Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / nÃo hà / Esse estudo se desenvolve no Ãmbito da EducaÃÃo Musical, fundindo, portanto, em sua discussÃo, dois campos: o campo da EducaÃÃo e o campo da MÃsica. Apresenta uma reflexÃo sobre a educaÃÃo musical no Brasil a partir do recorte da formaÃÃo do educador musical. Nessa inter-relaÃÃo, educaÃÃo/mÃsica, buscou compreender como os professores de um curso de educaÃÃo musical se constituÃram em docentes dessa Ãrea, detendo o olhar sobre suas trajetÃrias de vida. Assim, o objetivo do estudo foi investigar o processo de constituiÃÃo do habitus e do campo pedagÃgico-musical na trajetÃria de docentes do curso de EducaÃÃo Musical da UFC. O aporte teÃrico que sustenta essa pesquisa à a Praxiologia ou Teoria das estruturas sociais de Pierre Bourdieu, por procurar desvelar o que subjaz aos fenÃmenos e manifestaÃÃes sociais. Essa abordagem mostra-se tambÃm de grande valor por buscar na interaÃÃo entre os agentes (indivÃduos e os grupos) e as instituiÃÃes, encontrar uma estrutura historicizada que se impÃe sobre os pensamentos e as aÃÃes. A literatura encontrada sobre a temÃtica, apresentou o campo musical, como Ãrea de conhecimento (SOUZA,1996, 2001a, 2001b e DEL BEM, 2001, 2003); como espaÃo de relaÃÃes locais, (BOZON, 2000) e o campo musical de Fortaleza a partir da dÃcada de 1950 (MATTOS, 2007 e SCHRADER, 2002). Nesse caso, o estudo mostrou-se oportuno por preencher uma lacuna existente na literatura, ao abordar a leitura social do contexto do curso de EducaÃÃo Musical da UFC. Tal fato se explica pelo foco dado a um contexto de discussÃes atà entÃo nÃo elucidadas, quanto à tardia emergÃncia desse agente no campo musical de Fortaleza. A investigaÃÃo adotou procedimentos indicados pela abordagem de pesquisa do tipo qualitativa por interessar-se mais pelo processo do que pelos resultados e, por considerar que o âsignificadoâ que as pessoas atribuem Ãs coisas e à sua vida sÃo focos de atenÃÃo especial para o pesquisador (LUDKE e ANDRÃ,1986). Assim, as entrevistas narrativas de histÃria de vida compuseram os instrumentos de coleta de dados, sendo utilizados como ferramentas de registro o diÃrio de campo e o gravador. A pesquisa mostra que os sujeitos se formam em mÃltiplos espaÃos, tempos e contextos, observando que essa constituiÃÃo do ser nÃo se dà com base em grandes acontecimentos ou forjada por amplas revoluÃÃes e rupturas. Ela emerge sutilmente das experiÃncias cotidianas que os agentes vivenciam em suas histÃrias. Inicia no ciclo familiar, que em um processo de socializaÃÃo bÃsico, fornece o suporte para as experiÃncias subseqÃentes, apreciadas no Ãmbito das aprendizagens escolares. A partir destas, sÃo construÃdos uma sÃrie de artefatos que jà se manifestam como culturais na expressÃo de costumes, crenÃas, comportamentos, valores, instituiÃÃes e regras morais. Nesse aspecto, o habitus se assemelhou à cultura e a forma como eles foram se apropriando desses componentes culturais esculpiu os sutis contornos de uma identidade fÃsica/espacial, social e cognitiva, forjada no contexto de suas trajetÃrias. / This present research [study] was developed in the ambit of the Musical Education, uniting thus in its discussion these two fields: the musical and the educational. It shows a ponderation on the musical education in Brazil focused in the formation of the musical educator. In this interrelation, education and music, it was sought to understand how some professors/teachers of a musical academic course became educators in this field taking an account their life trajectories. In this manner, the objective of this study is to find out the process of the building of the hÃbitus and the pedagogical-musical field in the trajectories of a group of professors of the Musical Education Course of Federal University of CearÃ. The theoritical support of this paper is the Praxiology or the Pierre Bourdieuâs theory of the social structures, which tries to unfold which is beneath the phenomena and social manifestations. This approach has proved to be of great value because it seeks, through the interaction between the agents(individuals and groups) and the institutions, to acheive the historical structure that has influenced greatly the thoughts and actions. The bibliography available on this theme has showed the musical field as an area of knowledge(SOUZA, 1996, 2001a, 2001b and DEL BEM 2001, 2003); as an enviroment of local relations,(BOZON, 2000) and the musical field of Fortaleza from the 1950âs(MATTOS, 2007 and SCHRADER, 2002). Therefore this research has proved to be of great importance because it fills a gap that exists in the literature available, once it takes in consideration the social context of the musical education course of the Federal University of CearÃ. This fact is explained by emphasis put on a context of discussions not elucidated so far related to the late emerging of this agent[musical educator] in the musical arena of Fortaleza. This investigation has used procedures indicated in the approach of the quality research because its major concern is focused more in the process than in the results itself and for the researcher considerated the âmeaningâ people give to things and to their lives points of special attention(LUDKE and ANDRÃ, 1986). So the narrative interviews of the life stories were the elements of data gathering. A diary camp and a tape-recorder were used as devices of registration. The research shows that the subjects were formed in diverse places, time and contexts. It was observed that this formation of the being does not happen based on great happenings or was shaped as a result of great rupture and revolutions. It emerges in a subtle form from the daily experiences that the agents lived in their own stories. It begins in the familiar circle, in a basic process of social relation, and provides the support to the subsequent experiences, verified in the ambit of school learning. From these experiences, a great number of mechanisms that have already been manifested as expressions of cultural achievements like habits, beliefs, behaviors, values, institutions and moral rules are built. In this sense, the habitus became very similar to the culture and the way that they[the agents] were assuming these cultural components has mold the subtle nuances of a cognitive, social and spatial/corporeal shaped in the context of theirs trajectories.

