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This thesis focuses on literacy in children aged 11-12. The overriding purpose is to describe the specific competencies that children employ in their daily use of writing. What do they do with writing and how do they do it? The theoretical framework is primarily the strand of literacy research that belongs to the field of New Literacy Studies, where literacy is understood as socially and contextually related. The study also draws on ethnomethodology in the sense that the object of study is the daily actions through which we construct our lives and negotiate identities. Two children, a boy and a girl, with different socio-economic backgrounds and family situations were observed at home, in school and during freetime activities for more than a year through an ethnographic research approach. The thesis identifies the different competencies that the children activate. In one case competencies involving oral skills are primarily used as resources in problem solving, while writing and reading are used to solve similar problems as a matter of course in the other case. The thesis also shows that a common use of writing is to regulate and organise everyday and special activities such as planning Christmas gifts and to write reminders that school tasks need to be completed andreported. In terms of materiality, writing is available in more or less conventionalised formats. Common formats for everyday written products are sheets of paper in different sizes (A4 to post-it notes), or digital screens (computer, TV, mobile phone). The school whiteboard has a special materiality and is the material source of a great many of the everydaywritten products.

Aim: The overall aim of this thesis was to investigate and describe everyday life among relatives of inpatients with severe depression and their encounter with the psychiatric specialist health services (PSHS). Methods: A descriptive design with a qualitative and quantitative approach was used. Data was collected by means of a questionnaire responded to by 68 relatives and analysed with descriptive statistics (I, III). Individual interviews with 24 relatives were carried out and analysed with phenomenography (II, IV). Main findings: The everyday life of relatives to persons suffering from severe depression was affected. They reported burden and influence on their own health to a various degree (I). The relatives experienced that they were, “Living on the other person’s terms”. Relatives described ambivalent relationships, as they had to adjust their daily life in attempting to manage the situation (II). When the relatives encountered the PSHS, it may have been a long time of worries and struggles for help. They wanted to be a resource and a participant, and to be confident with the health care (IV). The need for support from the PSHS was greater than what they received. Relatives who reported receiving less information had higher burden scores than the others (III). Conclusions: Everyday life of relatives of persons suffering from severe depression is demanding. To be acknowledged as a resource in the treatment and care for the person suffering from depression is important. The mental health nurses being present at the wards 24 hours a day, are in a unique position to support the relatives. / Depression is one of ten global diseases entailing the greatest loss of life quality and years of life, which also gives consequences for the relatives. The overall aim of this thesis was to investigate and describe everyday life among relatives of inpatients with severe depression and their encounter with the psychiatric specialist health service (PSHS). The relatives experienced objective and subjective burden, and their own health was affected. Everyday life needed to be adjusted in line with the severity of the next-of-kin’s depression. When the relatives encountered the PSHS a long time of worries and struggles had passed from the onset of the depression until the next-of–kin was hospitalized. To be acknowledged as a resource, invited to collaborate and to share their knowledge was of great importance to the relatives. Addtionally, to receive information concerning the treatment and care was crucial. The mental health nurses are in a unique position to support the relatives.

Over the course of a day we meet countless materials and objects but rarely consider these surfaces of negotiation within the everyday environment. If we consider gestures as a language, then the actions we perform and the surfaces we encounter result in conversations with our surroundings. Where body meets details inside architecture, the commonplace ritual occurs. I will discuss the importance of touch in response to my finished work in Can you Handle this? but also during the making process.

