Based on eighteen months of fieldwork amongst anarchist and anti-authoritarian groups in Athens this thesis focuses on the December 2008 Greek revolt. It is an ethnographic exploration of collective self-organised practices in the public spaces of Athens and the occupied buildings of that period. It posits that these sets of processes were developed in the revolt as politics of subversion of the everyday life which in the thesis is considered both the site of alienation and emancipation. Based on Bourdieu, this study suggests that the everyday practices of subversion in radical politics are habitual dispositions of action that have been developed, based on past events which go as far back as the Greek civil war (1946-49), to establish a political living in the present, a process that is explored based on what Friedman calls ‘mythologisation' . Drawing on De Certeau, Lefebvre and Vaneigem it is argued that these collective dispositions are the productive factors of tactics of the subversion which emerge in the context of everyday situations defined by the particularities of public space, imagination and public memory.This suggests that the revolt was not an organised process to create a counter-hegemony but rather, a multitude of micro-processes which used everyday situations as sites of subversion. This argument is explored based on the notion of the social imaginary as defined by Taylor and Castoriadis. In this thesis imagination is considered to be constitutive of the politics of subversion. Fuelled by past events and habitual dispositions of actions radical political practices in the revolt were formative of an ontological process which imagines and explains the political as personal and the private as public. According to that interpretation the event of the death of Alexandros Grigoropoulos generated sites where official power could be challenged, escaped and confronted by tactics of subversion.

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2017-03-07T14:21:48Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) HISTÓRIAS DE VIDA DE DOCENTES QUE SE TORNARAM SINDICALISTAS.pdf: 2843234 bytes, checksum: 20e2675064fc05d352272bf3af0bc03a (MD5) / Made available in DSpace on 2017-03-07T14:21:49Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) HISTÓRIAS DE VIDA DE DOCENTES QUE SE TORNARAM SINDICALISTAS.pdf: 2843234 bytes, checksum: 20e2675064fc05d352272bf3af0bc03a (MD5) Previous issue date: 2016-06-22 / Esta pesquisa tem como objetivo geral compreender como determinadas pessoas construíram sua individualidade pelo desenvolvimento de um autocontrole instintivo e consciente. Em face da continuidade dessa construção, relacionaram-se e exerceram funções num sindicato docente (SINTEPE), contribuindo assim, para sua educação sindical, resultando, destarte, em mudanças de comportamento. O estudo trata das histórias de duas pessoas que se formaram professores e que na década de 80 do século passado se articularam no movimento docente, tendo esse grupo de indivíduos se filiado, posteriormente, a uma representação sindical, em 1990. No entanto, mediante essas relações de interdependência e funções exercidas em meio aos sindicalistas do SINTEPE, por condicionamento e compulsão, os indivíduos desta pesquisa interiorizam novos hábitos entre si, refletindo a partir deles os novos comportamentos sociais, as características da representação dessa entidade. Sinalizando, com isso, para uma perspectiva de uma educação informal. Para fundamentar este estudo, sustentome nos parâmetros metodológicos, no campo educacional, por uma abordagem historiográfica, fundamentada na teoria da História Nova, de Jacques Le Goff (1990), estruturada pelo método de história oral temática. Esta metodologia se apoia nas memórias desses indivíduos, mediante processo de coleta de dados por instrumento de entrevistas semiestruturadas, em que buscamos uma análise dos mesmos, em face ao aporte teórico de Nobert Elias (1970; 1994; 1998; 2011), tendo como primazia a valorização da oralidade, mas não desconsiderando a necessidade do diálogo entre outras fontes documentais em que esse processo analítico se apoiou, referenciado no procedimento de análise, segundo Kohl (2012). Consequentemente, alcançamos os resultados dos objetivos desta pesquisa. Primeiramente, a partir dos docentes sindicalistas entrevistados por terem apresentado a formação de suas individualidades a partir de aspectos sólidos e amadurecidos, para um autocontrole psíquico adulto. Em seguida, desdobraram relações de interdependência no seio do movimento sindical docente, mediante diversos níveis e formas, prevalecendo às características da função e do poder, latentes nestes processos relacionais. Por fim, através dessas experiências de relações figuraram para uma educação informal, embora articulada, também, pela modalidade educativa formal já existente, a partir da formação política do SINTEPE, onde, destarte, os docentes sindicalistas entrevistados apresentaram terem tido mudanças de hábitos mediante compulsão coletiva, no período em que passaram a interagir neste grupo social. / This work focuses on understanding how some people were able to build up their individuality by developing na instinctive and conscious self-control. This development took place in the Teacher`s Union where these people worked together and started some relationship, improved their Union education resulting in behavioral changes. The research is about two persons Who graduated teachers and on the 80`s were part of a teaching movement. Later, they were affiliated to Union representation. However, through these interdependence relationships and their work with Union staff, by compulsion and conditioning, they internalized new habits each other as well as a new social behavior. This fact created na informal education perspective. In order to support the study, I use methodological parameters in the educational field by a historiographical approach, based on the theory of New History, Jacques Le Goff (1990), and structured by the thematic oral history method. This methodology is based on the memories of these individuals through data collection process by means of semi-structured interviews, in which we seek an analysis thereof, by the theoretical framework of Nobert Elias (1970; 1994; 1998; 2011). We excel for the valuation of orality, but not disregarding the need for dialogue between other resources in which this analytical process is supported and referenced in the analysis procedure, according to Kohl (2012). Some results were reached out. Firstly, the union teachers presented formation of their individuality from solid and mature aspects. Secondly, they deployed interdependencies within the teacher trade union movement, through various levels and forms, prevailing the characteristics of the function and power, visible in these relational processes. Finally, these relationship experiences resulted in informal education, although articulated also by a previous formal educational modality, from the political formation of SINTEPE, where respondents union teachers had changes in habits by collective compulsion, in the period they began to interact in this social group.