Submitted by Kamila Costa (kamilavasconceloscosta@gmail.com) on 2015-06-12T20:24:48Z No. of bitstreams: 1 Tese-Charlene M M da Silva.pdf: 40674351 bytes, checksum: 0800b8d3f9431b49f90a3027b7032a75 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-06-15T14:44:34Z (GMT) No. of bitstreams: 1 Tese-Charlene M M da Silva.pdf: 40674351 bytes, checksum: 0800b8d3f9431b49f90a3027b7032a75 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-06-15T17:46:00Z (GMT) No. of bitstreams: 1 Tese-Charlene M M da Silva.pdf: 40674351 bytes, checksum: 0800b8d3f9431b49f90a3027b7032a75 (MD5) / Made available in DSpace on 2015-06-15T17:46:00Z (GMT). No. of bitstreams: 1 Tese-Charlene M M da Silva.pdf: 40674351 bytes, checksum: 0800b8d3f9431b49f90a3027b7032a75 (MD5) Previous issue date: 2015-02-13 / FAPEAM - Fundação de Amparo à Pesquisa do Estado do Amazonas / This paper seeks to understand the rural territorialities in the municipality Parintins and its relationship with socio-environmental sustainability, based on the analysis of the process of circularity of the culture, habitus, and the environmental ethos in Zé Açu. The concepts of territory, territoriality and place were the theoretical reference to understand the relationship that exists between society, environment and culture and its connection to sustainability in its several dimensions. The research is characterized as quali-quantitative, using both quantitative and qualitative data (triangulation). This is because in studies on socioenvironmental issues, especially when the subject-environment relationship is involved, the joining of distinct areas of knowledge is necessary as, therefore, is the use of different methods that allow for a more wide-ranging comprehension of the reality. Data collection techniques used include a survey given via forms, participant observation, individual and collective (focus group) interviews with tabulation and processing done using statistical programs (SPSS and Excel), for the quantitative data and discourse analysis for qualitative data. Data was presented using tables, charts, graphs, maps and dense description of the analytical-reflexive character resulting from participant observation and interviews. It is through agriculture and fishing that traditional knowledge is passed on, where the land and the water become the locus of the reproduction of the life of the families living along the riverbanks of Zé Açu. Likewise, religious rites and folkloric festivals help to maintain their social, cultural and territorial structure. The main environmental problems in the area of study are: lake aggradation, deforestation for livestock farming, mining and increased production of solid waste that is improperly discarded. Environmental agencies and research institutes have little presence in order to avoid/mitigate these problems that already affect the ways of life of the people dwelling along the rivers. The main community of Zé Açu, Bom Socorro, has been found to be undergoing a process of changes to its spatial and socio-cultural structure; however, these changes, which occur in rural areas, are inherent to the arrival of aspects of modern life that bring contact with other references closer. This does in fact result in transformations; nevertheless, it does not mean the end of certain ways of life, but rather that they take on new meanings, now based on other values and social practices that will always be dynamic. The understanding of the relationship of the territory with culture as presented here can help in reflections on the strategies used by these groups to better control and order their territories, as well as in conserving natural resources so as to guarantee the balance between the ecosystems and the subjects that use them, thus maintaining the habitus and environmental ethos of the riverbank dwellers of Zé Açu. After all, this is the basic presupposition of sustainability in its social, economic, cultural and environmental dimension. / Este trabalho buscou compreender as territorialidades rurais no município de Parintins e sua relação com a sustentabilidade socioambiental, a partir da análise do processo de circularidade da cultura, habitus e o ethos ambiental no Zé Açu. Os conceitos de território, territorialidade e lugar foram referência teórica para entender a relação existente entre sociedade, ambiente e cultura e sua ligação com a sustentabilidade em suas várias dimensões. A pesquisa caracteriza-se como quali-quantitativa utilizando tanto dados quantitativos como qualitativos (triangulação). Como técnicas para coleta de dados realizou-se um survey com aplicação de formulários, observação participante, entrevistas individuais e coletivas (grupo focal) com tabulação e processamento sendo feito com programas estatísticos (SPSS e Excel), para os dados quantitativos e a análise de discurso para os qualitativos. É por meio da agricultura e da pesca que são repassados os conhecimentos tradicionais, onde a terra e a água tornam-se o lócus da reprodução da vida das famílias ribeirinhas do Zé Açu. Assim como, os ritos religiosos e as festas folclóricas ajudam a manter a sua estrutura social, cultural e territorial. Os principais problemas ambientais na área de estudo são: o assoreamento do lago, desmatamento para a pecuária, extração mineral e o aumento na produção de resíduos sólidos com destinação inadequada. Há pouca presença de órgãos ambientais e institutos de pesquisa para que se possam evitar/mitigar esses problemas que já afetam o modos de vida dos ribeirinhos. Constatou-se que a principal comunidade do Zé Açu, Bom Socorro, está passando por um processo de mudanças em sua estrutura espacial e sociocultural, porém, essas mudanças que ocorrem em áreas rurais são inerentes a chegada de aspectos da vida moderna que estreita o contato com outras referências, ocasionando, transformações. Porém, não significa ser o fim de determinados modos de vida, mais sim, sua ressignificação, agora pautada por outros valores e práticas sociais que serão sempre dinâmicas. A compreensão da relação do território com a cultura, aqui apresentada pode auxiliar nas reflexões sobre as estratégias utilizadas por esses grupos para ordenar e controlar melhor seus territórios, assim como, na conservação dos recursos naturais de forma a garantir o equilíbrio entre os ecossistemas e os sujeitos que os utilizam, mantendo assim, o habitus e o ethos ambiental dos ribeirinhos do Zé Açu, pois, esse é o pressuposto básico da sustentabilidade em sua dimensão social, econômica, cultural e ambiental.

