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No. of bitstreams: 1 camargo_mo_me_bauru.pdf: 2289730 bytes, checksum: 1932065f84b894904624557d159a89c3 (MD5) Previous issue date: 2018-02-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Essa dissertação tem como temática central a abordagem e a expressão da cotidianidade e sua relação com âmbito científico (não cotidiano) no ensino de Ciências, mais especificadamente em Livros Didáticos de Ciências do Fundamental II elencados pelo catálogo do PNLD de 2017. Baseia-se nas contribuições da psicologia Histórico-Cultural, da pedagogia Histórico-Crítica e da teoria da Vida Cotidiana de Agnes Heller, partindo dos pressupostos que a educação escolar tem função mediadora entre os âmbitos cotidiano e não cotidiano da prática social para a formação dos indivíduos; que a formação dos mesmos não pode restringir-se ao âmbito da cotidianidade, tendo que superá-lo em direção as generalidades para si e que o livro didático é um instrumento de suporte importante no processo educativo tanto para os alunos quanto para os professores. Este estudo buscou analisar a expressão do cotidiano nos livros didáticos de Ciência e a relação proposta por eles com âmbito científico. O estudo se caracteriza como uma pesquisa documental de abordagem qualitativa, envolvendo a coleta dos documentos e a análise de conteúdo. Os documentos referem-se aos livros didáticos de Ciências do 6º, 7º, 8º e 9º anos de quatro coleções do PNLD de 2017, coletados em escolas do município de Botucatu-SP. Foram estabelecidas duas unidades de análises: quanto à abordagem do cotidiano nos capítulos dos livros como um todo, nos textos principais, imagens e atividades, na qual contabilizamos quantos capítulos abordaram o cotidiano; e quanto a relação estabelecida pelo livro entre o âmbito cotidiano e o científico, considerando como categorias as relações propostas por Heller de Intentio recta 1 e 2 e Intentio obliqua 1 e 2. A partir dos dados coletados, identificamos que a abordagem do cotidiano nos livros de Ciências é expressiva, principalmente nos livros referentes ao 6º e 9º anos, e que a Intentio obliqua 1 e a Intentio recta 1 foram as relações que apareceram na maioria dos capítulos que abordaram o cotidiano, com similaridade na relação prevalecente nos livros da mesma coleção. Os resultados permitiram reflexões sobre a relação entre conhecimentos cotidianos e científicos no ensino de Ciências, possibilitando fortalecer a defesa da função da educação escolar como socializadora dos conhecimentos científicos e da importância de análises críticas sobre o cotidiano e sua função para o ensino de Ciências. / This thesis has as its central theme the approach and expression of everyday life and its relation with the scientific scope (a non-everyday scope) on science teaching, more specifically, in science textbooks for elementary school listed on the catalog of PNLD 2017 (national program of the textbook). Our theoretical foundation is on the principles of historical-critical pedagogy, historical-cultural psychology and the everyday life theory from Agness Heller, based on the assumptions that the school education has the role of mediation between the everyday and noneveryday scopes from the social life for the individuals’ formation, which cannot be restricted to the everyday scope, it has to overcome it in direction to the generic objectivation for itself; and that the science textbooks are an important support instrument in the educational process for both students and teachers. Therefore, the aim of this research was to analyze the expression of everyday life in science textbooks and the relation between it and the scientific scope proposed by them. This study is characterized as a documentary research with a qualitative approach, involving the collection of the documents in question and the content analysis. The documents are the science textbooks of the 6th, 7th, 8th and 9th years from elementary school of four collections listed on the PNLD catalog of 2017, and they were collected from schools at Botucatu-SP. Two units of analysis were established: one regarding the everyday life approach in the textbooks, including the whole chapters, its main texts, its separated boxes and sections, its images and its exercises, in which we counted how many chapters approached the everyday life; and another regarding the relationship established by the textbooks between the everyday and scientific scopes, considering the relations proposed by Heller as the categories, the “intention recta” 1 and 2, and the “intention obliqua” 1 and 2. From the collected data, we identified that the everyday life approach in science books is expressive, especially in the books referring to the 6th and 9th years. We also identified that Intentio obliqua1 and Intentio recta 1 were the relationships that appeared in the most of the chapters that approached everyday life, and we highlight a certain similarity in the relation prevailing in the books of the same collection. The results allowed us to reflect on the relationship between everyday and scientific knowledge in science teaching, making it possible to strengthen the defense of the function of school education as a socialization of scientific knowledge and the importance of critical analyzes on everyday life and its function for teaching science.

