Esta dissertação analisa as articulações da disputa por hegemonia com julgamentos sobre o significado de qualidade da educação de alunos de uma escola municipal e de uma escola privada de Porto Alegre. O trabalho vincula-se ao campo da Sociologia da Educação na medida em que se interessa pelo estudo da estabilidade e da mudança da hegemonia e suas relações com a realidade educacional. Para tal estudo, considera-se necessária a operação de complexa teoria, utilizando-se os conceitos de ideologia, articulação e hegemonia, além de complexa metodologia, optando-se por uma análise relacional. Este estudo toma alunos como público de pesquisa para incluir julgamentos daqueles que são atendidos pela educação no debate sobre a educação. Estes são julgamentos sobre um tema específico: a qualidade. A opção por estudar os julgamentos dos alunos sobre esta palavra decorre de que ela tem sido considerada o eixo fora do qual não tem sido possível o diálogo sobre avanços educacionais, independentemente do que signifique. A partir do entendimento bakhtiniano de que a disputa pelo significado da palavra é o indicador preciso da disputa pela ideologia, analisa-se como se articulam os julgamentos dos alunos sobre o que é qualidade, para que se possa compreender então a ideologia. Relaciona-se, assim, a ideologia presente nos julgamentos dos alunos com a hegemonia, e se a relaciona com as condições sociais específicas dos alunos. Neste sentido, a opção por alunos de uma escola privada e de uma escola municipal advém do interesse de entender como a questão de classe, bem como os projetos pedagógicos das escolas, influencia nos seus julgamentos. Os dados obtidos apontaram como os alunos, ao mesmo tempo que interagem com as influências de seus contextos específicos e com a hegemonia, ativamente rearticulam sentidos e constituem julgamentos ideológicos sobre o que é qualidade. As diferentes formas como a noção de qualidade é interpretada, nos cenários pesquisados, e as possibilidades de confronto a noções vinculadas à hegemonia de mercado, articuladas nos julgamentos, apontam para o caráter histórico e instável da hegemonia na educação. / The present thesis aims at analysing the articulations of the dispute for hegemony with judgements about the meaning of quality in education from students from a municipal and a private school in Porto Alegre. This research is linked to the field of Sociology of Education in that it is interested in the study of stability and change of hegemony and its relations to educational reality. For this task, complex theory operation is required, and, in this sense, ideology, articulation and hegemony are key concepts here. Also, complex methodology is important for this complex enterprise, and relational analysis is also basal in this study. This investigation takes students as its research public, in order to include judgements of those who are the target in education in the debate of education. These are judgements about a specific matter: quality. The option for studying student’s judgements about this particular word stems from the fact it has been considered an axis outside which it has been impossible a dialogue about educational improvements, despite what it means. Based on the bakthinian understanding that the dispute for the meaning of a word indicates precisely the dispute for ideology, it is analysed how student’s judgements about quality are articulated, in order to understand ideology. So, ideology in their judgements is related to hegemony, and also to student’s specific social conditions. In this sense, the option for students from a private and a municipal school comes from an interest in understanding how the matter of class, as well as the pedagogic projects from each school, influences their judgements. Data obtained indicates how, at the same time students interact with the influences of their specific contexts and with hegemony, they actively rearticulate meanings and constitute ideological judgements about quality. The different ways the notion of quality is interpreted, in the research field, and the possibilities of confrontation to notions linked to the hegemony of market, articulated in their judgements, point to the historic and unstable properties of hegemony in education.

xiii, 253 p. / This project presents a critical engagement with the concept of ideology. It advances the view that political ideologies can be regarded as distinctive narrative styles and as such can be analyzed in their peculiar discursive formations. It specifically concentrates on liberalism, which I regard as the dominant ideology in much of "the West" today. My study contributes to the scholarship at the intersection between contemporary political theory, theories of language, and comparative politics. By employing simple instruments of semiotics I show how the discourse of liberalism organizes the production and deployment of political meaning. In particular, I argue that a critical engagement with the texts of thinkers ranging from John Locke to John Stuart Mill and John Rawls can contribute to unveiling the deep structures of liberal discourse. I maintain that these structures constitute liberalism as a "grammar" which operates by organizing political content around key concepts like individual agency, rationality, and anthropocentrism. Crucially, liberalism also acts as a "meta-ideology" capable of expressing alternative positions through its versatile grammatical infrastructure. I analyze contemporary theorists like Will Kymlicka, Robert Putnam, and Philip Pettit, and argue that they engage in similar intellectual projects, incorporating elements of communitarianism and republicanism in a liberal framework. In the second part of my dissertation I inquire into the possibility of alternative meta-ideological constellations. In particular, I focus on the contribution of Jean-Luc Nancy: I argue that his characterization of "being-in-common" as the fundamental position of existence can replace the liberal tenet of individualism as the basic assumption on human nature. Finally, I ground these abstract reflections in the concrete reality of the community of Badolato, in southern Italy, where locals and immigrants alike seem to understand and organize their relationality outside of a paradigm of liberal toleration. I present the results of the ethnographic research that I conducted in Badolato and I characterize that experience of encounter with the other as an example of the practices of hospitality envisioned by the late Jacques Derrida. / Committee in charge: Deborah Baumgold, Co-Chair; Leonard Feldman, Co-Chair; Dennis Galvan, Member; Craig Parsons, Member; Massimo Lollini, Outside Member