Submitted by admin tede (tede@pucgoias.edu.br) on 2018-08-23T12:12:36Z No. of bitstreams: 1 Leandro Daniel Porfiro.pdf: 1303865 bytes, checksum: 2caecdc9372009c0e6ee91eec57b62c6 (MD5) / Made available in DSpace on 2018-08-23T12:12:36Z (GMT). No. of bitstreams: 1 Leandro Daniel Porfiro.pdf: 1303865 bytes, checksum: 2caecdc9372009c0e6ee91eec57b62c6 (MD5) Previous issue date: 2018-06-26 / In this work, which is available in the Research Groups Directory of CNPq PUC Goiás Education, History, Memory and Cultures in different social settings and in the Research Line Education, Society and Culture, the subject matter of Science Fairs in the school environment is discussed under the theoretical perspective of Germano and Kulesza (2006) on the Popularization of Science (dissemination, vulgarization, popularization and scientific literacy) and the different senses related to it, articulated with the construction of the concept of Modern Science, as a scientific field, its expressed disputes over objects of investigation, epistemologies, methods, beliefs and criteria for truth verification. The historical social emergence of Science Education in secondary school, promoted in school institutional settings, necessarily permeates a particular conception of Culture, Science and Philosophy which guide scientific and citizenship education. This work seeks to retrieve: what are the memories and history of Science Fairs occurred during the schooling process? Therefore, the following research questions were defined: a) what history and memories do people keep from Science Fairs? b) what is the dominant notion of Science that such Fairs build as a cultural disposition able to being internalized as Habitus? c) what is the theoretical framework of Science Fair initiatives as a strategy for the Popularization of Science? This is an exploratory research, one of a qualitative and comprehensive nature grounded on the historiographical studies which favor the concepts of culture, history and memory. Based on the elaboration and appropriation of the state of knowledge of the subject matter, document analysis and interviews made with 35 (thirty-five) people, out of 70 approached, inserted in different age groups, from 20 to 69 years of age, it was possible to notice that the narratives highlighted that Science Fairs, focused on the exhibition of experimental work, encourage knowledge production as well as creativity, considering that they constitute important events for the dissemination of science. It was also possible to identify among the different science notions involved in school memories which hegemonic notion of Science was culturally internalized by the people interviewed, as well as their acceptance or resistance to the hegemony of Positivist Science, a feature which is structurally present and built symbolically by Science Fairs in school settings. / Esta Tese, inserida no Diretório de Pesquisa CNPq PUC Goiás Educação, História, Memória e Culturas em diferentes espaços sociais e na Linha de Pesquisa Educação, Sociedade e Cultura; problematiza-se a temática Feira de Ciências em espaços escolares pela perspectiva teórica de Germano e Kulesza (2006) da Popularização da Ciência (divulgação, vulgarização, popularização e alfabetização científica ou letramento) e os vários sentidos associados a ela, articulada à construção do conceito de Ciência Moderna, como campo científico, suas disputas expressas em objetos de investigação, epistemologias, métodos, crenças e critérios de verificação da verdade. A emergência histórico-social do Ensino de Ciências, do antigo ciclo ginasial e hoje Ensino Fundamental, promovidas nos espaços institucionais escolares, perpassa obrigatoriamente por uma determinada concepção de Cultura, Ciência e Filosofia que orientam a formação científica e cidadã. Busca-se resgatar: qual a história e as memórias das Feiras de Ciências ocorridas no processo de escolarização? Foram definidas as seguintes questões orientadoras: a) - qual é a história e memórias que as pessoas guardam das Feiras de Ciências? b) - qual a noção dominante de Ciência que essas Feiras constroem como disposição cultural passível de ser internalizada como Habitus? c) - qual o enquadramento teórico das iniciativas das Feiras de Ciências, como estratégia de Popularização da Ciência? Trata-se de uma pesquisa exploratória, de natureza qualitativa e compreensiva aportada nos estudos historiográficos que privilegiam os conceitos de cultura, história e memória. A partir da elaboração e apropriação do estado do conhecimento da temática, análise de documentos e entrevistadas a 35 (trinta e cinco) pessoas inseridas em diferentes grupos geracionais de 20 a 69 anos, foi possível apreender que as narrativas evidenciaram que as Feiras de Ciências, com foco na exposição de trabalhos experimentais, estimulam a produção do conhecimento e a criatividade considerando-se que se configuram como importantes eventos de divulgação científica. Foi também possível identificar nas diversas noções de ciência integrantes das memórias escolares, a noção hegemônica de Ciência internalizada culturalmente pelos Sujeitos entrevistados e sua filiação ou resistência à hegemonia da Ciência Positivista, traço estruturalmente presente e construída simbolicamente pelas Feiras de Ciências em espaços escolares.