This is a film practice PhD investigating how selfhood, love and responsibility within couple and family units are conveyed, imagined or problematized in contemporary cinema and how the properties of screen fiction can be used to explore contemporary parental experience. The research project incorporates an original feature screenplay (Nuclear) and short film (Inhabit) which were developed in parallel to, and informed by, the theoretical research in the accompanying critical thesis. Chapter One explores how parenthood, with an emphasis on motherhood, might be imagined by non or aspiring parents, and what anxieties or desires are expressed through these imaginings. Miranda July’s The Future (2010) and Joanna Hogg’s Unrelated (2006) are placed in dialogue with Inhabit (2014) in an examination of the slippage of generational identity experienced by the characters as they struggle with the prospect of impending or denied parenthood. Chapter Two concentrates of evocations of the everyday as it intersects with stories of family life. Drawing from cultural theorists of the everyday including Giard, de Certeau and Highmore, I examine why and how we might attend to the everyday on screen. Taking Henri Lefebvre’s notion of ‘rhythmanalysis’ as a tool with which to analyse Michael Winterbottom’s Everyday (2012), Joanna Hogg’s Archipelago (2010) and Nuclear, I explore how rhythm and patterns of repetition and difference can embody and communicate experiences of domestic relationships and the everyday. In Chapter Three, I analyse spectator engagement via character, and look at how Asghar Farhadi’s A Separation (2011), Noah Baumbach’s The Squid and the Whale (2005) and Nuclear utilise a multi-protagonist structure to create a democracy within the narrative. Through a symbiotic approach to theory and practice and a focus on British middle-class subjects, I have sought to investigate parallel drives within couple and family units and to accomplish a balance between the demands of drama and a desire to describe the everyday.

1 Abstract This thesis deals with everyday life in major cities during the post-socialist transformation in the Czech Republic. It aims to contribute to our understanding of the everyday life of the inhabitants of Brno and Ostrava during the period and to explain the impact of the post- socialist transformation on their lives and social relations. The results are based on extensive fieldwork (i.e., a questionnaire survey and structured interviews of the inhabitants of the inner cities) conducted in Brno and Ostrava in 2007-2009. The fieldwork was based on ethnographic work describing the sociability and social relations of the inhabitants of the inner cities, with an emphasis on kinship and neighbourly relations. During the post-socialist transformation, Brno and Ostrava underwent a variety of significant changes, ranging from industrial transformation to lifestyle adjustments. They had developed differently both during and prior to socialism. For example, Ostrava became focused mainly on heavy industry, while Brno had a more varied economic structure. Since 1989, these cities have continued to diverge. As for the attitudes of informants toward their lives in the inner cities, they varied greatly. As for sociability, both neighbourly relations and kinship form a mosaic of features, some of which were...