A pesquisa de doutoramento Espaços da Perda e da Destruição - O Labirinto como Metáfora da Casa e vice-versa, na constituição de uma poética contemporânea foi desenvolvida no Programa de Pós-graduação em Artes Visuais ênfase em poéticas visuais do Instituto de Artes da UFRGS, sob orientação do Prof. Dr. Hélio Fervenza, de 2010 a 2015. Durante este período, realizei um conjunto de trabalhos constituídos por vídeos, fotografias, instalações, palavras e frases, instruções, objetos e ações performáticas que foram apresentadas em diferentes instituições expositivas. Todos eles são perpassados pela materialidade de objetos quebrados ou salvaguardados em disposição labiríntica. Os trabalhos revelaram a problemática com a qual me deparei e que desencadeou as reflexões desta tese, que poderia ser resumida na seguinte pergunta: Como constituir uma obra artística e uma poética no contexto da arte contemporânea, a partir do entrecruzamento dos espaços doméstico da casa e polimorfo do labirinto? Em decorrência dos desdobramentos práticos e teóricos dos trabalhos, tangencio vários conceitos tais como: O cotidiano, a casa, o labirinto, a perda e a destruição. O processo que envolve a articulação entre os elementos que compõem os trabalhos apontam os sentidos e a singularidade deste trabalho, assim como os aspectos cognitivos do processo de criação. / The doctoral research project Spaces of Loss and Destruction – The Labyrinth as Metaphor and vice-versa, in the constitution of a contemporary poetic was developed between 2010 to 2015 at the Postgraduate Program in Visual Arts of the Instituto de Artes of the Federal University of Rio Grande do Sul-UFRGS in Porto Alegre, Brazil, under the advisorship of Prof. Dr. Hélio Fervenza. During this period, I have produced a group of works composed of videos, photography, installations, words and phrases, instructions, objects and performative actions which have been presented in a variety of institutional exhibition spaces. All of these are permeated by the materiality of broken or safeguarded objects and presented using labyrinthical placement. The works have revealed a problematic triggering the reflections in this thesis, which may be summarized in the following question: How can one constitute a work of art and a poetic in the context of contemporary art by intercrossing spaces of the house and the polymorphic labyrinth? As a result of the practical and theoretical ramifications of these works, various concepts have become closely connected to it, such as: The everyday, the house, the labyrinth, loss and destruction. The process of articulating the works’ compositional elements evokes meanings and indicates their singularity, as well as cognitive aspects of the creative process.