Made available in DSpace on 2016-07-27T13:54:27Z (GMT). No. of bitstreams: 1 LIANNA MARYA PEIXOTO GUSMAO.pdf: 1810548 bytes, checksum: 5a683cecd4939b0c42c50ab48826e17f (MD5) Previous issue date: 2009-09-11 / This paper titled: Young female university students in undergraduate nursing: the universe and cultural habitus of the profession trainers, part of the research Society and Culture Education Program Graduate Education (Master and Doctorate) Catholic University of Goiás (UCG). Its purpose was to understand who are the young women in the undergraduate program in nursing at UCG, where strategies are created by them to ensure continuity in higher education and the meanings attributed to the professionalization in nursing. This study was grounded on the concepts Bourdieusian, especially the scientific field, habitus and strategy. The concept of habitus has proved appropriate to understand the way of thinking and acting of young university students of nursing program in UCG. To perform the work used several methodological procedures: the bibliographic to apprehend the discussion of youth, higher education in Brazil and nursing course, the implementation of seventy-four (74) questionnaire and completion of six (6) interviews with young women aged 18 to 24 years, attending the seventh (7th) and eighth (8th) periods of the course. There was a qualitative research asking who are these them in an attempt to know the faces of the youthful universe, so being young and what the trainers habitus of the profession. For this, the first chapter is located in the nursing area of the SCU, as well as its historical path, from the theory bourdieusian field, aiming to understand that young women are, what strategies are created by them to ensure their permanence in higher education and the meanings attributed to training in terms of nursing as a profession. In the second chapter, based on Foracchi (1965); ROMANELLI (2003), Sposito (2005); ZAGO (2006) is to know the aspects that characterize the young academic, such as socioeconomic status of family, work and study. In the third, seek to show the meanings attributed by young people to nursing, professional and work, keeping in view the perspective of how people move between modes of being young and professional habitus then indicate the representations produced by them around the image itself, and also the profession. Are also considered studies of youths who emphasize the complexity of the universe and its contemporary youth plurality, which call attention to the need for analysis and looks capable of addressing the multiplicity of youths face the transformations of contemporary societies. In that sense it was noticed that the academic has great relevance in the formation of professional habitus. / O presente trabalho denominado: Jovens universitárias da graduação em enfermagem: Universo sociocultural e habitus formadores da profissão fazem parte da linha de pesquisa Educação Sociedade e Cultura do programa de Pós Graduação em Educação (Mestrado e Doutorado) da Pontifícia Universidade Católica de Goiás (PUC-Go). O seu propósito foi compreender quem são as jovens mulheres do curso de graduação em enfermagem da UCG, quais estratégias são criadas por elas para garantir a permanência no ensino superior e quais sentidos atribuem à profissionalização no campo da enfermagem. Este estudo teve como referência teórica os conceitos bourdieusianos, em especial o de campo cientifico, habitus e estratégias e dado o objeto de estudo realizou-se uma pesquisa predominantemente qualitativa. Para realização do trabalho utilizou-se de diversos procedimentos metodológicos: da consulta bibliográfica visando apreender a discussão da juventude, do ensino superior brasileiro e do curso de enfermagem; da aplicação de setenta e quatro (74) questionários e realização de seis (6) entrevistas com jovens mulheres na faixa de 18 a 24 anos, cursando o sétimo (7º) e oitavo (8º) períodos do curso. A pesquisa investiga as jovens mulheres, suas estratégias para garantir a permanência no ensino superior e os sentidos atribuídos à formação em termos da enfermagem como profissão. Com base em FORACCHI (1965); ROMANELLI (2003); SPOSITO (2005); ZAGO (2006) procurou-se conhecer os aspectos que caracterizam as jovens acadêmicas do ensino superior, tais como: condição socioeconômica da família, estudo e trabalho. Finalmente, são analisados os sentidos atribuídos pelas jovens à enfermagem, à profissionalização, ao trabalho e os habitus profissionais para, então, indicar as representações produzidas por elas em torno da própria imagem e, também, da profissão. Para a análise são considerados os estudos sobre juventudes (indicar os principais autores) que enfatizam a complexidade do universo juvenil e sua pluralidade, que chamam atenção para a necessidade de olhares e de análises capazes de abordarem a multiplicidade das juventudes frente às transformações das sociedades contemporâneas. Nesse sentido percebeu-se que a formação acadêmica possui grande relevância na formação do habitus profissional.

