Made available in DSpace on 2016-08-03T16:16:13Z (GMT). No. of bitstreams: 1 Manoel Alves do Nascimento.pdf: 1171155 bytes, checksum: 4cdb2e68d043941d47266e2641300dc0 (MD5) Previous issue date: 2009-03-20 / People with disabilities are excluded from society because of the negative mark of discrediting received by the social environment - for his appearance or his way of being different - that puts out the standard classifying them as being deviant. In everyday school say whether these brands and they reproduce, not encouraging people with disabilities overcome such a stigma. The research aims to examine how stigma built by students with disabilities influence the process of interaction and inclusion school, studying evidence as it develops the process of stigmatization in the light of school everyday thoughts of Erving Goffman. It is used a literature review of the specific theme, based on studies of Erving Goffman together the empirical research based on the ethnographic experienced by the author in his studies of community, is used as strategies for research, interviews with teachers and 3 comments recorded scenes of daily life through school, 2 public schools in Brazil. In chapter.1 we seek to understand the constructs of Goffman mainly through his academic career in chapter.2 the work focused on understanding the social interaction and mainly defined by the author in question as an order of interaction, where people are authors within of a social scene in chapter 3. the research revolves around the end stigma and how this influences the interaction and the advancement of people with disabilities, finally finishes the work in chapter .4 presenting the analysis of records of interviews and scenes of everyday school life. The selected scenes show the actors involved, the scenario, and the plot of the interactions, identifying the strategies of stigma built by students with disabilities, seeking connections with the inclusive policies and the Brazilian schools. First comes the research identifying the school as a means of socialization and creation of knowledge has an important role in this process of change, although often play the social stigma. The school can help in changing the look that excludes, unmasking some of the masks and own social inclusion; their renewal and their stakeholders should value the differences in construction of new knowledge(AU) / As pessoas com deficiências são excluídas da sociedade devido à marca negativa de descrédito recebida pelo meio social - por sua aparência ou seu modo de ser diferentes - que os coloca fora da norma classificando-os como seres desviantes. No cotidiano escolar essas marcas se afirmam e se reproduzem, não promovendo às pessoas com deficiências uma superação desse estigma. A pesquisa visa analisar como o estigma incorporado pelos alunos com deficiências influencia no processo de interação e inclusão escolar, de forma a estudar indícios de como se desenvolve o processo de estigmatização no cotidiano escolar sob a luz dos pensamentos de Erving Goffman. O presente estudo utiliza-se uma revisão de literatura especifica do tema, fundamentada nos estudos de Erving Goffman, conjuntamente à pesquisa empírica baseada na etnografia vivenciada pelo autor em seus estudos de comunidade, foram utilizadas como estratégias de pesquisa, entrevistas com três professores e observações registradas por meio de de observação de cenas do cotidiano escolar de ´duas escolas públicas do estado de SPSão Paulo . No capítulo 1 buscamos entender os constructos de Goffman principalmente por meio de sua trajetória acadêmica, no capítulo 2 o trabalho centrou-se na compreensão da interação social e principalmente na questão definida pelo autor como ordem da interação, em queentende-se que as pessoas são autores dentro de um palco social, no capítulo 3. a pesquisa aborda o termo estigma e explica sua influência na interação e no avanço das pessoas com deficiência. Por fim, o trabalho se encerra no capítulo .4 apresentando a análise das entrevistas e dos registros das cenas do cotidiano escolar. As cenas selecionadas apresentam os atores envolvidos, o cenário, e o enredo das interações, identificando as estratégias do estigma incorporado pelos alunos com deficiência e buscando ligações com as políticas inclusivas e as escolas brasileira. A pesquisa identificou que a escola, como meio de socialização e criação de saberes, possui um papel importante neste processo de mudança, apesar de muitas vezes reproduzir o estigma social. Observamos então que a escola pode auxiliar na mudança do olhar que exclui, à maneira que mostra algumas máscaras do social e da própria inclusão; no entanto é importante salientar que sua renovação e de seus agentes sociais deve valorizar as diferenças para construção de novos conhecimentos.(AU)

This thesis investigates the aesthetic presence of social performance in six French and Czechoslovak New Wave films of the 1960s. The New Wave was particularly interested in portraying everyday life, and the film corpus studied in this thesis focuses specifically on the representation of the characters' social lives. In addition, the films share the commonality of being made with an aesthetic of authenticity inspired more or less by the 1960s observational documentary genre of cinéma vérité. In the film corpus, ordinary social situations occupy a more prominent place on screen than usual, and instigate a social kind of engagement with the films. Where narrative context conventionally provides the framework for a character's actions, in these unconventional films, it is the characters' social environments that more precisely contextualize their way of being. The aim of the thesis is to engage with these social contexts to understand the characters' social behaviours, and to examine how the 'vérité aesthetic' evokes a social kind of reading of the films. To this end, I develop in the first chapter a Goffmanian approach to the films, inspired by sociologist Erving Goffman's writings on social reality as a performative realm. I use his notions of social performance, social framework, and social perception to engage with each film through what I call a 'social gaze' that inspects the social dynamics of the characters' behaviours. Over the course of three case study chapters, I apply this approach to the films to unearth and discuss their social range of meaning. This thesis thus aims to contribute both to film historical scholarship on the 1960s European New Wave, and to a study of the aestheticization of social reality in film in general.