Submitted by Aldovano Dantas Barbosa (professoraldovano@yahoo.com.br) on 2018-10-18T22:31:55Z No. of bitstreams: 1 Tese revisada 01.10.doc: 3706368 bytes, checksum: 8500b172a65d6f1a3456bb982c1cd061 (MD5) / Approved for entry into archive by Jacqueline de Almeida null (jacquie@franca.unesp.br) on 2018-10-19T13:18:15Z (GMT) No. of bitstreams: 1 Barbosa_AD_te_fran.pdf: 1850520 bytes, checksum: 12c213cd2f478ba842efe11d6f409cfe (MD5) / Made available in DSpace on 2018-10-19T13:18:15Z (GMT). No. of bitstreams: 1 Barbosa_AD_te_fran.pdf: 1850520 bytes, checksum: 12c213cd2f478ba842efe11d6f409cfe (MD5) Previous issue date: 2018-03-28 / Outra / A presente Tese buscou escrever sobre educação no limiar do século XXI, tendo por pressuposto que essa tentativa é um desafio de difícil enquadramento do ponto de vista prescritivo e duvidosamente útil do ponto de vista da aplicação prática. Hoje, todas as críticas e propostas educacionais são facilmente assimiladas e não produzem efeitos (valores) e as mudanças mais significativas neste cenário educacional não têm sido gestadas nas universidades ou gabinetes, mas sim, nas práticas cotidianas. Acredito, que a ciência hoje, tenha o papel de estabelecer rotas e não prescrições, portanto cabe ao pesquisador: mapear as linhas possíveis para a construção do inédito e não estabelecendo vias únicas e chegadas pré-determinadas, a intenção do trabalho foi estabelecer rotas e possibilidades de compreensão do real, para isso a opção foi compor uma escrita de maneira indisciplinada. É tentador buscar respostas e prescrições, principalmente num texto científico, mas a análise aqui estruturada nos mostra que há uma falência das metanarrativas e das prescrições e que no limiar do século XXI precisamos de um olhar atento e de práticas comprometidas com as transformações sociais. Esse trabalho é uma descrição de um percurso, ou seja, mapa cartográfico que possibilita inúmeras possibilidades. A cada unidade dá ao leitor a autoria para ir além, ao final, nos anexos, a demonstração de um cotidiano que teima em ser estático, por isso ao pesquisador compete a coragem da dinâmica. / The present thesis sought to write about education at the threshold of the 21st century is a difficult challenge from the disciplinary point of view and doubly useful from the point of view of practical application. Today, all criticisms and educational proposals are easily assimilated and do not produce effects (values) and the most significant changes in this educational scenario have not been developed in universities or offices, but in everyday practices. I believe that, beyond or short of disciplined knowledge and disciplined methods of useful recommendations or safe answers, other than appropriate and appropriate ideas, it may be time to try to work in the pedagogical field as a mapmaker of our time: mapping the lines possible for the construction of the unpublished and not establishing single routes and predetermined arrivals, perhaps it is time to try to work in the pedagogical field thinking and writing in an undisciplined way. It is tempting to seek answers and prescriptions, especially in a scientific text, but the analysis here structured shows that there is a failure of metanarratives and prescriptions and that at the threshold of the twenty-first century we need a close look and practices committed to social transformations. This work is a description of a route, that is, a cartographic map that allows numerous possibilities. Each unit gives the reader the authorship to go beyond, in the end, in the annexes, the demonstration of a daily life that remains static, so the researcher has the courage of the dynamics. / La presente tesis buscó escribir sobre educación en el umbral del siglo XXI es un desafío de difícil encuadramiento desde el punto de vista disciplinario y dudoso útil desde el punto de vista de la aplicación práctica. Hoy, todas las críticas y propuestas educativas son fácilmente asimiladas y no producen efectos (valores) y los cambios más significativos en este escenario educativo no han sido gestadas en las universidades o gabinetes, sino en las prácticas cotidianas. Creo que, además, o allá, de los saberes disciplinados y de métodos disciplinarios de recomendaciones útiles o de respuestas seguras, además de las ideas apropiadas y apropiadas, tal vez sea el momento de intentar trabajar en el campo pedagógico como cartógrafo de nuestro tiempo: mapeando las líneas que es posible para la construcción del inédito y no estableciendo vías únicas y llegadas predeterminadas, tal vez sea hora de intentar trabajar en el campo pedagógico pensando y escribiendo de manera indisciplinada. Es tentador buscar respuestas y prescripciones, principalmente en un texto científico, pero el análisis aquí estructurado nos muestra que hay una quiebra de las metanarrativas y de las prescripciones y que en el umbral del siglo XXI necesitamos una mirada atenta y de prácticas comprometidas con las transformaciones sociales. Este trabajo es una descripción de un recorrido, es decir, mapa cartográfico que posibilita innumerables posibilidades. A cada unidad le da al lector la autoría para ir más allá, al final, en los anexos, la demostración de un cotidiano que tiende a ser estático, por lo que al investigador compete el coraje de la dinámica.

154 f. / Submitted by Maria Auxiliadora Lopes (silopes@ufba.br) on 2013-09-20T18:43:25Z No. of bitstreams: 1 Clívio Pimentel Júnior.pdf: 47627809 bytes, checksum: 2ac2c1aa190ce2ce50199cfba5a8ee30 (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-09-20T18:50:47Z (GMT) No. of bitstreams: 1 Clívio Pimentel Júnior.pdf: 47627809 bytes, checksum: 2ac2c1aa190ce2ce50199cfba5a8ee30 (MD5) / Made available in DSpace on 2013-09-20T18:50:47Z (GMT). No. of bitstreams: 1 Clívio Pimentel Júnior.pdf: 47627809 bytes, checksum: 2ac2c1aa190ce2ce50199cfba5a8ee30 (MD5) Previous issue date: 2012 / Esta pesquisa, construída através de um mergulho interpretativo nos cotidianos escolar e universitário vivenciados por uma turma de licenciandos em Ciências Biológicas da Universidade Federal da Bahia durante o exercício do estágio curricular supervisionado, tem como objetivo apresentar uma interpretação das aparências do estar-junto assumidas por e identificadas em um grupo através de um estudo do estado atual da formação científica universitária. Para tanto, a proposta metodológica, inscrita, prioritariamente, no paradigma qualitativo de pesquisa, foi construída a partir de interrelações estabelecidas entre as teorizações de Carvalho (2001), Erickson (1985) e Maffesoli (1996). Tais inter-relações culminaram na proposição de uma galeria temática construída a partir de episódios interpretativos como modo de apreensão e apresentação dos fenômenos cotidianos vivenciados em campo aliados a discussões de cunho teórico que apresentam as constatações construídas pelo autor. Os resultados revelam as compreensões construídas com referência aos valores e crenças compartilhadas por um determinado grupo que, ao lado da abertura da possibilidade de identificá-lo esteticamente enquanto tal, permite também, num movimento notadamente imanente, a auto-compreensão dos totens em torno dos quais o grupo se ajusta, formados na/pela própria existência nestes espaços formativos. / Salvador

