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401	Igualdade e diferenças nas políticas educacionais: a agenda das diversidades nos governos Lula e Dilma / Equality and differences in educational policies: the agenda of diversity in the Lula and Dilma governments Carreira, Denise 07 December 2015 (has links) Esta pesquisa aborda as chamadas políticas de diversidade na educação e sua contribuição para o reconhecimento e a promoção dos direitos humanos e a superação do racismo, do sexismo, da homofobia e das demais desigualdades e discriminações que marcam profundamente a sociedade e a educação brasileiras. Com base nas vozes de gestores/as públicos/as e ativistas da sociedade civil, na análise documental e da execução orçamentária e na experiência política da pesquisadora, é apresentado um balanço sobre os dez anos de existência da Secretaria de Educação Continuada, Alfabetização e Diversidade (Secad), órgão do Ministério da Educação criado no primeiro governo do Presidente Luiz Inácio Lula da Silva. Em especial, buscou-se identificar as provocações e os tensionamentos gerados pelas agendas das diversidades para o atual desenho, funcionamento e institucionalidade das políticas educacionais e sua influência nas concepções de qualidade educacional em disputa nas políticas federais. Essas disputas estiveram presentes nas Conferências Nacionais de Educação e no processo conflitivo de tramitação do novo Plano Nacional de Educação (Lei Federal n. 13.005/2014), analisados neste trabalho. Respaldado por convenções e pelas resoluções internacionais das Conferências da ONU e por normativas nacionais, o debate sobre diferenças ganhou espaço na agenda das políticas educacionais brasileiras. Essa discussão foi impulsionada por movimentos sociais negros, indígenas, LGBTs, feministas, de trabalhadores do campo, de pessoas com deficiências, de quilombolas, ambientalistas e por agendas de fronteira na efetividade do direito humano à educação, como a educação de jovens e adultos, a educação em territórios de alta vulnerabilidade social e a educação de pessoas privadas de liberdade, entre outras. Apresenta-se, neste trabalho, uma contribuição teórica ao debate sobre a relação entre qualidade educacional, diferenças e igualdades, com base nas teorias críticas de justiça social. Discutem-se as possibilidades de a noção da diversidade constituir uma resposta interseccional às múltiplas discriminações e desigualdades que atingem os sujeitos concretos no cotidiano da vida e, especificamente, nas instituições educacionais. Ao final da tese, embasadas na definição do contexto de estratégia política de Stephen Ball e nas contribuições para o aperfeiçoamento das políticas 14 previstas na metodologia de análise das políticas públicas, são apresentadas reflexões comprometidas com a ampliação da capacidade das políticas educacionais no sentido de dar respostas a essas agendas, em uma perspectiva de promoção da justiça na educação no marco dos direitos humanos. / This research addresses the so-called policies of diversity in education and their contribution to the recognition and promotion of human rights and the overcoming of racism, sexism, homophobia and other inequalities and discrimination that profoundly shape society and education in Brazil. Based on the voices of public sector managers and civil society activists, analysis of documents, budget execution, and the political experience of the researcher, this research presents a balance on the ten years of the Secretariat for Continuing Education, Literacy and Diversity (Secad), the Ministry of Education body established in the first government of President Luiz Inácio Lula da Silva. In particular, this thesis sought to identify the tensions generated by the agendas of diversities for the current design, operation and legal framework of the education policies and their influence on educational quality conceptions under dispute in federal policies. Disputes present in the National Conferences on Education and in the conflicting process during the discussion preceding the approval of the new National Education Plan (Federal Law n. 13,005/2014) are also analysed. Backed by international conventions and resolutions of United Nations conferences and national regulations, the debate over differences gained ground in the agenda of the Brazilian educational policies. This discussion was stimulated by social movements of black people, indigenous communities, LGBT, feminists, persons with disabilities, quilombolas, environmentalists and marginalized issues concerning the effectiveness of the human right to education, such as youth and adult education, the education in territories with high level of social vulnerability, and education of people deprived of their freedom, among other groups. It also presents a theoretical contribution to the debate on the relationship between educational quality, differences and equalities, based on the critical theories of social justice. Furthermore, the work discusses how the notion of diversity could be an inter-sectional response to multiple discrimination and inequalities that affect the concrete subjects in everyday life and, specifically, in educational institutions. At the end of the thesis, supported in the definition of the context of political strategy by Stephen Ball and contributions to improving the policies 16 contained in the analysis methodology on public policies, it shows reflections committed to expanding the capacity of educational policies to respond to these agendas, under a perspective of promoting justice in education within the human rights framework. Currículo Diferenças Differences Direitos humanos Diversidade Diversity Educação Educação ambiental Educação de jovens e adultos Educação do campo Educação especial Educação indígena Educação quilombola Education Educational policies Educational quality Environmental education Equality Gender Gênero Homofobia Homophobia Human rights Igualdade Indigenous education Justiça social Movimentos sociais National Education Plan Participação Participation Plano Nacional de Educação Políticas educacionais Qualidade educacional Quilombola education Racism Racismo Rural education Social justice Social movements Special education Youth and adult education