The purpose of this study is to investigate underlying factors that create and maintain homogeneity in the advertising industry, and how those who produce advertising relate to this. The study is based on an intersectional perspective in order to reach a deeper understanding of how inequality is created in the advertising industry. The study's empirical data has been collected based on six qualitative interviews with women who work at different advertising agencies in Stockholm. Our results show that high financial, social and cultural capital affects the work opportunities favourably, and contributes to the industry's homogeneity. The term habitus has been used to locate and create an understanding of how homogeneity is created and reproduced. Furthermore, current norms and values ​​within the industry have been identified and have created an understanding for the appearance of the homogenity. The result also shows that the advertising as a product, and the informants' experiences of their own workplace are affected by the industry's homogeneity, which has led to the argumention for a greater diversity among the employees. Advertising has a position of power in today's consumer society where they have influence over people's self-identities, which has led to the argument for a greater diversity among employees would had been favorable for everyone in order to be to feel represented, but also that the homosocial reproduction where men currently possess positions with more power should be broken in order to create a more equal industry which in turn can be a step towards a more equal society. / Syftet med uppsatsen är att ta reda på vilka processer som samverkar i skapandet och upprätthållandet av homogenitet i reklambranschen, utifrån ett intersektionellt perspektiv. Studiens empiri har samlats in utifrån sex kvalitativa intervjuer med kvinnor som arbetar på olika reklambyråer i Stockholm. Vårt resultat visar på att det krävs ett högt ekonomiskt, kulturellt och socialt kapital för att få jobb inom branschen. Begreppet habitus har används för att lokalisera och skapa en förståelse kring hur homogenitet skapas och reproduceras. I uppsatsen har det också identifierats att de olika könen befinner sig inom olika makt- och möjlighetsstrukturer inom branschen, vilket bland annat förklarats utifrån homosocial reproduktion. Resultatet visar att reklamprodukten och informanternas upplevelser av den egna arbetsplatsen påverkas av branschens homogenitet. Uppsatsen har skapat en insikt om att reklamskaparna har en maktposition i dagens konsumtionssamhälle där de besitter inflytande över människors självidentiteter. Därmed har det argumenterats för att det krävs en större mångfald bland de anställda för att bekämpa stereotypiserad reklam och låta alla känna sig representerade. Det har också framkommit att den homosociala reproduktionen där män i dagsläget besitter positioner med mer makt behövs brytas för att skapa en mer jämställd bransch som i sin tur kan vara ett steg mot ett mer jämställt samhälle.

This study focuses what children choose to play with in the preschool yard without active involvement on the part of the preschool teacher. With Bourdieus' concepts of habitus, capital, and fields as theoretical frameworks, the following questions are examined: 1) How does the habitus reflect in a child's choice of play? 2) How can a child's choice of what to play be understood from the perspective of their preschool's culture? The empirical data consists of observations of the child at play, the pedagogical material they use, the place in which they choose to play, the placement of the teachers, and the range of the pedagogical material made available to the child in the preschool yard. This study argues that the choices a child makes, in terms of what to play, is influenced by the culture of the preschool. This is strengthened based on the survey of comparing two different preschools with two different cultures. By discovering patterns in a child's choice of what to play and comparing the results with each other, it becomes possible to analyze how the differences and similarities between playtime at two different preschools can be linked to habitus, capital and fields. This study shows that there are differences about what the children chose to play, how many they play together and how much they talk and move around. / I denna studie fokuseras vad barnen väljer att leka ute på förskolans gård när de leker utan vuxnas aktiva inblandning. Med Bourdieus begrepp om habitus, kapital och fält som teoretiskt ramverk undersöks frågorna: Hur avspeglar sig habitus, de omedvetna mönster människan bär med sig, i barns lekval? Hur kan barns lekval förstås utifrån förskolans kultur? Det empiriska materialet består av observationer av barnens lek, materialet de använder, platsen de väljer att leka på och pedagogernas placering samt vilket utbud av material barnen erbjuds på förskolans gård. Studien argumenterar för att lekvalen påverkas av den kultur som råder inom förskolan. Detta stärks utifrån resultaten från observationerna av barns lekval på två olika förskolor med olika kultur. Genom att upptäcka mönster i barnens lekval och jämföra resultaten med varandra blir det möjligt att analysera hur skillnader och likheter kan kopplas till habitus, kapital och fält. Studien visar att det finns skillnader i barns lekval, hur många de leker tillsammans och i vilken grad de pratar och rör sig i leken.