Studiens syfte har varit att undersöka människors ageranden på det integrerade folk- och skolbiblioteket för att med hjälp av Erving Goffmans dramaturgiska perspektiv tydliggöra den sociala strukturen på det integrerade folk- och skolbiblioteket. Genom att observera sociala interaktioner och tolka dessa ur ett dramaturgiskt perspektiv och sätta dessa tolkningar i relation till en förförståelse av bibliotekariens roll samt bibliotekets uppdrag baserade på texterna Bibliotekariens praktiska kunskaper – om kunskap, etik och yrkesrollen (2016) av Eva Schwarz (red.) samt Olika syn på saken – Folkbiblioteket bland användare, icke-användare och personal (2011) av Svensk Biblioteksförening visar studien på att beroende på vem som befinner sig i biblioteket aktualiseras de olika aspekterna av den integrerade folk- och skolbiblioteksverksamheten. I mötet mellan allmänhet och bibliotekarier blir folkbiblioteksaspekterna tydliga medan i inplanerade möten med skolklasser framhävs skolbiblioteksverksamheten. När elever använder biblioteket som ett ställe att hänga på under skoldagen händer något med stämningen i biblioteket och interaktionen, eller snarare bristen på interaktion, mellan elever och bibliotekarier gör något med biblioteket som varken liknar de ageranden som kan kopplas ihop med folkbiblioteksverksamheten eller skolbiblioteksverksamheten. Slutsatsen är att mötet mellan elever och bibliotekarier skulle kunna vara det som utgör kärnan i den sociala strukturen för det integrerade folk- och skolbiblioteket. Slutsatsen grundar sig dessvärre på ett mycket litet material och bör därför snarare ses som en ingång till vidare forskning mer än en tillförlitlig slutsats.