Esta Dissertação foi desenvolvida em meio a um importante ciclo de protestos de oposição ao governo que usurpou o poder com o golpe parlamentar concretizado em 31 de agosto de 2016. Entre as diversas ações para implementar o novo pacto se encontram a PEC do Fim do Mundo e a Reforma do Ensino Médio. Com isso, uma onda de ocupações estudantis tomou conta de escolas, universidades e institutos tecnológicos. Provocados pelo exemplo da mobilização estudantil, técnicos e docentes da maioria das instituições federais de ensino superior deflagraram suas greves. Na Universidade Federal do Rio Grande do Sul (UFRGS), a greve dos técnicos durou 44 dias, e a dos docentes 21. Esta pesquisa militante assume a defesa que Lefebvre (2014) faz do cotidiano como categoria de análise e do marxismo também como conhecimento crítico da vida cotidiana. A experiência concreta da realidade, o ‘vivido’, representa o mundo percebido, a focalização da consciência em uma prática. Seu contraponto dialético é o ‘viver’, a virtualidade projetada, fruto das expectativas de um futuro desejado (LEFEBVRE, 2014). O estudo da greve, através da vida cotidiana – este lugar de transição, encontros interações e conflitos -, permite compreender sua construção desde baixo, a partir do vivido e do viver, do individual e do coletivo. Além disto, destacamos as ações e práticas que suspendiam a repetição e desafiavam a alienação a partir da coesão que brota da tomada de consciência das possibilidades que o coletivo constrói ao se organizar para tentar mudar a realidade com a qual se confronta. / The study that originated the present Dissertation was developed amid an important national cycle of protests in opposition to a constitutional amendment that established a spending limit the growth of federal government spending to the rate of inflation for 20 years, and to a bill introducing radical changes in high school curriculum. Both reforms were proposed by the government that took power after the Brazilian parliamentary coup of May 2016 and were approved by the National Congress at the end of this year. These projects were opposed by massive student’s movements and university strikes, among others. In the Federal University of Rio Grande do Sul (Porto Alegre, Brazil), a technical-administrative staff strike lasted 44 days, and a teachers strike 21 days. We were part of the strike commands – one of us is from administrative staff (and an MSc student at that time) and the other is a teacher. We are also members of the Organization and Liberating Practice research group, based at the School of Administration, in which Marx and Marxist authors have been studied, such as Henri Lefebvre. Therefore, it was obvious that we could interconnect these two spaces (activism and academy) based on Lefebvre’s (2014) propositions on the critique of everyday life. The aim of this activist research was to analyze the everyday construction of these strikes, considering the living and the lived experience of workers and its meaning to transform potentially their everyday life. Lefebvre (2014) provided the theoretical framework to analyze conflicts, practices, ruptures, discontinuities, repetitions and creations, mainly through categories such as ambiguity, alienation, moments and possibilities Data were collected throughout the strikes and was supplemented with social network information and interviews with members from the strike commands after the end of movements. The rupture with everyday labor by rote, the recognition on the importance of cohesion beyond the hierarchies determined by the university structure, and the horizon widening of possibilities for the movement participants were some of the conclusions. Another relevant aspect is that these strikes were not organized in defense or to achieve goals directly related to labor conditions. They were organized together with the student movement that occupied more than 40 buildings in different campuses in defense of the education system, providing a space for mutual recognition that went beyond tactic alliances involving the three sectors of the university community. The everyday collective construction of this movement became evident the importance and potentialities of articulating and supporting each other in each specific struggle workplace while simultaneously being intensively involved with the wider context of social struggles.