<p>The inherited education and the (un)free choice?</p><p>- A comparative survey between five different programs on University of Örebro</p><p>The aim with this paper has been to examine and to report for different sociocultural background factors (class property, the parents' level of education, the parents' income) importance for the choice of type of education and to see if there is any differences between different university courses with respect to class property. Our issues were following:</p><p>1. What/which sociocultural factors have had most importance for the choice of programs on universities?</p><p>2. How is the distribution between the different classes in the different university programs?</p><p>Our study is a comparative survey with the aim to detect possible connection patterns, differences and resemblances with respect to the students' social background. In our survey we have used questionnaires as a method for data collection. Our ambition has not been to give a comprehensive picture of what/which sociocultural factors that had most importance for the students' choices to begin to study on universities throughout Sweden. Therefore, we delimited us only to carrying out the survey at University of Örebro. Our population consists thus of a programme from each faculty on University of Örebro.</p><p>The empirical material from the questionnaire survey, has been presented with appropriate statistical methods, it has been analyzed and discussed with the aid of Bourdieus habitus theory.</p><p>In this survey we can among other things establish that it occurs certain differences between the different programs, which have been included in the study, among other things with respect to class property. We have also found other relevant connection among different variables.</p> / <p>Syftet med denna uppsats är att undersöka och redogöra för olika sociokulturella bakgrundsfaktorers (klasstillhörighet, föräldrarnas utbildningsnivå, föräldrarnas inkomst) betydelse för valet av typ av utbildning samt se om det finns skillnader mellan olika universitetsprogram med avseende på klasstillhörighet. Våra frågeställningar är följande:</p><p>1. Vilken/vilka sociokulturella faktorer har haft mest betydelse för valet av program/inriktning på universitet/högskolan?</p><p>2. Hur ser fördelningen av klasstillhörigheten mellan de olika programmen ut?</p><p>Vår studie är en komparativ surveyundersökning med syftet att upptäcka eventuella sambandsmönster, skillnader och likheter med avseende på studenternas sociala bakgrund. I vår undersökning har vi att använt oss av enkäter som en metod för datainsamling. Vår ambition har inte varit att ge en heltäckande bild av vilken/vilka sociokulturella faktorer som haft mest betydelse för studenternas val att börja studera att på högskola/universitet i hela Sverige. Därför avgränsade vi oss endast till att utföra undersökningen vid Örebro universitet. Vår population består således av ett program från varje fakultet på Örebro universitet.</p><p>Det empiriska materialet från enkätundersökningen, har presenterats med lämpliga statistiska metoder, har analyserats och diskuterats med hjälp av Bourdieus habitusteori.</p><p>I denna undersökning har vi bland annat kunnat konstatera att det förekommer vissa skillnader mellan de olika universitetsprogrammen, som har ingått i studien, bland annat med avseende på klasstillhörighet. Vi har även funnit en del andra relevanta samvariationer mellan olika variabler.</p>

Die Magisterarbeit (im Studiengang Soziologie an der Universität Potsdam) knüpft an Beate Krais’ Gedankengang an, wonach durch die unreflektierte Präsenz des Parsonschen Rollenkonzepts innerhalb der (soziologischen) Theorie, theoretische Gegensätze von Individuum und Gesellschaft, Natur und Kultur, Körper und Geist, Irrationalismus und Rationalismus etc. konzeptionell reformuliert werden. Auf dieser strukturellen Grundlage, so Krais’ kritische Stoßrichtung, legitimiere auch die Frauen- und Geschlechterforschung nur wieder überkommene Stereotypen über Geschlechterrollen (Gender) innerhalb moderner, ausdifferenzierter Gesellschaften. Grundlegender jedoch werde so die Vorstellung eines natürlich gegebenen Unterschieds zwischen ‚zwei’ Geschlechtern (Sex) begründet. Feministische Theorie, so Regine Gildemeisters und Angelika Wetterers sozialkonstruktivistisch fundierte Betrachtung, konterkariere auf diesem Wege gerade ihren eigenen Anspruch, das Ideologem: „Biologie als Schicksal“ als solches zu entlarven. In theoretisch-methodischer Konsequenz vollziehe man vielmehr eine problematische Positivierung des Geschlechterdualismus. In Überwindung dieser Problematik sind zwei Richtungen theoretischer Entwicklung erkennbar. Einerseits wird im Anschluss an neuere modernistische bzw. poststrukturalistische Argumentationen die Möglichkeit einer kritisch orientierten Sozial- bzw. Geschlechterforschung grundsätzlich bezweifelt. Andererseits wird an dieser Stelle aber auch der paradigmatische Übergang von der Frauen- und Geschlechterforschung zur Geschlechterverhältnisforschung expliziert, welcher die für das feministische Projekt grundlegende Verbindung wissenschaftlicher und kritischer Ambitionen neu reflektiert und im Anspruch auf eine integrative, gendersensible Sozialwissenschaft forschungsstrategisch neu ausrichtet. Mit der Betrachtung der Soziologie Pierre Bourdieus tritt der Diskussion eine theoretische Position hinzu, die in eigener Weise Schwachstellen und Einseitigkeiten postmoderner und postfeministischer Ansätze