choices of odorants to be recombined are mostly based on empirical approaches. Thus, two questions arise: How can we predict the odor quality of a mixture on the basis of the molecular structure of its odorants? How can we improve food flavor analysis in order to predict the odor of a food containing several tens of odorants? These two questions are at the basis of the thesis and of this manuscript which is divided in two main axes.The first axis describes the development of a model based on the concept of angle distances computed from the molecular structure of odorants in order to predict the odor similarity between mixtures. The results highlight the importance of taking into account the odor intensity dimension to reach a good prediction level. Moreover, several perspectives are proposed to extend the model prediction beyond the similarity dimension and to predict more qualitative dimensions of odors.The second axis presents an innovative strategy which allows integrating experts’ knowledge in the flavor analysis procedure. Three different types of heterogeneous data are embedded in a mathematical model: chemical data, sensory data and knowledge from expert flavorists. Experts’ knowledge is integrated owing to the development of an ontology, which is further used to define fuzzy rules optimized by evolutionary algorithms. The final output of the model is the prediction of red wines’ odor profile on the basis of their odorants’ composition. Overall, the thesis work brings original results allowing a better understanding of food odor construction and gives insights on the underlying relationships within the odor perceptual space for complex mixtures.

Driven by the insight that knowledge is power and, therefore, it is the core element for a company to be successful I examined which strategies enhance knowledge-sharing practices and processes among the HEI’s co-workers in order to create new competitive niches. This is especially important in times of ongoing change at an international level as HEIs seem to be increasingly in competition among one another for funds and students' intake. I based my study on the theoretical framework of Nonaka & Takeuchi’s SECI model of knowledge creation (1995) where, according to the authors, the knowledge-sharing takes place in four modes: socialization, externalization, combination and internalization. The main focus of my thesis is the socialization dimension, hence, the face-to-face communication between co-workers and their shared experiences and skills: the ‘tacit to tacit’ knowledge-sharing; the interaction between the different co-workers in the socialization process. Since all knowledge derives from tacit knowledge originally, tacit knowledge is, according to Nonaka/Takeuchi (1995), a person's own personal knowledge and his/her experience and skills; whereas explicit knowledge, on the other hand, is the formal and codified knowledge open to everybody via documents in a systematic language. The study of both literature and empirical data has shown that a special attention must be given to the resource-based view on strategy as it emphasizes the importance of the socialization mode by connecting the respective co-workers with one another in order to create something new. It is such a strategy that focuses on the best deployment of the knowledge resources in order for the institution to take advantage of their co-workers’ embedded, natural, context-specific, difficult to express and attached to the knower’s tacit knowledge. As a result, the key properties of a knowledge-enabling environment (in this thesis called ‘ba’) have been analyzed where tacit knowledge receives its attention by creating space and time for the tacit, hidden, embedded knowledge to emerge. Further field studies in different realities would now be helpful to further extract common patterns for the creation of a sense-making framework of strategy where the tacit dimension of each co-worker is seen to be a unique and remarkable asset for HEIs in order to gain a position of competitive advantage in the market place.

This thesis investigates the ethical work British horse riders conduct in order to know their horses well. This ethical imperative emerges out of a changing equestrian context. A broadening socio-economic demographic of equestrian participants, with an increasingly female population, moves equestrianism further away from its military and elitist heritage, and towards more 'one-horse owners' who nurture the ideal of close, companionable, 'partnerships' with their horses. At the same time, an increasing number of options for horse care and riding style instil the owner with responsibility to act as their horse's agent in choosing well. One of the things that they must choose, from a commercialist sphere of options, is how to educate themselves and their horses in order to achieve true partnership. This market is fraught with critique and debunking, reform and invention. I describe how this relates to a broader neoliberal context in which the idea of 'real connection' is highly valued and nostalgically missed. Through this ethnography, I aim to bring the anthropology of ethics and the 'animal turn' in anthropology into productive dialogue with one another. This is no easy task, since the former is concerned with the human sphere of moral