Trabalho centrado em pesquisa de campo de tipo etnográfico realizada em três escolas públicas da rede estadual de ensino do Rio de Janeiro. A dissertação é resultado das inquietações geradas diante do distanciamento entre o legitimado mundo das artes e a periferizada situação da escola pública: uma instituição que tem tantas vezes corroborado com a lógica da distinção. É possível (ao professor) trabalhar dentro da disciplina Artes sem ratificar essa lógica excludente? Exaltamos uma docência atenta ao caráter estético expresso na dupla: Arte via Ensino e Ensino via Arte. Oferece-se um olhar sobre o panorama das condições cotidianas que configuram algumas das mais destacadas realidades do Ensino da Arte na Educação Básica dinamizadas por suas macropolíticas, suas práticas diárias e suas crenças. A metodologia sugerida associa os estudos do cotidiano à revisão bibliográfica centrada nos estudos culturais e em algumas das atuais correntes críticas da Arte e de seu Ensino que circulam a contrapelo das verdades hegemônicas desses dois universos. Um dos objetivos do trabalho que entende a vida cotidiana como manifestação estética do cidadão comum é o de contribuir com a elucidação das tensões que fazem da Arte e, especificamente de seu ensino, um importante campo de embate entre iniciativas emancipatórias e ações reguladoras / Work focused on a ethnographic field research conducted in three government schools in the state of Rio de Janeiro. The dissertation is the result of concerns raised in the face of the gap between the legitimated world of arts and the peripherized state of government schools: an institution that has often supported the logic of distinction. Is it possible (to the teacher) to work within the Artistic discipline and not ratify this pattern of exclusion? We exalt teaching methods which are focused on the aesthetic issues expressed in the pair: Art through Education and Education through Art. We take a look at the panorama of the everyday conditions, that shape some of the realities of Teaching Art in Primary Education, affected by their macropolitics, their daily practices and their beliefs. The suggested methodology combines the studies of everyday life with literature focusing on cultural studies and on some of the current strains of criticism of art and its teaching that move against the grain of the hegemonic truths of these two universes. One of the objectives of the work which understands everyday life as an aesthetic manifestation of the common people is to contribute to the elucidation of the tensions that make art, and specifically its teaching, an important field of battle between emancipatory initiatives and regulatory actions

Trabalho centrado em pesquisa de campo de tipo etnográfico realizada em três escolas públicas da rede estadual de ensino do Rio de Janeiro. A dissertação é resultado das inquietações geradas diante do distanciamento entre o legitimado mundo das artes e a periferizada situação da escola pública: uma instituição que tem tantas vezes corroborado com a lógica da distinção. É possível (ao professor) trabalhar dentro da disciplina Artes sem ratificar essa lógica excludente? Exaltamos uma docência atenta ao caráter estético expresso na dupla: Arte via Ensino e Ensino via Arte. Oferece-se um olhar sobre o panorama das condições cotidianas que configuram algumas das mais destacadas realidades do Ensino da Arte na Educação Básica dinamizadas por suas macropolíticas, suas práticas diárias e suas crenças. A metodologia sugerida associa os estudos do cotidiano à revisão bibliográfica centrada nos estudos culturais e em algumas das atuais correntes críticas da Arte e de seu Ensino que circulam a contrapelo das verdades hegemônicas desses dois universos. Um dos objetivos do trabalho que entende a vida cotidiana como manifestação estética do cidadão comum é o de contribuir com a elucidação das tensões que fazem da Arte e, especificamente de seu ensino, um importante campo de embate entre iniciativas emancipatórias e ações reguladoras / Work focused on a ethnographic field research conducted in three government schools in the state of Rio de Janeiro. The dissertation is the result of concerns raised in the face of the gap between the legitimated world of arts and the peripherized state of government schools: an institution that has often supported the logic of distinction. Is it possible (to the teacher) to work within the Artistic discipline and not ratify this pattern of exclusion? We exalt teaching methods which are focused on the aesthetic issues