herausstellt. Auf der Grundlage einer praxeologischen Theorie zeigen sich aber auch besondere Affinitäten zum feministischen Diskurs. Über eine Theorie der symbolischen Gewalt verdeutlicht Bourdieu, wie die Kategorie ‚Geschlecht’ in der sozialen Praxis der Akteure immer wieder konstruiert wird (doing gender). Gleichwohl verweist er, über bisherige Erkenntnisse hinausgehend, auf die soziale Mächtigkeit dieser Kategorie innerhalb der Dialektik sozialer und symbolischer Strukturen. Gegen die Kritik, die im deutschsprachigen Raum von Seiten der Frauen- und Geschlechterforschung an Bourdieus Buch: „Die männliche Herrschaft“ (1997) geübt wurde, versucht die Arbeit einer vorschnellen Lesweise und Aburteilung des Bourdieuschen Werks durch eine evaluative Betrachtung seiner soziologischen Konzepte im Hinblick auf die Herausforderungen feministischer Theorie und Kritik entgegenzuwirken. / The Master’s thesis, written in sociology at the University of Potsdam, focuses on Beate Krais’ criticism of Women and Gender Studies which claims that because of the unreflected presence of Parson’s concept of social roles theoretical oppositions as there are the individual and society, nature and culture, body and mind, irrationalism and rationalism etc. are conceptionally reformulated. This legitimates not only stereotypes of gender roles within modern, differentiated societies but more fundamentally justifies the notion of a natural given difference between ‘two’ sexes. Hence Regine Gildemeister und Angelika Wetterer argue that feminist theory does not do justice to its demand which is to reveal the view of “biology as destiny” as an ideological notion. The consequence is that in a theoretical and methodical way, feminism exercises a problematic affirmation of the gender dualism. There are two types of theoretical developments trying to overcome these contradictions of feminism. On the one hand, following new modernistic or poststructural argumentations, the possibility of a critically orientated Approach to Social and Gender Study is called into question. On the other hand, one can observe the paradigmatic transition from Women and Gender Studies to Gender Relation Studies which not only rethink the connection of academic and critical ambitions but also articulate the demand of an integrative, gendersensitive Social Science instead of reserving an academic niche any longer. The theory of the sociologist Pierre Bourdieu adds to the discussion by pointing out the limits of postmodern and postfeministic theoretical approaches. Nevertheless, within the frame of a praxeological theory, particular affinities to the feminist discourse are apparent. Bourdieu’s theory of symbolic violence understands ‘gender’ as a relational term. However, by going far beyond given insights, Bourdieu reveals this notion to be a powerful social category within a dialectical framework of social and symbolic structures. Trying to oppose to the criticism that representatives of Women and Gender Studies have articulated towards Bourdieu’s work: “Die männliche Herrschaft” (1997), this Master’s thesis intends to counteract a superficial reading and sentencing of Bourdieu’s work by offering an evaluative and reflective consideration of his sociological concepts in terms of feminist demands and challenges.

Als ich anfing, ein Thema für meine Promotion zu erarbeiten, fand ich Massentests ziemlich beeindruckend. TIMSS: über 500000 Schüler getestet. PISA: 180000 Schüler getestet. Ich wollte diese Datenbasis nutzen, um Erkenntnisse für die Gestaltung von Unterricht zu gewinnen. Leider kam ich damit nicht weit. Je tiefer ich mich mit den Tests und den dahinterstehenden Theorien befasste, desto deutlicher schälte sich heraus, dass mit diesen Tests keine neue Erkenntnis generiert werden kann. Fast alle Schlussfolgerungen, die aus den Tests gezogen werden, konnten gar nicht aus den Tests selbst gewonnen werden. Ich konzentrierte mich zunehmend auf die Testaufgaben, weil die Geltung der Aussage eines Tests an der Aufgabe erzeugt wird: In der Aufgabe gerinnt das, was die Tester als „mathematische Leistungsfähigkeit“ konstruieren. Der Schüler wiederum hat nur die Aufgabe vor sich. Es gibt nur „gelöst“ (ein Punkt) und „ungelöst“ (kein Punkt). Damit der Schüler den Punkt bekommt, muss er an der richtigen Stelle ankreuzen, oder er muss etwas hinschrei-ben, wofür der Auswerter einen Punkt gibt. In der Dissertation wird untersucht, was die Aufgaben testen, was also alles in das Konstrukt von „mathematischer Leistungsfähigkeit“ einfließt, und ob es das ist, was der Test testen soll. Es stellte sich durchaus erstaunliches heraus: - Oftmals gibt es so viele Möglichkeiten, zur gewünschten Lösung (die nicht in jedem Fall die richtige Lösung ist) zu gelangen, dass man nicht benennen kann, welche Fähigkeit die Aufgabe eigentlich misst. Das Konstrukt „mathematische Leistungsfähigkeit“ wird damit zu einem zufälligen. - Es werden Komponenten von Testfähigkeit mitgemessen: Viele Aufgaben enthalten Irritationen, welche von testerfahrenen Schülern leichter überwunden werden können als von testunerfahrenen. Es gibt Aufgaben, die gelöst werden können, ohne dass man über die Fähigkeit verfügt, die getestet werden soll. Umgekehrt gibt es Aufgaben, die man eventuell nicht lösen kann, obwohl man über diese Fähigkeit verfügt. Als Kernkompetenz von Testfähigkeit stellt sich heraus, weder das gestellte mathematische Problem noch die angeblichen realen Proble-me ernst zu nehmen, sondern sich statt dessen auf das zu konzentrieren, was die