Orientador: Angela Del Carmen Bustos Romero de Kleiman / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-16T03:49:05Z (GMT). No. of bitstreams: 1 Maues_JuliaAntonia_D.pdf: 4544791 bytes, checksum: 567409e87aecd84c2efa633f5dbf00c6 (MD5) Previous issue date: 2010 / Resumo: Esta pesquisa tem como objetivo promover a identificação do processo de formação de leitura das professoras do Ciclo Básico I, do ensino fundamental da escola Sílvio Nascimento, da rede pública municipal, situada no bairro da Condor, periferia da cidade de Belém, Pará, a fim de contribuir para o entendimento do letramento como prática social situada. Para tanto, há a necessidade de estabelecer relações entre os processos de formação de leitura, a partir da cultura local das professoras alfabetizadoras da escola em questão, e as práticas de ensino que envolvem letramentos escolares por elas praticadas. Nessas ações, há dificuldade de reconhecer os saberes da cultura local como objetos de ensino, mesmo que eles estejam hibridizados com os saberes legitimados pelo currículo oficial da escola e façam parte da constituição histórica de leitura das professoras. Daí a problematização e a análise desse processo de constituição de leitura, para desenvolver uma pesquisa que possa conjugar os subsídios da Linguística Aplicada - especificamente, o enfoque dos Estudos de Letramento, aliada/o à teoria da prática bourdieusiana, reinterpretada por Bernard Lahire ([1998] 2000) e Williams Hanks (2008), a uma metodologia que assume a palavra como um signo social ideológico (BAKHTIN [VOLOSHINOV] [1979] 2004). A metodologia de pesquisa, além da observação de tipo etnográfica, utiliza entrevistas para a geração de narrativas escritas e orais sobre o processo de formação de leitura nos campos sociais educacionais de socialização primária - escola e a família; e secundária - academia e escola como local de trabalho. A abrangência do estudo, com a inserção no cotidiano pedagógico da escola SN por meio de intervenções colaborativas nas ações das professoras alfabetizadoras, possibilitou uma reflexão na prática, demonstrando o habitus linguístico das professoras não só por meio das percepções e posicionamentos incorporados e ocupados por elas, como também pela tomada de novos posicionamentos no campo social educacional. Em termos objetivos, a pesquisa visa a contribuir para a compreensão das ações das professoras alfabetizadoras que envolvem os letramentos na instância escolar no espaço amazônico e agenciar reflexões sobre o processo geral de formação de leitura do professor / Abstract: The main purpose of this research is to investigate the process of becoming a reader in a group of primary school teachers. The teachers work in a public school situated at the Condor quarter, in the periphery of Belém, State of Pará, Brazil. In the reading activities of these subjects, object of an ethnographic observation, it is difficult to recognize the local culture as an object of teaching, whether it is hibridizyded or not with legitimate knowledge, as authorized by the official curriculum, although this culture is part of the teachers' history of literacy. In order to analyze the teachers's reading acquisition process, we start from the approach known as New Literacy Studies, which take literacy as a situated social practice, and we complement it with Bourdieu's theory of practice, as refined by Bernard Lahire and Williams Hanks, in a interdisciplinary perspective of Applied Linguistics. Besides the ethnographic observation, the research methodology, uses interviews for the generation of written and oral narratives that focus on the teachers' reading formation process in the educational social fields of primary socialization - school and family, and secondary socialization - academy and school as work place. The scope of the study, with daily accompaniment of the school SN through collaborative interventions with teachers, made possible a reflection in practice, demonstrating the teachers' linguistic habitus through their perceptions and positionings in the educational social field. In objectiveterms, the research seeks to contribute to the understanding of the teachers' actions that involve school literacies in the Amazon area and to reflect about the teachers' reading formation processes / Doutorado / Lingua Materna / Doutor em Linguística Aplicada