expressed in the pair: Art through Education and Education through Art. We take a look at the panorama of the everyday conditions, that shape some of the realities of Teaching Art in Primary Education, affected by their macropolitics, their daily practices and their beliefs. The suggested methodology combines the studies of everyday life with literature focusing on cultural studies and on some of the current strains of criticism of art and its teaching that move against the grain of the hegemonic truths of these two universes. One of the objectives of the work which understands everyday life as an aesthetic manifestation of the common people is to contribute to the elucidation of the tensions that make art, and specifically its teaching, an important field of battle between emancipatory initiatives and regulatory actions

Esta Dissertação foi desenvolvida em meio a um importante ciclo de protestos de oposição ao governo que usurpou o poder com o golpe parlamentar concretizado em 31 de agosto de 2016. Entre as diversas ações para implementar o novo pacto se encontram a PEC do Fim do Mundo e a Reforma do Ensino Médio. Com isso, uma onda de ocupações estudantis tomou conta de escolas, universidades e institutos tecnológicos. Provocados pelo exemplo da mobilização estudantil, técnicos e docentes da maioria das instituições federais de ensino superior deflagraram suas greves. Na Universidade Federal do Rio Grande do Sul (UFRGS), a greve dos técnicos durou 44 dias, e a dos docentes 21. Esta pesquisa militante assume a defesa que Lefebvre (2014) faz do cotidiano como categoria de análise e do marxismo também como conhecimento crítico da vida cotidiana. A experiência concreta da realidade, o ‘vivido’, representa o mundo percebido, a focalização da consciência em uma prática. Seu contraponto dialético é o ‘viver’, a virtualidade projetada, fruto das expectativas de um futuro desejado (LEFEBVRE, 2014). O estudo da greve, através da vida cotidiana – este lugar de transição, encontros interações e conflitos -, permite compreender sua construção desde baixo, a partir do vivido e do viver, do individual e do coletivo. Além disto, destacamos as ações e práticas que suspendiam a repetição e desafiavam a alienação a partir da coesão que brota da tomada de consciência das possibilidades que o coletivo constrói ao se organizar para tentar mudar a realidade com a qual se confronta. / The study that originated the present Dissertation was developed amid an important national cycle of protests in opposition to a constitutional amendment that established a spending limit the growth of federal government spending to the rate of inflation for 20 years, and to a bill introducing radical changes in high school curriculum. Both reforms were proposed by the government that took power after the Brazilian parliamentary coup of May 2016 and were approved by the National Congress at the end of this year. These projects were opposed by massive student’s movements and university strikes, among others. In the Federal University of Rio Grande do Sul (Porto Alegre, Brazil), a technical-administrative staff strike lasted 44 days, and a teachers strike 21 days. We were part of the strike commands – one of us is from administrative staff (and an MSc student at that time) and the other is a teacher. We are also members of the Organization and Liberating Practice research group, based at the School of Administration, in which Marx and Marxist authors have been studied, such as Henri Lefebvre. Therefore, it was obvious that we could interconnect these two spaces (activism and academy) based on Lefebvre’s (2014) propositions on the critique of everyday life. The aim of this activist research was to analyze the everyday construction of these strikes, considering the living and the lived experience of workers and its meaning to transform potentially their everyday life. Lefebvre (2014) provided the theoretical framework to analyze conflicts, practices, ruptures, discontinuities, repetitions and creations, mainly through categories such as ambiguity, alienation, moments and possibilities Data were collected throughout the strikes and was supplemented with social network information and interviews with members from the strike commands after the end of movements. The rupture with everyday labor by rote, the recognition on the importance of cohesion beyond the hierarchies determined by the university structure, and the horizon widening of possibilities for the movement participants were some of the conclusions. Another relevant aspect is that these strikes were not organized in defense or to achieve goals directly related to labor conditions. They were organized together with the student movement that occupied more than 40 buildings in different campuses in defense of the education system, providing a space for mutual recognition that went beyond tactic alliances involving the three sectors of the university community. The everyday collective construction of this movement became evident the importance and potentialities of articulating and supporting each other in each specific struggle workplace while simultaneously being intensively involved with the wider context of social struggles.