Tester angekreuzt oder hinge-schrieben sehen wollen. Prinzipiell erweist es sich als günstig, mittelmäßig zu arbeiten, auf intellektuelle Tiefe in der Auseinandersetzung mit den Aufgaben also zu verzichten. - Man kann bei Multiple-Choice-Tests raten. Die PISA-Gruppe behauptet zwar, dieses Problem technisch über-winden zu können, dies erweist sich aber als Fehleinschätzung. - Sowohl bei TIMSS als auch bei PISA stellt sich heraus, dass die vorgeblich verwendeten didaktischen und psychologischen Theorien lediglich theoretische Mäntel für eine theoriearme Testerstellung sind. Am Beispiel der Theorie der mentalen Situationsmodelle (zur Bearbeitung von realitätsnahen Aufgaben) wird dies ausführlich exemplarisch ausgearbeitet. Das Problem reproduziert sich in anderen Theoriefeldern. Die Tests werden nicht durch Operationalisierungen von Messkonstrukten erstellt, sondern durch systematisches Zusammenstückeln von Aufgaben. - Bei PISA sollte „Mathematical Literacy“ getestet werden. Verkürzt sollte das die Fähigkeit sein, „die Rolle, die Mathematik in der Welt spielt, zu erkennen und zu verstehen, begründete mathematische Urteile abzugeben und sich auf eine Weise mit der Mathematik zu befassen, die den Anforderungen des gegenwärtigen und künftigen Lebens einer Person als eines konstruktiven, engagierten und reflektierten Bürgers entspricht“ (PISA-Eigendarstellung). Von all dem kann angesichts der Aufgaben keine Rede sein. - Bei der Untersuchung des PISA-Tests drängte sich ein mathematikdidaktischer Habitus auf, der eine separate Untersuchung erzwang. Ich habe ihn unter dem Stichwort der „Abkehr von der Sache“ zusammengefasst. Er ist geprägt von Zerstörungen des Mathematischen bei gleichzeitiger Überbetonung des Fachsprachlichen und durch Verwerfungen des Mathematischen und des Realen bei realitätsnahen Aufgaben. Letzteres gründet in der Nicht-beachtung der Authentizität sowohl des Realen als auch des Mathematischen. Die Arbeit versammelt neben den Untersuchungen zu TIMSS und PISA ein ausführliches Kapitel über das Prob-lem des Testens und eine Darstellung der Methodologie und Praxis der Objektiven Hermeneutik.

The inherited education and the (un)free choice? - A comparative survey between five different programs on University of Örebro The aim with this paper has been to examine and to report for different sociocultural background factors (class property, the parents' level of education, the parents' income) importance for the choice of type of education and to see if there is any differences between different university courses with respect to class property. Our issues were following: 1. What/which sociocultural factors have had most importance for the choice of programs on universities? 2. How is the distribution between the different classes in the different university programs? Our study is a comparative survey with the aim to detect possible connection patterns, differences and resemblances with respect to the students' social background. In our survey we have used questionnaires as a method for data collection. Our ambition has not been to give a comprehensive picture of what/which sociocultural factors that had most importance for the students' choices to begin to study on universities throughout Sweden. Therefore, we delimited us only to carrying out the survey at University of Örebro. Our population consists thus of a programme from each faculty on University of Örebro. The empirical material from the questionnaire survey, has been presented with appropriate statistical methods, it has been analyzed and discussed with the aid of Bourdieus habitus theory. In this survey we can among other things establish that it occurs certain differences between the different programs, which have been included in the study, among other things with respect to class property. We have also found other relevant connection among different variables. / Syftet med denna uppsats är att undersöka och redogöra för olika sociokulturella bakgrundsfaktorers (klasstillhörighet, föräldrarnas utbildningsnivå, föräldrarnas inkomst) betydelse för valet av typ av utbildning samt se om det finns skillnader mellan olika universitetsprogram med avseende på klasstillhörighet. Våra frågeställningar är följande: 1. Vilken/vilka sociokulturella faktorer har haft mest betydelse för valet av program/inriktning på universitet/högskolan? 2. Hur ser fördelningen av klasstillhörigheten mellan de olika programmen ut? Vår studie är en komparativ surveyundersökning med syftet att upptäcka eventuella sambandsmönster, skillnader och likheter med avseende på studenternas sociala bakgrund. I vår undersökning har vi att använt oss av enkäter som en metod för datainsamling. Vår ambition har inte varit att ge en heltäckande bild av vilken/vilka sociokulturella faktorer som haft mest betydelse för studenternas val att börja studera att på högskola/universitet i hela Sverige. Därför avgränsade vi oss endast till att utföra undersökningen vid Örebro universitet. Vår population består således av ett program från varje fakultet på Örebro universitet. Det empiriska materialet från enkätundersökningen, har presenterats med lämpliga statistiska metoder, har analyserats och diskuterats med hjälp av Bourdieus habitusteori. I denna undersökning har vi bland annat kunnat konstatera att det förekommer vissa skillnader mellan de olika universitetsprogrammen, som har ingått i studien, bland annat med avseende på klasstillhörighet. Vi har även funnit en del andra relevanta samvariationer mellan olika variabler.