Submitted by Paula Mello (paulamello@sibi.ufrj.br) on 2017-05-19T19:01:26Z No. of bitstreams: 1 Tese Paula Mello 2017.pdf: 7536498 bytes, checksum: a427d811382e6ec9e96fd9d67c798221 (MD5) / Approved for entry into archive by Samantha Eunice de Miranda M. Pontes (samantha@sibi.ufrj.br) on 2017-10-30T17:35:58Z (GMT) No. of bitstreams: 1 Tese Paula Mello 2017.pdf: 7536498 bytes, checksum: a427d811382e6ec9e96fd9d67c798221 (MD5) / Made available in DSpace on 2017-10-30T17:35:59Z (GMT). No. of bitstreams: 1 Tese Paula Mello 2017.pdf: 7536498 bytes, checksum: a427d811382e6ec9e96fd9d67c798221 (MD5) Previous issue date: 2017-04-10 / Analisa o impacto do ensino interdisciplinar na produção discente da pós-graduação, utilizando como amostragem as teses e dissertações (T&D) apresentadas ao Programa de Pós-Graduação em História das Ciências e das Técnicas e Epistemologia da Universidade Federal do Rio de Janeiro. Considerando as variedades temáticas das disciplinas e a formação dos professores, o objetivo é identificar as áreas que estão mais representadas nas teses e dissertações, no período de 2003 a 2014, visando demonstrar a interdisciplinaridade do Programa. Utiliza como aporte teórico-metodológico a Bibliometria, área de pesquisa da Ciência da Informação, em particular, a Lei de Zipf e a fórmula do Ponto de Transição (T) de Goffman, de modo a identificar as palavras com conteúdo semântico e proceder ao reconhecimento da interdisciplinaridade. Os resultados comprovam a eficiência da aplicação da Lei apresentando um quadro representativo da inserção temática das áreas do conhecimento nas T&D e demonstram que a grande concentração temática corresponde às áreas iniciais que deram origem ao Programa. Foi observado que novas áreas foram sendo incorporadas ao longo dos anos analisados encontrando-se ainda dispersas no conjunto da produção discente. / Analyzes of the impact of interdisciplinary teaching in postgraduate student production, using as sampling the thesis and dissertations of the Program of History of Science, Techniques and Epistemology of the Federal University of Rio de Janeiro. Considering the thematic varieties of the disciplines subject and the different academic formation of the teachers, the objective is to identify which areas are most productive in relation to thesis and dissertations, from 2003 to 2014, in order to demonstrate the interdisciplinarity of the Program. For this analysis we used the Goffman Transition Point formula, Bibliometrics methodology, Research area of Information Science, in order to identify words with semantic content among the analyzed material. The results demonstrate the efficiency of the application of the Law presenting a representative picture of the thematic insertion of the areas of knowledge in T & D and show that the great thematic concentration corresponds to the initial areas that gave rise to the Program and the areas incorporated during the analyzed years are still dispersed throughout the production of thesis and dissertations.

Social media platforms have proliferated rapidly, altering societal norms of communication. Whilst a number of studies (Treem & Leonardi, 2012; Leonardi, 2014; Koch, Gonzalez & Leidner, 2013) have shed light on the implications of social media use for firms, there remains a limited understanding of how firms interpret and implement social media. This thesis seeks to address the gap by exploring the psycho-sociological processes underpinning social media use in small firms. Data was collected during a qualitative study of social media use in 31 organizations in the United Kingdom (UK) and interpreted using concepts from Swidlers (1986) cultural toolkit framework. This thesis contributes insights about the wide variety of resources required to participate in the networked society (Harris, Rae & Misner, 2012) using social media platforms. Previous studies have suggested that interpretations play an important role in social media use (i.e. Treem & Leonardi s affordances, 2012) but have failed to explicate how interpretations of social media are formed. This study found that respondents drew on a wide variety of cultural tools (Swidler, 1986) in order to interpret and operate their social media accounts. These included their embodied skills, habits and styles as well as resources that were available through their social networks. The study found that the respondents interpretation of social media as a low risk and highly uncertain endeavour prompted their experimentation with various combinations of cultural tools as attempts were made to overcome the common challenges of social media use (i.e. finding time for social media, knowing what to post on social media). One such challenge related to the marked difference between social media interactions and face-to-face encounters. The findings are used to extend Goffman s notion of situation-like encounters (1979). It is contended that social media provide a rich example of a situation-like context.

In modern society the mere reading of a text is not enough, instead human strive for literacy, a deeper understanding of the text and a capacity to think individually. This ability is studied through reading habits and is said to be developed through working with literature. Since not all youths enjoy reading as a fun hobby, this essay will focus on an alternative which could function as a method to develop literacy. This essay will examine the literacy potential of role-playing games.      Role-playing games have been around for many years and there are several different methods of using them for education. The question is if role-plays that are not specifically educational could be useful too. Through a text analysis based on scientifically published texts studying different kinds of role-play and games this essay is meant to look into the scientific view of role-playing and what potential they hold to develop literacy.      The empirical material will be analysed through two different theories. The first one is Erving Goffman’s theatrical metaphor, which allows one to scrutinize human’s need to play various roles. This will be used principally to analyse the scientists’ roles when they write about role-play. The second one is Judith Langer’s theories about envisioning literature and the four stances in the process of building an envisionment.      Through this analysis it can be seen that scientists do work with this kind of role-play. There are various ways in which role-play can be used to develop literacy, but the subject is still in need of more research to establish the potential for literacy from role-playing games other than videogames.