The thesis discusses the social phenomenon of fitness and exercise in the fitness centers. It contains descriptive and comparative research of visitors fitness centers in Prague and Frankfurt am Main as representatives of this new phenomenon. It is a group of visitors who visit the fitness center at their leisure time. Research on the theoretical basis Bourdie's concept of habitus, social space and capital is trying to detect and describe patterns and main motivations of visitors fitness centers and their potential differences or similarities on the international basis.

Orientador: Ronaldo Romulo Machado de Almeida / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-08-22T23:13:42Z (GMT). No. of bitstreams: 1 Canalli_FrancoAugusto_M.pdf: 7098394 bytes, checksum: ddacedc1343f0b28a0f6e28765451635 (MD5) Previous issue date: 2013 / Resumo: Existem aproximações e similaridades entre o trabalho do antropólogo e o de um jornalista? Quais estratégias e técnicas discursivas um programa de reportagens utiliza para que sua narrativa se empenhe, concomitantemente, em marcar posição, se distinguindo no campo, além de funcionar como um mecanismo de defesa a possíveis críticas? Os integrantes de uma mesma empresa telejornalística tendem a seguir linhas de raciocínio e práticas semelhantes em vosso trabalho? O que é necessário para ser um jornalista investigativo? Diante destas questões, este trabalho busca analisar qual o significado e quais as consequências que o processo de produção das notícias (o meio) tem no conteúdo final de um programa de reportagens, isto é, quando exibido na TV. Para tanto, a dissertação tem como objeto de investigação o programa de reportagens Profissão Repórter, da emissora Rede Globo de Televisão, e atua por meio, principalmente, da análise audiovisual do programa desde o período de seu surgimento, em 2006, até o final de 2010 / Abstract: Are there proximities and similarities between the job of an anthropologist and of a journalist? Which strategies and discursive techniques a TV report program utilizes so that its narrative strives, simultaneously, in set a position, distinguing itself in the field, furthermore working as a mechanism of defense to possible criticism? The integrators from the same telenews company tend to follow line of reasoning and similar practice in your job? What does it need for a journalist being investigative? Facing these questions, this paper aims at analyzing what the meaning and what the consequences that the production process of news (the core) has in the final content of a TV report programs, that is, when exhibited on TV. For such thing, a dissertation has as mean of investigation the TV report program Profissão Repórter, from the TV network Rede Globo de Televisão, and acts through, mostly, from audiovisual analysis from the same since the appearance period, in 2006, to the final of 2010 / Mestrado / Antropologia Social / Mestre em Antropologia Social

[pt] Considerando a leitura e a construção narrativa como atividades libertadoras e agregadoras, este trabalho pretende pesquisar e analisar, pelo ponto de vista do design, metodologias, estratégias, técnicas, práticas e suportes lúdicos e pedagógicos; identificar problemas e propor um sistema de alternativas que possa instrumentar o mediador de leitura, dar-lhe autonomia e facilitar sua tarefa de incentivar a inserção da leitura prazerosa e da construção narrativa no habitus social. / [en] This work takes into account reading and narrative construction as liberating and aggregating activities, and intends to research and analyze, from the point of view of design, methodologies, strategies, techniques, practices and educational and pedagogical supports; identify problems and propose a system of alternatives that can instrument the mediator of reading, give him autonomy and help him in his task of encouraging the insertion of reading with pleasure and narrative writing in the social habitus.

The dissertation is about Rudolf Slánský, an important figure in the history of the Communist Party of Czechoslovakia. The first part of the text is based on a reconstruction of Slánský's political activities. It looks at his leaning towards left-wing ideas when he became interested in social democracy at the beginning of the 1920s and subsequently became a member of the Czechoslovak Communist Party where he was involved in the internal struggles of that time. An important part of the text consists of Slánský's activities as regional secretary in Moravská Ostrava. Two basic camps clashed in the Ostrava region (although the disputes were more of a personal nature than ideological) and in Slánský's subsequent rise (he became regional secretary) the efforts of the Prague Communist Party leadership to calm the situation and to put a "compromise" candidate in charge (or one that was not personally involved in either of the camps) can partly be seen. By transferring him, the aim of the Prague leadership was to "calm down/bring into line" the young radical, but also eventually to give him the opportunity (in an important region) to show his abilities (especially his organisational abilities). Upon his return from Ostrava, Rudolf Slánský began to get involved in the power struggles within the Communist...