Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-02-15T11:10:30Z No. of bitstreams: 1 ErinaldoDaSilvaSantos_DISSERT.pdf: 2015992 bytes, checksum: 69710615975a8094b30a03b352de8efe (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-02-15T16:02:49Z (GMT) No. of bitstreams: 1 ErinaldoDaSilvaSantos_DISSERT.pdf: 2015992 bytes, checksum: 69710615975a8094b30a03b352de8efe (MD5) / Made available in DSpace on 2018-02-15T16:02:49Z (GMT). No. of bitstreams: 1 ErinaldoDaSilvaSantos_DISSERT.pdf: 2015992 bytes, checksum: 69710615975a8094b30a03b352de8efe (MD5) Previous issue date: 2017-07-25 / O objetivo deste estudo ? investigar a constru??o de identidades das mulheres a partir de embates dial?gicos em panfletos de divulga??o da Marcha das Vadias, movimento feminista que surgiu no ano de 2011, em Toronto, no Canad?, e que ganhou destaque mundial no combate a atos de viol?ncia praticados contra as mulheres. Na tentativa de combater o machismo, esse movimento busca desconstruir discursos que responsabilizam as mulheres pela viol?ncia a que s?o submetidas e, simultaneamente, constr?i novos sentidos acerca das identidades femininas. No intuito de alcan?ar o objetivo desta pesquisa, investigamos os posicionamentos valorativos presentes em 10 panfletos de divulga??o da Marcha das Vadias, para a partir dos recursos lingu?stico-discursivos e semi?ticos utilizados, interpretar que identidades das mulheres s?o constru?das. Para tanto, a pesquisa ora apresentada insere-se no campo dos estudos em Lingu?stica Aplicada, estando ancorada em uma concep??o s?cio-hist?rica da linguagem, entendendo-a como uma pr?tica discursiva constitutiva e constituinte da vida social (BAKHTIN, 2013, 2015; BAKHTIN/VOLOSHINOV, 2010). Ademais, estabelecemos interconex?es com estudos sobre identidades de g?nero (BUTLER, 2013; LOURO, 2010, 2015; MOITA LOPES, 2002, 2003) e com os Estudos Culturais (HALL, 2014; WOODWARD, 2014), por estes entenderem as identidades como constru??es hist?ricas, h?bridas e descentradas, que s?o forjadas pelos sujeitos nas pr?ticas sociais. Orientada por esses quadros te?rico-metodol?gicos, a an?lise dos discursos revelou posicionamentos valorativos que constroem identidades de uma mulher livre, cr?tica, participativa, que problematiza a viol?ncia e questiona estere?tipos de g?nero ao se apoderar do pr?prio corpo. Constatou-se, ainda, que essas identidades buscam desconstruir discursos que responsabilizam as mulheres pelas viol?ncias de que s?o v?timas. / The objective this study is to investigate the identities of women constructed from the dialogical struggles in pamphlets of divulgation the SlutWalk, feminist movement that emerged in 2011 in Toronto in Canada and has gained worldwide prominence in combating acts of violence committed against women. In an attempt to combat male chauvinism, this movement seeks to deconstruct discourses that hold women accountable for the violence they are subjected to, and at the same time constructs new meanings about the female identities. In order to reach the objective of this research, we investigate the valoratives positioning present in 10 pamphlets of divulgation the SlutWalk, and from the linguistic-discursive and semiotic resources used, to identify which women's identities are constructed. For this, the research presented here inserts in the field of studies in Applied Linguistics, being anchored in a socio-historical conception of language, understanding it as a constitutive and constituent discursive practice of social life (BAKHTIN, 2013, 2015, BAKHTIN/VOLOSHINOV, 2010). In addition, we established interconnections with studies about gender identities (BUTLER, 2013, LOURO, 2010, 2015, MOITA LOPES, 2002, 2003) and with Cultural Studies (HALL, 2014 and WOODWARD, 2014), for these understand the identities as historical, hybrid and decentered constructions, which are forged by the subjects in social practices. Substantiated by these theoretical and methodological frameworks, the analysis of discourses revealed valoratives positioning that build identities of a free, critical, participatory woman, which discusses violence and questions the gender stereotypes when she empowers the own body. It found, also, that these identities seek to deconstruct discourses that blame women for the violence they are victims.