Abstract The early childhood education given in day care centres affects the everyday life of many children and families in Finnish society. According to the statistics of STAKES (1999), the number of children in day care centres began to increase in the mid-1990s, exceeding 140,000 in 1997. The implementation of early childhood education and the quality of day care centres as growing environments have a significant impact on the growth and development of children. Although research on early childhood education has increased over the past few years, actual work research has been scant. The importance of research on early childhood work has been highlighted by the recent major changes in early childhood education and the educational system, the establishment of early childhood education as an academic line of study and the pre-school reform. Due to these changes, the current state of early childhood education and the needs to develop it have been under debate. This doctoral thesis focuses on the early childhood work done in day care centres, aiming to provide a theoretical and methodological framework for the analysis of early childhood education, and to analyze the practical work done in day care centres. The theoretical and methodological frame of reference is based on Erving Goffman's (1974) frame analysis, which provides the conceptual tools for analyzing the regularity of everyday life in day care centres on the one hand and the complexity, versatility, and change on the other. The empirical data were obtained by observations and interviews carried out in nine day care centres in the Province of Oulu in the spring 1997. The goal of the data analysis was to identify the frames that organize the work of day care staff and to analyze the dynamics of frames in the everyday life of day care centres. According to the findings, early childhood educators approached their work through five different frames. Within the educational frame the meaning of early childhood work was to support and promote learning. When early childhood educators interpreted their working situations through the caring frame, they maintained the well-being and emotional security of the actors in the day care context. Within the managing frame the meaning of early childhood work was to avoid chaos and maintain order. The practical frame defined early childhood work as organizing people, physical environment and time. The personal frame introduced into early childhood education various perspectives from the workers' private lives. For example, early childhood education was influenced by the worker's life history, acute life situation, and parenthood. These frames and the exchange, overlap and modification of the frames provided the logic of the organization and variability of everyday life in day care centres. Within these frames, the actors had multiple roles and identities. The theoretical, methodological and practical findings of the study can be utilized in the pre- and in-service training of early childhood educators. Based on these findings, day care workers and working communities can also evaluate and develop their own work. The report will also allow the parents of day care children, the decision-makers and other stakeholders to get acquainted with the everyday life of day care. / Tiivistelmä Päiväkodeissa toteutettava varhaiskasvatustyö vaikuttaa suomalaisessa yhteiskunnassa monien lasten ja lapsiperheiden arkielämään. Stakesin (1999) tilastojen mukaan päiväkodeissa olevien lasten lukumäärä on ollut nousussa 1990-luvun puolivälin jälkeen, ja vuonna 1997 päiväkodeissa hoidettiin jo yli 140 000 suomalaislasta. Lasten kasvun ja kehityksen näkökulmasta on merkityksellistä se, miten varhaiskasvatustyö toteutuu, ja minkälaisen kasvuympäristön päiväkoti muodostaa. Vaikka varhaiskasvatusta koskeva tutkimustoiminta on viime vuosikymmeninä lisääntynyt, varsinainen työntutkimus on ollut varsin vähäistä. Suomalaisessa yhteiskunnassa varhaiskasvatustyön tutkimuksen ajankohtaisuutta korostavat viime vuosina varhaiskasvatukseen ja kasvatusjärjestelmään kohdistuneet merkittävät muutokset, varhaiskasvatuksen koulutuksen