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2016-08-17T18:33:06Z No. of bitstreams: 1 IbereBarros2.pdf: 883004 bytes, checksum: 7add4e378b910aed2d9bbf52e2bb4bc0 (MD5) / Made available in DSpace on 2016-08-17T18:33:06Z (GMT). No. of bitstreams: 1 IbereBarros2.pdf: 883004 bytes, checksum: 7add4e378b910aed2d9bbf52e2bb4bc0 (MD5) Previous issue date: 2015-05-04 / This research is part of the discussion about midiatic communication in social interactions. Has as a theme, the cartoon as a midiatic narrative of the everyday. From a literature analysis and the an practical exercise, in which we studied the collection O lixo da história, published by Companhia das Letras. Among the authors and theories used, we highlight: the narrative concept, of Luiz Gonzaga Motta; the midiatization idea from José Luiz Braga studies; the cultural mediation theory from Jesús Martin-Barbero; the everyday studies of Michel de Certeau; and the understanding of culture, based upon Cultural Studies. The readings and analysis showed us the perspectives that the cartoon is an absurd narrative and a narrative of the absurd of a historic moment, in a way that it becomes a historiographic monument of the everyday. Like its done with tha journalistic narrative, the cartoon demands a critic vision, looking for more than its shape, but all the surroundings. / Esta pesquisa se insere nas discussões sobre comunicação midiática nas interações sociais. Traz como tema a charge enquanto narrativa midiatizada do cotidiano, a partir de um estudo de natureza bibliográfica e de um exercício de aplicação no qual foram estudadas as charges de Angeli reunidas na coletânea O lixo da história, publicada pela editora Companhia das Letras. Dentre os autores e teorias trabalhadas destacam-se: a conceituação de narrativa, proposta por Luiz Gonzaga Motta; a ideia da midiatização da sociedade, a partir da discussão de José Luiz Braga; a teoria de mediações culturais de Jesús Martin-Barbero; os estudos de cotidiano de Michel de Certeau; e o entendimento de cultura, fundamentado nos Estudos Culturais. A partir das leituras e análise realizadas, a pesquisa trouxe a tona as percepções de que a charge é uma narrativa do absurdo e narrativa absurda de um momento histórico, de maneira a inseri-la enquanto monumento historiográfico do cotidiano. Assim como é feito com as narrativas jornalísticas, a charge demanda uma visão crítica, observando não apenas a sua forma, mas sim o seu contexto.

The research draws on an ethnographic research and explores the everyday practice of collective action in Ugbawka in Enugu State by using interviews and participant observation. The study reveals that smallholder collective action is not best fitted into formal institutional arrangement but takes place within a complex and intricate process that involves interaction with diversity of institutions and actors. Equally, the interactions that occur amongst actors are mediated at the community level through interplay of socio-cultural and political factors. This study recognises and places emphasis on understanding of agency and the exercise of agency at the local level arguing that smallholder farmers are not robot but active individual who exercise their agency purposively or impulsively depending on conditions and the assets available at their disposition as well as their ability to navigate the intricate power dynamic inherent at local context. The thesis thus questioned the simplistic use of formal institutional collective action framework in smallholder collective action at the community level and argues that institutions are not static and do not determine outcomes but are informed by the prevailing conditions at the community level. The study emphasises the role of existing institutions and socially embedded principles in community governance and argues that actors should be the focus of analysis rather than the system in understanding smallholder collective action. The study concludes by advocating for further research that could explore the possibility of hybrid approach that accepts the advantages of both formal and informal institutional forms of smallholder collective action.