conduct, while the latter has implemented a substantial challenge to anthropocentric study and advocated a recognition of life 'beyond the human'. However, I find grounds for mutual engagement in investigating the role that reflective thought plays within intersubjective equestrian dynamics. Many authors within the 'animal turn' critique the Cartesian distinctions between mind and body, self and other, human and non-human, and advocate that we should be cautious of the forms of detachment they invoke. In contrast, I argue that the 'epistemological responsibility' involved in knowing the horse well requires a complex and highly particular mastery of the dualistic distinctions, rather than a negation of them. In making this argument, I also contribute to the anthropology of ethics an example of nuanced relatedness between embodied intersubjectivity, self-critique, and knowledge evaluation. I demonstrate ethnographically that horse riders critique and cultivate a number of ethical, epistemological skills: open-mindedness, management of real and non-real registers of speech, self-awareness and self-comportment, narrative competence, accurate sensitive perception and good 'feel' for the horse. I demonstrate that highly valorised experiences of 'true connection' comprise of moments where horse and human move in such harmony that a third-person reflective stance is redundant; no interpretative work, communicative repair, or self-assessment is necessary. However these moments are rare and fleeting, because in this context, relational skill is (self)critical skill, riders continually learn to 'feel' more detail, to evaluate more critically, and to better recognise subtle signs of disengagement and miscommunication. In sum, this thesis demonstrates that 'true relatedness' is performed as precarious within this particular classed, gendered and epistemological context, and mobilises this finding to contribute to debates in the anthropology of ethics and the 'animal turn'.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-04-10T13:58:00Z No. of bitstreams: 1 Kátia Cilene de Mello Franco.pdf: 11704623 bytes, checksum: 8ee88a8d6fc169bb403e8fc739e66d16 (MD5) / Made available in DSpace on 2017-04-10T13:58:00Z (GMT). No. of bitstreams: 1 Kátia Cilene de Mello Franco.pdf: 11704623 bytes, checksum: 8ee88a8d6fc169bb403e8fc739e66d16 (MD5) Previous issue date: 2017-03-31 / Fundação São Paulo - FUNDASP / The main objective of the present work, developed on a university located in São Paulo, is the understanding of the education process of university professors, considering the experiences of a group of professors who ministered classes for at least one school year in the discipline named Projeto Integrador. It intended, therefore, to identify if and how these professors modified their vision of teaching, based on the challenges imposed in their daily life. The research was motivated by seeking to comprehend what makes this experience an event that promotes changes in the way professors understand teaching. The theoretical-methodological model adopted for the research was essentially qualitative. In order to carry out the present study, we resorted to bibliographical and field research, opting for the use of data analysis provided by documents, questionnaires and interviews. The study was based on literature dealing with teaching (Tardif, 1991, 2000, 2004, 2005) and experimental (Larrossa, 1996, 2002, 2011, 2015) expertise. The results led to the conclusion that the task of motivating their students and providing them with more autonomy was what largely caused the professors to rethink their own way of receiving and sharing knowledge. Walking along with them in a process of discovery, creativity, constant instigation and innovation based on new experiences, knowing and making previously untested forms, also contributed to this rethinking. Finally, we realized that it was in the coexistence, joint construction and desire to motivate the other that many of the professors found themselves being modified or called to modify their actions. The integration between theory and practice, the scientific investigation led by curiosity and the search for interdisciplinary practices were mentioned several times as the greatest challenges encountered / O presente trabalho tem, como contexto, uma universidade situada na grande São Paulo, e seu objetivo é contribuir para a compreensão do processo de formação docente de professores universitários, considerando as vivências de um grupo de professores que ministraram aulas, durante pelo menos um ano letivo, no componente curricular denominado Projeto Integrador. Buscou, assim, identificar se e como esses docentes modificaram sua visão da docência, a partir dos desafios impostos em seu cotidiano. A pesquisa justifica-se por procurar conhecer o que torna a experiência um acontecimento que promove mudanças na forma dos professores compreenderem a docência. O modelo teórico-metodológico adotado para a pesquisa foi de natureza qualitativa. Para realizar o presente estudo, recorreu-se à pesquisa bibliográfica e à pesquisa de campo, optando-se pelo uso de análise de dados revelados por documentos, questionários e entrevistas. O estudo fundamentou-se na literatura que aborda os saberes docentes (Tardif,1991, 2000, 2004, 2005) e os saberes experienciais (Larrosa, 1996, 2002, 2011, 2015). Os resultados apontaram para a compreensão de que a tarefa de motivar seus alunos proporcionar-lhes mais autonomia; caminhar junto a eles em um processo de descoberta, criatividade e de um constante instigar-se e movimentar-se pelo novo, pelo saber, pelo fazer de formas antes não experimentadas, foi o que, em grande parte, fez com que os docentes repensassem sua própria forma de receber e compartilhar o conhecimento. Ao final, percebe-se que foi na coexistência, na construção em conjunto e no desejo de motivar o outro, que muitos dos docentes se viram sendo modificados ou chamados a modificar suas ações. A integração da teoria e a prática, a investigação científica induzida pela curiosidade e a busca por práticas interdisciplinares foram citadas por diversas vezes como os maiores desafios encontrados

A perícia médica se constitui em uma avaliação pela qual devem passar todos os que solicitam determinados benefícios previdenciários, como o auxílio-doença, e o Benefício de Prestação Continuada (BPC), vinculado à assistência social. As conclusões dos médicos peritos, emitidas através de um laudo pericial, envolvem decisões quanto a existência ou não de “(in)capacidade para o trabalho” e deficiência, e podem ser determinantes para a concessão ou o indeferimento do auxílio-doença, por exemplo, e do BPC. Quando as decisões são contrárias à concessão, ou seja, quando não há o reconhecimento da incapacidade ou deficiência, tentativas de reverter estas decisões na justiça tem se constituído em uma alternativa, com destaque para a atuação da Defensoria Pública da União (DPU). A exigência da perícia e seus critérios de avaliação tem suscitado diversos debates públicos, conflitos e controvérsias que tornam explícitas moralidades diversas. A partir do trabalho de campo realizado na DPU, nos espaços de debates em torno da prática de perícia, como congressos, e com as pessoas envolvidas no processo pericial (sobretudo, as que solicitam benefícios, médicos e profissionais do campo jurídico), esta tese busca reunir diferentes discursos, concepções e embates em torno da perícia médica previdenciária, demonstrando que há uma disputa em relação a definição de categorias e competências. Também destaca o quanto determinados conceitos, como os de doença, (in)capacidade e (in)validez, deficiência, e mesmo de trabalho e cidadania, acabam sendo constituídos e atualizados, na prática, por moralidades que partem não só dos médicos peritos, mas das próprias pessoas que solicitam esses benefícios, em associação com instituições do judiciário, como a defensoria pública. Em um contexto de distribuição seletiva de direitos, o trabalho retrata um cenário de conflitos e disputas relacionados à própria prática da perícia si, à necessidade desta, suas decisões e implicações. / The medical expertise constitutes an evaluation which the requesters of certain social security benefits must undertake, such as sickness allowance and the Continuous Cash Benefit (BPC), linked to social assistance in Brazil. The findings of the medical experts, emitted through an expert report, involve decisions as to whether or not the worker has "(in)capacity for work" and/or disability, and can be decisive for the granting or refusal of the sickness allowance and the BPC, for example. When decisions are contrary to the concession, i.e. when there is no recognition of disability or impairment, attempts to reverse these decisions in court has been constituted as an alternative, especially through the Public Defender of the Union (DPU). The requirement for expertise and its evaluation criteria has raised several public debates, conflicts and controversies that make explicit different moralities. From my fieldwork in the DPU, in spaces of debate around the practice of medical expertise, such as congresses, and the people involved in the expert process (especially those applying for benefits, and medical professionals in the legal field), this thesis seeks to bring together various speeches, ideas and conflicts around the social security medical expertise to demonstrate that there is a dispute regarding the definition of categories and competences regarding the social security medical expertise. In that sense, certain concepts – such as disease, (in)ability and (in)validity, disability, and even work and citizenship – end up being informed and updated in daily practices by various moralities, not only from medical experts, but from the requesters of the benefits themselves, and also of the judicial institutions such as the Public Defender. In a context of selective distribution of rights, the work portrays a scene of conflicts and disputes related to very practice of medical expertise itself, its necessity, decisions and implications.