402	Igualdade e diferenças nas políticas educacionais: a agenda das diversidades nos governos Lula e Dilma / Equality and differences in educational policies: the agenda of diversity in the Lula and Dilma governments Denise Carreira 07 December 2015 (has links) Esta pesquisa aborda as chamadas políticas de diversidade na educação e sua contribuição para o reconhecimento e a promoção dos direitos humanos e a superação do racismo, do sexismo, da homofobia e das demais desigualdades e discriminações que marcam profundamente a sociedade e a educação brasileiras. Com base nas vozes de gestores/as públicos/as e ativistas da sociedade civil, na análise documental e da execução orçamentária e na experiência política da pesquisadora, é apresentado um balanço sobre os dez anos de existência da Secretaria de Educação Continuada, Alfabetização e Diversidade (Secad), órgão do Ministério da Educação criado no primeiro governo do Presidente Luiz Inácio Lula da Silva. Em especial, buscou-se identificar as provocações e os tensionamentos gerados pelas agendas das diversidades para o atual desenho, funcionamento e institucionalidade das políticas educacionais e sua influência nas concepções de qualidade educacional em disputa nas políticas federais. Essas disputas estiveram presentes nas Conferências Nacionais de Educação e no processo conflitivo de tramitação do novo Plano Nacional de Educação (Lei Federal n. 13.005/2014), analisados neste trabalho. Respaldado por convenções e pelas resoluções internacionais das Conferências da ONU e por normativas nacionais, o debate sobre diferenças ganhou espaço na agenda das políticas educacionais brasileiras. Essa discussão foi impulsionada por movimentos sociais negros, indígenas, LGBTs, feministas, de trabalhadores do campo, de pessoas com deficiências, de quilombolas, ambientalistas e por agendas de fronteira na efetividade do direito humano à educação, como a educação de jovens e adultos, a educação em territórios de alta vulnerabilidade social e a educação de pessoas privadas de liberdade, entre outras. Apresenta-se, neste trabalho, uma contribuição teórica ao debate sobre a relação entre qualidade educacional, diferenças e igualdades, com base nas teorias críticas de justiça social. Discutem-se as possibilidades de a noção da diversidade constituir uma resposta interseccional às múltiplas discriminações e desigualdades que atingem os sujeitos concretos no cotidiano da vida e, especificamente, nas instituições educacionais. Ao final da tese, embasadas na definição do contexto de estratégia política de Stephen Ball e nas contribuições para o aperfeiçoamento das políticas 14 previstas na metodologia de análise das políticas públicas, são apresentadas reflexões comprometidas com a ampliação da capacidade das políticas educacionais no sentido de dar respostas a essas agendas, em uma perspectiva de promoção da justiça na educação no marco dos direitos humanos. / This research addresses the so-called policies of diversity in education and their contribution to the recognition and promotion of human rights and the overcoming of racism, sexism, homophobia and other inequalities and discrimination that profoundly shape society and education in Brazil. Based on the voices of public sector managers and civil society activists, analysis of documents, budget execution, and the political experience of the researcher, this research presents a balance on the ten years of the Secretariat for Continuing Education, Literacy and Diversity (Secad), the Ministry of Education body established in the first government of President Luiz Inácio Lula da Silva. In particular, this thesis sought to identify the tensions generated by the agendas of diversities for the current design, operation and legal framework of the education policies and their influence on educational quality conceptions under dispute in federal policies. Disputes present in the National Conferences on Education and in the conflicting process during the discussion preceding the approval of the new National Education Plan (Federal Law n. 13,005/2014) are also analysed. Backed by international conventions and resolutions of United Nations conferences and national regulations, the debate over differences gained ground in the agenda of the Brazilian educational policies. This discussion was stimulated by social movements of black people, indigenous communities, LGBT, feminists, persons with disabilities, quilombolas, environmentalists and marginalized issues concerning the effectiveness of the human right to education, such as youth and adult education, the education in territories with high level of social vulnerability, and education of people deprived of their freedom, among other groups. It also presents