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2016-09-26T21:42:12Z No. of bitstreams: 1 Disserta??o Nathalie Castro pdf.pdf: 3791337 bytes, checksum: 741fdd7fc2843efc3a334e6956aaffe0 (MD5) / Made available in DSpace on 2016-09-26T21:42:12Z (GMT). No. of bitstreams: 1 Disserta??o Nathalie Castro pdf.pdf: 3791337 bytes, checksum: 741fdd7fc2843efc3a334e6956aaffe0 (MD5) Previous issue date: 2016-05-03 / Funda??o de Amparo ? Pesquisa do Estado da Bahia - FAPEB / Gender identities occupy all the spaces, and in particular the school space. There are disciplinarizadas, silenced through various silencing mechanisms, for example, curriculum policies, the daily actions between teachers, staff and students, the imposition of heteronormative behavior in the hidden curriculum, processes that occur from the remotest childhood to the end of the school career and are not restricted to the school environment, but help to make models of society. However, the bodies are not docile, although moldable, subject to the order, also produce lines, seek subversion spaces (mis) direction. So, I question this work as schools in (ex) clude gender identities at school and how the subjects that compose it (un) build models and standards. I sought to answer this question by immersion in school dynamics from areas beyond the school building, but also in it, mainly the virtual environment. Understanding that the Internet has great potential with the juvenile used a dynamic application for mobile phones and social networking, Whatsapp and Facebook, as a guide to promote debates on gender identities. In this work, articulate Foucault's studies, post-critical studies and queer studies that have been tailored to the field research, data these that were collected through the dialogues in the mobile application, social network, in-person meetings, the analysis of structuring projects of the school unit with the theme of gender and sexuality, and through interviews with teachers and staff. The research does not propose models, pedagogies, but shifts possibilities to produce other educational logic, even within schools guided by heteronormativity through capillaries relations, micro powers, thus producing sparks subversive. / As identidades de g?nero ocupam todos os espa?os, e, em especial o espa?o escolar. Ali s?o disciplinarizadas, silenciadas, atrav?s de diversos mecanismos de silenciamento, como, por exemplo, as pol?ticas p?blicas curriculares, as a??es cotidianas entre professores, funcion?rios e alunos, a imposi??o de condutas heteronormativas no curr?culo oculto, em processos que ocorrem desde a mais remota inf?ncia at? o final da trajet?ria escolar e que n?o s?o restritos ao espa?o escolar, mas que ajudam a compor modelos de sociedade. No entanto, os corpos n?o s?o d?ceis, apesar de mold?veis, submetidos ? ordem, tamb?m produzem falas, buscam espa?os de subvers?o, (des)caminhos. Assim, questiono nesse trabalho como as escolas in(ex)cluem as identidades de g?nero no espa?o escolar e como os sujeitos que a comp?e (des)constroem modelos e normas. Busquei responder a esse questionamento atrav?s da imers?o nas din?micas escolares, a partir de espa?os para al?m do pr?dio escolar, mas tamb?m nele, principalmente por meio virtual. Compreendendo que a internet tem um grande potencial junto ?s din?micas juvenis utilizei o aplicativo para celulares Whatsapp e a rede de relacionamento Facebook, como fio condutor para promo??o de debates acerca das identidades de g?nero. Neste trabalho, articulam-se estudos foucaultianos, estudos p?s-cr?ticos e estudos queer que foram costuradas aos dados da pesquisa de campo, dados estes que foram coletados atrav?s dos di?logos no aplicativo para celulares, na rede social, nos encontros presenciais, por meio de entrevistas com professores e funcion?rios e da an?lise de projetos estruturantes da unidade escolar com a tem?tica sobre g?nero e sexualidade. A pesquisa n?o prop?e modelos, pedagogias, mas desloca possibilidades de produzir outras l?gicas de ensino, mesmo dentro de escolas que pautam pela heteronormatividade atrav?s de rela??es capilares, micro poderes, produzindo assim fagulhas subversivas.