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2018-04-12T13:48:46Z No. of bitstreams: 1 2010 - Onofre Dardengo.pdf: 1287779 bytes, checksum: e5433e8b536c7b1b26f3bbdc12fecc7f (MD5) / Made available in DSpace on 2018-04-12T13:48:47Z (GMT). No. of bitstreams: 1 2010 - Onofre Dardengo.pdf: 1287779 bytes, checksum: e5433e8b536c7b1b26f3bbdc12fecc7f (MD5) Previous issue date: 2010-05-03 / A group of 10 vocational students of the Federal Institute of Education, Science and Technology of Espirito Santo - IFES (Technical Course in Agribusiness) enrolled in the Module of Meat Processing was the subject of this study on the development of competences and skills in processing of salami-type sausages. The methodological approach used was qualitative and quantitative action research. The qualitative assessment was done by a preliminary diagnostic questionnaire applied before the implementation of the experiment, and a final questionnaire applied after going through the production steps, physico-chemical and microbiological analysis, and organoleptical evaluation. The approach used included lectures and hands-on processing in pilot-plant. The quantitative assessment was done through organoleptical evaluation of the processed sausages (SB=beef-only sausage; SS = pork-only sausage; SO = mutton-only sausage). The experimental model used for physico-chemical assessment was the Completely Randomized Design, distributed in a factorial 3x6 scheme, (3 types of sausage and 6 different evaluation time). The data of organoleptical evaluation was submitted to variance analysis by single-element stimuli method for acid taste, and hedonic scale for aroma, taste, overall assessment and purchase intention. The comparison of student replies to initial and final questionnaires showed that the approach was beneficial to knowledge acquisition by those involved on processing of salami-type sausages; habilities were developed to make them competent, and the combination of theory and practice was essential on constructing and reconstructing knowledge. The addition of starter culture to salami promoted the gradual downfall of pH to the 7th day (and increase in titratable acidity) due to lactic acid accumulation, condition that is basic to high quality products. Moisture content varied as function of dehydration process and length of fermentation. SB sausage scored higher in organoleptical analysis than others on taste acceptance. SB and SO sausages did not differ in aroma scores and purchase intention, both scoring higher than SS. The global assessment no significant differences were observed on all sausage types considered. On the frequency histogram analysis of scores, acceptability of SB and SO were higher than SS in all variables. Addition of bovine and ovine meat to fermented sausage of salami-type enhanced taste and aroma, and these were the product quality factors that influenced most the overall acceptability and purchase behaviour / O presente estudo foi desenvolvido no Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Esp?rito Santo ? IFES, Campus de Alegre, apresentando como sujeitos da pesquisa um grupo de 10 alunos da 2? s?rie, matriculados no M?dulo de Processamento de Carne do Curso T?cnico em Agroind?stria. Teve por objetivo promover o desenvolvimento de compet?ncias e habilidades nos alunos na produ??o de diferentes tipos de salame. O procedimento metodol?gico adotado foi a pesquisa-a??o pela abordagem qualitativa e quantitativa. A an?lise qualitativa foi avaliada utilizando-se question?rio de diagn?stico preliminar - antes da implanta??o da pesquisa e question?rio final ? ap?s a conclus?o das etapas de produ??o e participa??o na avalia??o sensorial, an?lises f?sico-qu?micas e microbiol?gicas, por meio de aulas expositivas e posteriores pr?ticas com o desenvolvimento dos produtos fermentados. J? na abordagem quantitativa, foi utilizada a an?lise sensorial para verifica??o da aceita??o dos atributos dos produtos embutidos (SB= salame de bovino; SS= salame de su?no e SO= salame de ovino). O modelo experimental adotado para avalia??o f?sico-qu?mica dos salames foi inteiramente casualizado (DIC), distribu?do em esquema fatorial 3 x 6, sendo tr?s os tipos de salame e seis as ?pocas de avalia??o. Na avalia??o sensorial, os dados foram submetidos ? an?lise de vari?ncia, pelo m?todo de est?mulo simples para sabor ?cido e da escala hed?nica para aroma, sabor, avalia??o global e inten??o de compra. As respostas dos alunos nos question?rios inicial e final permite concluir que a pesquisa contribui para a aquisi??o de conhecimento dos envolvidos no processamento de produtos embutidos tipo salame, em que foram desenvolvidas habilidades para torn?-los competentes e que a jun??o entre teoria e pr?tica foi essencial para a constru??o e a reconstru??o de saberes. A adi??o da cultura starter aos salames promoveu a queda gradual do pH at? o s?timo dia devido a libera??o de ?cido l?ctico, condi??o fundamental para a produ??o de produtos de alta qualidade. A acidez titul?vel dos salames teve um aumento significativo at? o s?timo dia da fermenta??o, cujos valores foram crescentes at? a matura??o. Os teores de umidade dos salames variaram em fun??o do processo de desidrata??o e decresceram em fun??o do tempo fermenta??o. Na an?lise sensorial o SB superou os demais para a aceita??o do sabor. N?o foram observadas diferen?as significativas para aroma e inten??o de compra entre SB e SO, que superaram SS. Na avalia??o global n?o foram observadas diferen?as significativas entre os salames avaliados. Na an?lise dos histogramas de frequ?ncia de notas, a aceitabilidade de SB e SO foi superior a de SS em todos os par?metros avaliados. A adi??o de carne bovina e ovina ao salame tipo italiano exaltou o sabor e aroma, sendo essas as propriedades que mais influenciaram na decis?o dos provadores na aceita??o global e inten??o de compra dos produtos.