a theoretical contribution to the debate on the relationship between educational quality, differences and equalities, based on the critical theories of social justice. Furthermore, the work discusses how the notion of diversity could be an inter-sectional response to multiple discrimination and inequalities that affect the concrete subjects in everyday life and, specifically, in educational institutions. At the end of the thesis, supported in the definition of the context of political strategy by Stephen Ball and contributions to improving the policies 16 contained in the analysis methodology on public policies, it shows reflections committed to expanding the capacity of educational policies to respond to these agendas, under a perspective of promoting justice in education within the human rights framework. Currículo Diferenças Direitos humanos Diversidade Educação Educação ambiental Educação de jovens e adultos Educação do campo Educação especial Educação indígena Educação quilombola Gênero Homofobia Igualdade Justiça social Movimentos sociais Participação Plano Nacional de Educação Políticas educacionais Qualidade educacional Racismo Differences Diversity Education Educational policies Educational quality Environmental education Equality Gender Homophobia Human rights Indigenous education National Education Plan Participation Quilombola education Racism Rural education Social justice Social movements Special education Youth and adult education
403	Are We There Yet? Gay Representation in Contemporary Canadian Drama Berto, Tony 16 August 2013 (has links) This study acknowledges that historical antipathies towards gay men have marginalised their theatrical representation in the past. However, over the last century a change has occurred in the social location of gay men in Canada (from being marginalised to being included). Given these changes, questions arise as to whether staged representations of gay men are still marginalised today. Given antipathies towards homosexuality and homophobia may contribute to the how theatres determine the riskiness of productions, my investigation sought a correlation between financial risk in theatrical production and the marginalisation of gay representations on stage. Furthermore, given that gay sex itself, and its representation on stage, have been theorised as loci of antipathies to gayness, I investigate the relationship between the visibility and overtness of gay sex in a given play and the production of that play’s proximity to the mainstream. The study located four plays from across the spectrum of production conditions (from high to low financial risk) in BC. Analysis of these four plays shows general trends, not only in the plays’ constructions but also in the material conditions of their productions that indicate that gay representations become more overt, visible and sexually explicit when less financial risk was at stake. Various factors are identified – including the development of the script, the producing theatre, venue, and promotion of the production – that shape gay representation. The analysis reveals that historical theatrical practices, that have had the effect of marginalizing the representations of gays in the past, are still in place. These practices appear more prevalent the higher the financial risk of the production. / The author would like to sincerely thank Ann Wilson, Ric Knowles, Matthew Hayday, Alan Shepard, Sky Gilbert, Daniel MacIvor, Michael Lewis MacLennan, Conrad Alexandrowicz, Chris Grignard, Edward Roy, Brad Fraser, Cole J. Alvis, Jonathan Seinan, David Oiye, Clinton Walker, Sean Cummings, Darrin Hagin, and Chris Galatchian. / SSHRC, The Heather McCallum Scholarship, Lambda Prize for achievement in lesbian, gay, bisexual and trans-gendered studies. Daniel MacIvor Michael Lewis MacLennan Conrad Alexandrowicz Christopher Grignard His Greatness The Shooting Stage Beggars Would Ride The Orchard Drive Gay theatre Canadian Theatre Contemporary Theatre. Mainstream theatre Alternative Theatre Queer theatre Queer Canadian Theatre Gay social location of gay men gay history Vancouver B.C. lower mainland Kelowna Fringe theatre push festival wild excursions Vancouver arts club firehall theatre staging gay sex Alan Sinfield homosexuality conditions of production conditions of reception horizon of expectation four Ds homophobia gay cultural production gay youth Tennessee Williams material conditions marginalising representations of gays
404	Pier Vittorio Tondelli: Letteratura Minore e Scrittura dell'Impegno Sociale Gastaldi, Sciltian 20 March 2014 (has links) Abstract This thesis illustrates the social engagement in the literary writings of Pier Vittorio Tondelli, an Italian gay author whose works have been described by many Catholic, Materialists, and gay critics as frivolous and disengaged. The dissertation summarizes the mutation of the Italian literary concept of impegno from Neorealism to Postmodernism, through a selection of the texts of Elio Vittorini, Italo Calvino, Franco Fortini, Pier Paolo Pasolini, Leonardo Sciascia, and Umberto Eco. It shows how Tondelli’s interpretation of the role of the writer falls within the definitions given by Calvino and Eco. Moreover, the thesis demonstrates that Altri libertini and Pao Pao satisfy the characteristics of littérature mineure established by Gilles Deleuze and Felix Guattari, though Tondelli’s oeuvre is socially engaged instead of being politically engaged because of his lack of a political ideology. The