vakinaistuminen yliopistoissa sekä esiopetusuudistus. Näistä johtuen sekä päiväkodeissa että varhaiskasvatuksen koulutusyksiköissä on väistämättä jouduttu pohtimaan varhaiskasvatustyön tämänhetkistä tilaa ja sen kehittämistarpeita. Käsillä oleva väitöskirjahanke kohdentuu päiväkodeissa tehtävään varhaiskasvatustyöhön, ja sillä on varhaiskasvatustyön teoreettiseen ja menetelmälliseen jäsentämiseen sekä käytännön päiväkotityön erittelyyn tähtääviä tavoitteita. Tutkimuksen teoreettinen ja metodologinen viitekehys rakentuu Erving Goffmanin (1974) kehysanalyyttisen näkökulman pohjalle, joka tarjoaa tutkimukselle käsitteelliset välineet päiväkodin arkielämän järjestyneisyyden sekä toisaalta sen epäyhtenäisyyden ja vaihtelun tarkasteluun. Tutkimuksen empiirinen aineisto koostuu havainnointi- ja haastatteluaineistosta, joka kerättiin yhdeksässä Oulun läänin alueella sijaitsevassa päiväkodissa keväällä 1997. Aineistoanalyysin kautta pyrittiin löytämään päiväkodin työntekijöiden työtä jäsentäviä kehyksiä, työtä koskevia vakiintuneita ajattelu- ja toimintatapoja, sekä analysoimaan kehysten dynamiikkaa päiväkodin arkipäivässä. Tutkimus osoitti varhaiskasvattajien tulkitsevan työtään viiden erilaisen kehyksen kautta. Opetuksellisen kehyksen puitteissa varhaiskasvatustyön merkitys määrittyi oppimisen tukemisena ja edistämisenä. Hoivakehyksessä keskeistä oli päiväkodin toimijoiden hyvinvoinnin ja emotionaalisen turvallisuuden ylläpitäminen. Tulkitessaan työtään hallinnan kehyksen kautta varhaiskasvattajat suuntautuivat kaaoksen karttamiseen ja järjestyksen ylläpitämiseen. Käytännöllisen kehyksen puitteissa varhaiskasvatustyön merkitys määrittyi ihmisten, fyysisen ympäristön sekä ajan organisoimisena. Persoonallisen kehyksen kautta varhaiskasvatustyöhön tuli mukaan työntekijöiden yksityiseen elämänpiiriin liittyviä näkökulmia. Esimerkiksi työntekijöiden elämänhistoria, akuutti elämäntilanne tai oma vanhemmuus määrittivät joissakin tilanteissa varhaiskasvatustyötä. Näistä kehyksistä sekä kehysten vaihdoksista, päällekkäisyyksistä ja muunnoksista rakentui päiväkodin arkielämän jäsentyneisyyden ja toisaalta myös sen monimuotoisuuden logiikka. Kehysten puitteissa rakentuivat myös päiväkodin toimijoiden roolit ja identiteetit monimuotoisiksi. Tutkimuksen tuloksena rakentuneita teoreettisia, menetelmällisiä ja päiväkodin käytännön työhön liittyviä näkökulmia voidaan hyödyntää eri tavoin esimerkiksi varhaiskasvattajien perus- ja täydennyskoulutuksessa. Myös päiväkodin työntekijät ja työyhteisöt voivat tutkimuksen pohjalta arvioida ja kehittää omaa työtään. Tutkimus mahdollistaa myös päiväkotilasten vanhempien, päättäjien sekä muiden tahojen perehtymisen päiväkodin arkielämään.

I barnens vardag i fritidshemmet och i skolan befinner sig barnen i flera olika gemenskaper där de får olika mycket inflytande hos varandra. Syftet med denna studie var att undersöka vilken betydelse olika gemenskaper får för barns vardag i fritidshemmet. För att undersöka detta ställdes följande forskningsfrågor: Vad får barns kultur för betydelse för barns gemenskaper? Hur upprätthålls och förändras olika roller i barns gemenskaper? Studien har utgått från Goffmans (1959) teori om hur det sociala livet skapas i gemenskaper som sedan satts i relation till Johansson (2003), Qvarsell (2003) och Sparrmans (2006) beskrivning av barns perspektiv och kultur. Studien har tagit sin utgångspunkt i den kvalitativa forskningsstrategin där semistrukturerade intervjuer använts som metod för samtalspromenaderna och fokusgruppsamtalen. Studien visar att begreppet popularitiet innefattar olika egenskaper som att vara duktig och kunnig på flera olika saker. Barnen beskriver att det är skillnad på att vara kompisar och bästa kompisar, en bästa kompisa är någon som barnen beskriver att de känt under en längre tid. Barnen beskriver att avundsjuka är något som kan uppstå mellan varandra om de väljer att leka med andra kompisar eller vid de tillfällen där barnen visar för mycket av sin kunskap inför varandra. Barnen beskriver att de använder sig av olika strategier för att stärka sina kompisgemenskaper vilket kan leda till att barn utesluts från gemenskapen.