Esta dissertação analisa as articulações da disputa por hegemonia com julgamentos sobre o significado de qualidade da educação de alunos de uma escola municipal e de uma escola privada de Porto Alegre. O trabalho vincula-se ao campo da Sociologia da Educação na medida em que se interessa pelo estudo da estabilidade e da mudança da hegemonia e suas relações com a realidade educacional. Para tal estudo, considera-se necessária a operação de complexa teoria, utilizando-se os conceitos de ideologia, articulação e hegemonia, além de complexa metodologia, optando-se por uma análise relacional. Este estudo toma alunos como público de pesquisa para incluir julgamentos daqueles que são atendidos pela educação no debate sobre a educação. Estes são julgamentos sobre um tema específico: a qualidade. A opção por estudar os julgamentos dos alunos sobre esta palavra decorre de que ela tem sido considerada o eixo fora do qual não tem sido possível o diálogo sobre avanços educacionais, independentemente do que signifique. A partir do entendimento bakhtiniano de que a disputa pelo significado da palavra é o indicador preciso da disputa pela ideologia, analisa-se como se articulam os julgamentos dos alunos sobre o que é qualidade, para que se possa compreender então a ideologia. Relaciona-se, assim, a ideologia presente nos julgamentos dos alunos com a hegemonia, e se a relaciona com as condições sociais específicas dos alunos. Neste sentido, a opção por alunos de uma escola privada e de uma escola municipal advém do interesse de entender como a questão de classe, bem como os projetos pedagógicos das escolas, influencia nos seus julgamentos. Os dados obtidos apontaram como os alunos, ao mesmo tempo que interagem com as influências de seus contextos específicos e com a hegemonia, ativamente rearticulam sentidos e constituem julgamentos ideológicos sobre o que é qualidade. As diferentes formas como a noção de qualidade é interpretada, nos cenários pesquisados, e as possibilidades de confronto a noções vinculadas à hegemonia de mercado, articuladas nos julgamentos, apontam para o caráter histórico e instável da hegemonia na educação. / The present thesis aims at analysing the articulations of the dispute for hegemony with judgements about the meaning of quality in education from students from a municipal and a private school in Porto Alegre. This research is linked to the field of Sociology of Education in that it is interested in the study of stability and change of hegemony and its relations to educational reality. For this task, complex theory operation is required, and, in this sense, ideology, articulation and hegemony are key concepts here. Also, complex methodology is important for this complex enterprise, and relational analysis is also basal in this study. This investigation takes students as its research public, in order to include judgements of those who are the target in education in the debate of education. These are judgements about a specific matter: quality. The option for studying student’s judgements about this particular word stems from the fact it has been considered an axis outside which it has been impossible a dialogue about educational improvements, despite what it means. Based on the bakthinian understanding that the dispute for the meaning of a word indicates precisely the dispute for ideology, it is analysed how student’s judgements about quality are articulated, in order to understand ideology. So, ideology in their judgements is related to hegemony, and also to student’s specific social conditions. In this sense, the option for students from a private and a municipal school comes from an interest in understanding how the matter of class, as well as the pedagogic projects from each school, influences their judgements. Data obtained indicates how, at the same time students interact with the influences of their specific contexts and with hegemony, they actively rearticulate meanings and constitute ideological judgements about quality. The different ways the notion of quality is interpreted, in the research field, and the possibilities of confrontation to notions linked to the hegemony of market, articulated in their judgements, point to the historic and unstable properties of hegemony in education.

The purpose of this paper is to document and quantify the primary reasons for the gradual erosion of southern Democratic hegemony in presidential elections during the last twenty-four years. The results confirm and reinforce the findings of the historical study, which indicates the primary reason for changing southern allegiance has been the changing philosophy of the Democratic Party in the civil rights field.

The depiction of gender in advertising is a topic of continuous discussion and research. The present study adds to past findings with an updated look at how men are represented in U.S. advertising media and the real effects these portrayals have on the male population under the theoretical framework of hegemony and social cognitive theory. This research is triangulated with a textual analysis of the ads found in the March 2013 editions of four popular print publications and three focus group sessions separated by sex (two all-male, one all-female), each of which is composed of a racially diverse group of undergraduate journalism and communications students from a large Southwestern university. The results of the textual analysis reveal little ethnic or physical diversity among male figures in advertising and distinguish six main profiles of masculinity, the most frequent of which is described as the "sophisticated man." The focus groups identify depictions of extreme muscularity and stereotypical male incompetence as the most negative representations, while humorous and hyperbolic portrayals of sexual prowess and hyper-masculinity are viewed positively as effective means of marketing to men.

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<p>The main theoretical issue dealt with in this study is the reproduction of capitalism through romantic fiction for women. The analytical framework is built upon the concept of hegemony, the material and ideological reproduction of society through a combination of consent and coercion. This study examines this process as it applies to a specific phenomena: Harlequin Enterprises, Romances, and readers. </p> <p>The analysis is based on archival research on Harlequin Enterprises and interviews with company officials. The Harlequin Romances component of the study is based on the content analysis of a random sample of fifty Harlequins. Data on readers are based on company information, readers' letters to Harlequin Enterprises, and interviews with twenty-four readers.</p> <p>The study concludes that Harlequin Enterprises and Harlequin Romances are part of the hegemonic reproduction of capitalism. They maintain and legitimate sex role structure, corporate.structure, and class structure, crucial aspects of our society. The study also concludes that women's consumption of Harlequins is best understood as being a part of this same process of hegemony. Their reading is shaped by the structure of their lives, by Harlequin Enterprises, and by Harlequin Romances. The study suggests that further theoretical refinement and empirical research is necessary to explore the possibility that there are various types of readers who interpret and respond to romantic fiction in different ways.</p> / Thesis / Doctor of Philosophy (PhD)