dissertation highlights the core of Tondelli’s social commitment in his passionate defense of the outcasts in: Altri libertini where drug addicts, homosexuals, transsexuals, and bums are the protagonists; Pao Pao where a group of gay soldiers is described in its grotesque and camp attempt to “homosexualize” their barrack; Rimini where the Riviera Adriatica is portrayed as a place where everyone passes by and no one belongs; Camere separate through the love story of a gay couple in which one partner has to survive his lover’s death, due to an illness that is demonstrated in this thesis to be AIDS, while fighting against the homophobia of their families, institutions, society, and religion. Most of Tondelli’s socially excluded characters are introduced to the reader through an internal homodiegetic point of view. Another important component of Tondelli’s impegno is his open defense of both pop-culture and counter-cultures: gay, hippies, rockers, experimental theatre, street artists and alternative radio, which are central in all his writings. Pier Vittorio Tondelli Italian Literature Gay Literature 20th Century Italian Literature Minor Literature Engagement Social Engagement Camp Gay Studies Queer Studies Queer Theory Literary Criticism Impegno Elio Vittorini Impegno e letteratura Impegno e intellettuali Pier Paolo Pasolini Italo Calvino Franco Fortini Leonardo Sciascia Umberto Eco Alberto Arbasino Letteratura del XX secolo Letteratura italiana contemporanea Impegno sociale Letteratura minore Critica letteraria Letteratura del '900 Antonio Gramsci Homophobia Gender Studies Omofobia AIDS Literature HIV Literature Commitment Homoerotic Literature Separate Rooms Camere separate Other Libertines Altri libertini Dinnery Party Rimini Pao Pao Il diario del soldato Acci Correggio Reggio Emilia Narratori delle pianure Emilia Romagna Italia Italy Jesuit School Gesuiti Catholicism Cattolicesimo Beat Literature Pop Literature Noir Postmodernismo Postmoderno Postmodern Postmodernism Federico Fellini Eugenio Bolongaro Gary Cestaro Antonio Spadaro Fulvio Panzeri Religione Religion Pop Culture Mass Culture 1977 DAMS Bologna Movimento del '77 Michel Foucault Esther Newton 0298 0313 0401 0291 0318
405	Pier Vittorio Tondelli: Letteratura Minore e Scrittura dell'Impegno Sociale Gastaldi, Sciltian 20 March 2014 (has links) Abstract This thesis illustrates the social engagement in the literary writings of Pier Vittorio Tondelli, an Italian gay author whose works have been described by many Catholic, Materialists, and gay critics as frivolous and disengaged. The dissertation summarizes the mutation of the Italian literary concept of impegno from Neorealism to Postmodernism, through a selection of the texts of Elio Vittorini, Italo Calvino, Franco Fortini, Pier Paolo Pasolini, Leonardo Sciascia, and Umberto Eco. It shows how Tondelli’s interpretation of the role of the writer falls within the definitions given by Calvino and Eco. Moreover, the thesis demonstrates that Altri libertini and Pao Pao satisfy the characteristics of littérature mineure established by Gilles Deleuze and Felix Guattari, though Tondelli’s oeuvre is socially engaged instead of being politically engaged because of his lack of a political ideology. The dissertation highlights the core of Tondelli’s social commitment in his passionate defense of the outcasts in: Altri libertini where drug addicts, homosexuals, transsexuals, and bums are the protagonists; Pao Pao where a group of gay soldiers is described in its grotesque and camp attempt to “homosexualize” their barrack; Rimini where the Riviera Adriatica is portrayed as a place where everyone passes by and no one belongs; Camere separate through the love story of a gay couple in which one partner has to survive his lover’s death, due to an illness that is demonstrated in this thesis to be AIDS, while fighting against the homophobia of their families, institutions, society, and religion. Most of Tondelli’s socially excluded characters are introduced to the reader through an internal homodiegetic point of view. Another important component of Tondelli’s impegno is his open defense of both pop-culture and counter-cultures: gay, hippies, rockers, experimental theatre, street artists and alternative radio, which are central in all his writings. Pier Vittorio Tondelli Italian Literature Gay Literature 20th Century Italian Literature Minor Literature Engagement Social Engagement Camp Gay Studies Queer Studies Queer Theory Literary Criticism Impegno Elio Vittorini Impegno e letteratura Impegno e intellettuali Pier Paolo Pasolini Italo Calvino Franco Fortini Leonardo Sciascia Umberto Eco Alberto Arbasino Letteratura del XX secolo Letteratura italiana contemporanea Impegno sociale Letteratura minore Critica letteraria Letteratura del '900 Antonio Gramsci Homophobia Gender Studies Omofobia AIDS Literature HIV Literature Commitment Homoerotic Literature Separate Rooms Camere separate Other Libertines Altri libertini Dinnery Party Rimini Pao Pao Il diario del soldato Acci Correggio Reggio Emilia Narratori delle pianure Emilia Romagna Italia Italy Jesuit School Gesuiti Catholicism Cattolicesimo Beat Literature Pop Literature Noir Postmodernismo Postmoderno Postmodern Postmodernism Federico Fellini Eugenio Bolongaro Gary Cestaro Antonio Spadaro Fulvio Panzeri Religione Religion Pop Culture Mass Culture 1977 DAMS Bologna Movimento del '77 Michel Foucault Esther Newton 0298 0313 0401 0291 0318

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