This thesis critically interrogates the role of local context in the adoption and interpretation of video technology and gaming practices in the little studied locale of India. Video gaming is a recent phenomenon in India which has been rapidly increasing in popularity, yet it has gained little academic attention in digital gaming research. The project seeks to understand the emergence of practices of consumption of video games in India from the point of view of Indians themselves through the exploration of how Indian video gamers situate, interpret and negotiate the practice of video game play. In his book Video Gamers (2012), Gary Crawford makes a case for analysing game play as a practice, situated within everyday experiences and social networks. Crawford identifies two deficiencies in gaming studies: the dominance of a Western-centric viewpoint and the disregard for player context. This research addresses these shortcomings in two ways. First, through situating the field research in Chandigarh. Second, by employing a mixed methods qualitative approach - observations, interviews, focus groups, field notes, pictures and video recordings – to elicit the detail of the gamers' cultural context. Situating these practices within the broader social, historical, geographical and cultural milieu allows for the conceptualisation of contextual factors in terms of their influence on the adoption and interpretation of the global gaming practice in a local setting. These methods allow for the examination of, first, multiple culturally embedded factors and, second, the players' processes of sense making applied to video gaming. Each method makes the social world of the gamers visible in different ways. Fieldwork predominantly took place in video gaming parlours. Investigating game players in the space of the video gaming parlour enabled a more honed understanding of how the practice of video gaming was ‘glocalised’ within particular social, geographical and cultural contexts. A smaller second study was conducted in Manchester, to collect data in a setting that is culturally different from India. This contrasting data provided greater sensitivity to cultural factors in India which might have otherwise been overlooked or which had been obscured. The research draws theoretically upon Bourdieu’s theories of social field, habitus, and capital, combining these with Goffman’s notions of dramaturgy and framing, and Robertson’s concept of glocalisation. These concepts provided a theoretical framework that enabled a interrogation of the data to reveal the sociocultural processes embedded in the gaming parlours, and the individual’s creative engagements with video game products themselves. The methodological and theoretical framework, then, were complementary, offering both an experiential and contextual approach. This study found that video gamers interpret and make sense of the practice of video gaming through their contextual situation, and that they will both consciously and unconsciously attempt to glocalise the practice of video gaming so that it becomes culturally more acceptable.

Majoriteten av de som lever med skyddade personuppgifter i Sverige är kvinnor som flyr från före detta partners. Studiens syfte är att undersöka hur kvinnor som lever med skyddade personuppgifter ser på sin vardag, sin identitet och sin tillit till individer i deras närmaste omgivning samt till samhället. Vi har besvarat syftet med hjälp av teoretiska utgångspunkter från Anthony Giddens och Erving Goffmans teoretiska perspektiv och begrepp som berör individen och individens sociala interaktioner i samhället. Vi har genom online-intervjuer intervjuat kvinnor som levt skyddat under varierande tidslängder, från sex månader till åtta år. Kvinnorna är i åldrarna 30 till 50 år och har olika bakgrunder till varför de lever skyddat men med den gemensamma nämnaren att de alla flyr från män som de tidigare haft en relation med. Denna studie har en fenomenologisk ansats där vi har utgått ifrån informanternas livsvärld för att få förståelse för hur informanterna upplever fenomenet som är att leva med skyddade personuppgifter. I vårt resultat av studien så har vi kommit fram till att den förändrade situationen resulterat i att kvinnornas liv satts på paus och deras personliga utveckling har till viss del stannat av, vilket deras vardag till stor del har påverkats negativt av. Deras utsatthet har resulterat i en bristande tillit till sin omgivning och även till myndigheter och samhället. Majoriteten av kvinnorna känner att samhället åsidosätter kvinnornas rättigheter och placerar dem på skyddade boenden för att de inte ska behöva ta ansvar för dem. De flesta känner en liten upprättelse över att de har fått skyddet och blivit betrodda av rättsväsendet, dock upplever kvinnorna att de inte har fått en fullständig upprättelse eftersom de tvingas leva begränsat medan gärningspersonen ofta går fri.