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Essa pesquisa tem como objetivo compreender como as mulheres mÃes da comunidade Gereba, bairro Jangurussu, vivenciam suas experiÃncias de ser mÃe e mulher num contexto de extrema pobreza e violÃncia e se elas conseguem produzir saberes e prÃticas de resistÃncia em prol de um melhor viver individual e coletivo. Realizou-se um percurso de inspiraÃÃo etnogrÃfica, num perÃodo que abrange os anos de 2013, 2016 e 2017, com procedimentos que envolveram a observaÃÃo, entrevistas individuais, registros em diÃrio de campo e fotogrÃficos. Analisou-se a trajetÃria de 7 mulheres mÃes. Percebeu-se que as mulheres mÃes no Gereba sÃo sujeitos de saberes e prÃticas sutis de resistÃncia, desencadeadas a partir de suas experiÃncias cotidianas, individuais e/ou coletivas, capazes de minorar os desafios de ser mÃe e mulher na periferia e os danos de se viver em um cotidiano de escassez e violÃncia. Por meio de experiÃncias que envolvem tanto as relaÃÃes familiares, principalmente com os filhos e filhas e as prÃticas de serviÃo, individuais ou em grupo, sobretudo na forma de voluntariado, as mulheres mÃes desenvolvem astÃcias, tÃticas, artes de fazer â reinventam por exemplo os signos de pobreza advindos do lixo a favor de seus desejos, desestabilizando estigmas e produzindo subjetividades mais afirmativas -, num processo onde descobrem nas relaÃÃes de cotidianidade importantes territÃrios educativos, que estimulam o cuidado consigo, com o outro e com a comunidade, e o cultivo de valores humanos. Nesse contexto a afetividade, a alegria, a sociabilidade, a solidariedade e a espiritualidade aparecem como campos educativos reestruturadores de si, que abrangem experiÃncias e prÃticas capazes de possibilitar a esses sujeitos, enquanto mulheres e mÃes, ferramentas para o enfrentamento de uma vida de negaÃÃo de direitos e de privaÃÃo material, nÃo obstante o carÃter intermitente, contraditÃrio e por vezes dramÃtico dessas experiÃncias e prÃticas. / This research aims to understand how women mothers of the Gereba community, Jangurussu neighborhood, experience their experiences of being a mother and a woman in a context of extreme poverty and violence and if they can produce knowledge and resistance practices in favor of a better individual and collective. An ethnographic inspiration course was carried out during a period covering the years 2013, 2016 and 2017, with procedures involving observation, individual interviews, field journal and photographic records. The trajectory of 7 mothers was analyzed. It was noticed that women mothers in the Gereba are subjects of subtle knowledges and practices of resistance, triggered from their daily experiences, individual and / or collective, able to alleviate the challenges of being a mother and a woman in the periphery and the damages of live in an everyday life of scarcity and violence. Through experiences involving both family relationships, especially with the children and the service practices, individual or group, in the form of volunteering, women mothers develop cunning, tactics, arts of making â reinvent for example the signs of poverty deriving from garbage in favor of their desires, destabilizing stigmata and producing more affirmative subjectivities â, in a process where they discover in the relations of daily life important educational territories, that stimulate the care with the other and with the community, and the cultivation of humans values. In this context, resilience, affectivity, joy, sociability, solidarity and spirituality appear as self-restructured educational fields that encompass experiences and practices capable of enabling these subjects, as women and mothers, to cope with a life denial of rights and material deprivation, notwithstanding the interminable, contradictory and sometimes dramatic character of these experiences and practices.

Submitted by (lucia.rodrigues@ufrpe.br) on 2016-06-15T12:02:18Z No. of bitstreams: 1 Gustavo Augusto Mendonca dos Santos.pdf: 1978198 bytes, checksum: fb2bc12ddd71b8c4f19e5d6b513db241 (MD5) / Made available in DSpace on 2016-06-15T12:02:18Z (GMT). No. of bitstreams: 1 Gustavo Augusto Mendonca dos Santos.pdf: 1978198 bytes, checksum: fb2bc12ddd71b8c4f19e5d6b513db241 (MD5) Previous issue date: 2013-02-28 / The current study aims to historicize the daily behavior of the secular clergy in the freguesias do açúcar in Pernambuco in the second half of the seventeenth century, we seek, therefore, to understand how the transgressions committed by members of this group were treated, back then, by society, Church and State. We will analyze how the secular clergy was inserted in the Portuguese society of America and how it interacted with her, being necessary for this an approach of the socioeconomic characteristics of the freguesias do açúcar for us studied. We also will seek to understand how was given the clergy regulation within the legislation of Brazil and Portuguese Empire, within this context we will use the Constituições Primeiras do Arcebispado da Bahia, the Ordenações Filipinas and the Regimentos do Santo Ofício da Inquisição dos reinos de Portugal de 1640 e 1774, codes that governed the society of that time in the civil and religious aspects. From these standards we will seek to analyze its application in everyday life of the freguesias do açúcar in the period between 1750 and 1800, trying to answer the following questions: what were the transgressions practiced by the members of the secular clergy? How the secular and ecclesiastical justice acted against them? What is the opinion of the population about these acts? We can notice, thus, that many were the clergymen that constituted family or offended the sacraments of the church being suspects. We also observed that both the secular and ecclesiastical justice acted against clergymen in Pernambuco, having the same conflict between these two forums, and that the population tended to tolerate the transgressions of the clergy, provided that they did not exceed certain social limits. / O presente trabalho tem por objetivo historicizar o comportamento cotidiano do clero secular nas freguesias do açúcar em Pernambuco na segunda metade do século XVIII, buscamos com isso entender como as transgressões praticadas pelos membros deste grupo eram tratadas na época pela sociedade, Igreja e Estado. Analisaremos como o clero secular estava inserido na sociedade da América portuguesa e como interagia com ela, sendo necessário para isso uma abordagem das características socioeconômicas das freguesias do açúcar por nós estudadas. Também buscaremos compreender como se dava a regulamentação do clero dentro da legislação aplicada no Brasil e no Império português, dentro desse contexto faremos uso das Constituições Primeiras do Arcebispado da Bahia, das Ordenações Filipinas e dos Regimentos do Santo Ofício da Inquisição dos reinos de Portugal de 1640 e 1774, códigos que regiam a sociedade da época nos aspectos civil e religioso. A partir dessas normas buscaremos analisar sua aplicação no cotidiano das freguesias do açúcar no período entre 1750 e 1800, tentando responder as seguintes questões: quais eram as transgressões praticadas pelos membros do clero secular? Como a justiça eclesiástica e leiga agia contra elas? Qual a opinião da população com relação a estes atos? Podemos notar assim que muitos foram os clérigos que constituíram família ou ofenderam os sacramentos da Igreja sendo suspeitos. Também observamos que tanto a justiça eclesiástica quanto a leiga agiam contra clérigos em Pernambuco, havendo mesmo conflito entre estes dois foros, e que a população tendia a tolerar as transgressões do clero, desde que elas não ultrapassem certos limites sociais.

No movimento da Cidade, onde circulam sujeito e palavra, procuramos construir os sentidos do dizer do idoso a respeito da televisão. Em nossa posição deslocada, a escuta discursiva permite \'contemplar\'o processo de produção do dizer em suas condições. Assim, esta pesquisa sem começo absoluto nem final definitivo, aponta caminhos possíveis. O que percorremos está no desafio de situar a Comunicação no campo transdisciplinar. Nele, com o apoio em princípios e procedimentos da Análise de Discurso da Escola Francesa, buscamos compreender as diferentes vozes como prática transformadora. / In the movement of the City, where circulate subject and word, we tried to build the senses of the senior\'s saying regarding television. In our moved position, the discursive listening allows to \'contemplate\" the process of production of the saying in its conditions. So, this research, without absolute beginnong non definitive final, points out possible roads. The one that we traveled is in the challenge of placing the Communication in the transdisciplinary field. In it, whit the support of principais and procedures of the Analysis of Speech of the French School, we try to understand the different voices as a practice transformer.