Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro / Compreendido como um fenômeno da contemporaneidade, a partir da década de 80 o movimento feminista é um exemplo do que se convencionou denominar por novos movimentos sociais. A partir desse momento, verifica-se uma tendência de as demandas dos movimentos expandirem-se para lutas estruturadas em torno de opressões sofridas, principalmente identitárias, no lugar de militâncias da esfera estritamente econômica. Neste contexto é que o presente estudo insere-se. Este trabalho tem como objetivo verificar as motivações de jovens brasileiras, de origens pobres, moradoras em áreas de favelas ou bairros populares, em movimentos feministas no Rio de Janeiro. Foram analisadas suas motivações iniciais e as que as manteriam militando, observando-se algumas tensões existentes nessas participações políticas. Visando ao mapeamento da ambientação histórica e política dos movimentos sociais que se abriam como possibilidades a estas jovens, buscamos traçar um breve histórico dos movimentos sociais na contemporaneidade e, em especial, nos contextos latino-americano e brasileiro, a partir da bibliografia disponível sobre o tema. Para o caso específico dos movimentos no Rio de Janeiro, foram realizadas entrevistas com antigas militantes. Tendo em vista que as entrevistadas advinham de famílias pobres, consideramos importante enveredar nas discussões sobre as exclusões sociais, a partir de uma literatura crítica ao conceito, e procurando verificar os rebatimentos das teorias à situação especial em estudo. A pesquisa de campo contou com entrevistas semi-estruturadas realizadas com cinco jovens, com idades entre 19 e 29 anos. Para efeitos analíticos, compreendemos suas histórias a partir da metodologia da História Oral, a qual visa evidenciar a multiplicidade de vozes outrora desprezadas pelo saber científico, sublinhando o caráter militante do entrevistador. Buscando conhecer as histórias de vida das entrevistadas, foram focalizados aspectos tais como: suas origens familiares, suas condições de jovens; situação de moradia e circulações pela cidade; percursos escolares e trajetórias de trabalho. A partir desses dados abordarmos suas trajetórias militantes. / Acknowledged as a contemporary phenomenon, starting in the 80s, the feminist movement is an example of what has been called new social movements. Starting at that moment, the trend is for the movements demands to expand for struggles around oppressions, specially those related to identity, instead of movements structured in a strictly economical sphere and it is in that context that we find the present research. The research had as its goal to investigate the motivations of young Brazilian women, from deprived backgrounds, living in favelas or impoverished neighborhoods, in feminist movements in Rio de Janeiro. Their initial motivations were analyzed as well as what would keep them militating, taking into account some existing tensions in such political participations. In order to understand the historical and political context of the social movements that have been set as opportunities to those young women, we searched to establish a brief history of the contemporary social movements, specially, in the Latin-American and Brazilian context, taking into consideration the available bibliography. In Rio de Janeiros case, in particular, old militants were interviewed. Since we established that the young women interviewed were from deprived backgrounds, we considered important to also discuss social exclusions, considering the critical theories on the concept and searching to verify how the theory applied to the situations we found in this research. Fieldwork had semi-structured interviews with five young women, aged from 19 to 29 years old. We searched to understand their stories using the Oral History methodology that tries to evidentiate the multiplicity of voices previously not taken into consideration by science, in order to highlight the militant aspect of the interviewer. In order to get to know their life stories, we focused on aspects such as their family origins, their conditions as young people, their habitational situation and trajects around the city; scholarly and word trajectories, to, later on, investigate their militant trajectories.

Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro / Compreendido como um fenômeno da contemporaneidade, a partir da década de 80 o movimento feminista é um exemplo do que se convencionou denominar por novos movimentos sociais. A partir desse momento, verifica-se uma tendência de as demandas dos movimentos expandirem-se para lutas estruturadas em torno de opressões sofridas, principalmente identitárias, no lugar de militâncias da esfera estritamente econômica. Neste contexto é que o presente estudo insere-se. Este trabalho tem como objetivo verificar as motivações de jovens brasileiras, de origens pobres, moradoras em áreas de favelas ou bairros populares, em movimentos feministas no Rio de Janeiro. Foram analisadas suas motivações iniciais e as que as manteriam militando, observando-se algumas tensões existentes nessas participações políticas. Visando ao mapeamento da ambientação histórica e política dos movimentos sociais que se abriam como possibilidades a estas jovens, buscamos traçar um breve histórico dos movimentos sociais na contemporaneidade e, em especial, nos contextos latino-americano e brasileiro, a partir da bibliografia disponível sobre o tema. Para o caso específico dos movimentos no Rio de Janeiro, foram realizadas entrevistas com antigas militantes. Tendo em vista que as entrevistadas advinham de famílias pobres, consideramos importante enveredar nas discussões sobre as exclusões sociais, a partir de uma literatura crítica ao conceito, e procurando verificar os rebatimentos das teorias à situação especial em estudo. A pesquisa de campo contou com entrevistas semi-estruturadas realizadas com cinco jovens, com idades entre 19 e 29 anos. Para efeitos analíticos, compreendemos suas histórias a partir da metodologia da História Oral, a qual visa evidenciar a multiplicidade de vozes outrora desprezadas pelo saber científico, sublinhando o caráter militante do entrevistador. Buscando conhecer as histórias de vida das entrevistadas, foram focalizados aspectos tais como: suas origens familiares, suas condições de jovens; situação de moradia e circulações pela cidade; percursos escolares e trajetórias de trabalho. A partir desses dados abordarmos suas trajetórias militantes. / Acknowledged as a contemporary phenomenon, starting in the 80s, the feminist movement is an example of what has been called new social movements. Starting at that moment, the trend is for the movements demands to expand for struggles around oppressions, specially those related to identity, instead of movements structured in a strictly economical sphere and it is in that context that we find the present research. The research had as its goal to investigate the motivations of young Brazilian women, from deprived backgrounds, living in favelas or impoverished neighborhoods, in feminist movements in Rio de Janeiro. Their initial motivations were analyzed as well as what would keep them militating, taking into account some existing tensions in such political participations. In order to understand the historical and political context of the social movements that have been set as opportunities to those young women, we searched to establish a brief history of the contemporary social movements, specially, in the Latin-American and Brazilian context, taking into consideration the available bibliography. In Rio de Janeiros case, in particular, old militants were interviewed. Since we established that the young women interviewed were from deprived backgrounds, we considered important to also discuss social exclusions, considering the critical theories on the concept and searching to verify how the theory applied to the situations we found in this research. Fieldwork had semi-structured interviews with five young women, aged from 19 to 29 years old. We searched to understand their stories using the Oral History methodology that tries to evidentiate the multiplicity of voices previously not taken into consideration by science, in order to highlight the militant aspect of the interviewer. In order to get to know their life stories, we focused on aspects such as their family origins, their conditions as young people, their habitational situation and trajects around the city; scholarly and word trajectories, to, later on, investigate their militant trajectories.

Orientador: Terezinha de Jesus Machado Maher / Dissertação (mestrado) - Universidade Estadual de Campinas. Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-15T14:25:41Z (GMT). No. of bitstreams: 1 Braz_EvodiadeSouza_M.pdf: 877635 bytes, checksum: 731d1779af6995cc4b101d34c52139a2 (MD5) Previous issue date: 2010 / Resumo: O presente estudo foi realizado na região de fronteira Brasil / Venezuela, mais precisamente no município brasileiro de Pacaraima, localizado no extremo norte do estado de Roraima. Objetivando analisar representações sobre línguas e nacionalidades, a pesquisa focou a área comercial turística da cidade de Pacaraima, no perímetro urbano do município. Desenvolvido nos limites fronteiriços com Santa Elena de Uairén, cidade venezuelana, o comércio de Pacaraima representa a principal atividade econômica da cidade e o primeiro ponto de encontro entre brasileiros e hispânicos, sobretudo venezuelanos e peruanos. A pesquisa, interpretativista e de cunho etnográfico, foi viabilizada, nesse contexto bilíngue, através de conversas informais (registradas em notas de campo), de entrevistas semi-estruturadas (gravadas em áudio) e de registros fotográficos. As perguntas de pesquisa que orientaram a análise dos dados foram: a) De que forma as identidades nacionais são representadas pelos participantes da pesquisa, isto é, pelos comerciantes brasileiros da fronteira Brasil / Venezuela? e b) Que representações são construídas pelos comerciantes brasileiros da fronteira Brasil / Venezuela acerca das línguas utilizadas no comércio, português e espanhol, e de suas diferentes variedades? Utilizando contribuições teóricas de diferentes áreas (Linguística Aplicada, Estudos Culturais, Antropologia e Sociologia), foram discutidos os conceitos de língua (COX e ASSIS-PETERSON, 2007; CESAR e CAVALCANTI, 2007), identidade (CUCHE, 2002; HALL, 2006; BAUMAN, 2005), nacionalidade (BERENBLUM, 2003) e representação (HALL, 1997). A análise realizada sugere que embora a brasilidade seja vista positivamente no confronto com outras identidades nacionais, a identidade dos brasileiros da região é percebida como frágil e conflituosa quando construída tendo como referência os problemas locais. De forma análoga, atribui-se um valor positivo à língua portuguesa quando essa é comparada ao espanhol, em suas diferentes variedades, embora esse prestígio diga respeito a uma variedade outra que não ao português utilizado na região. No que se refere às representações acerca da língua espanhola, há evidências de que as variedades mais distantes dessa língua (a variedade peninsular e a variedade utilizada em Caracas) são as únicas que têm prestígio, já que o espanhol local é estigmatizado / Abstract: The present study was conducted in the frontier between Brazil and Venezuela, more precisely in Pacaraima, a Brazilian district located up northern Roraima State. Focusing on the commercial and tourist section of urban Pacaraima, its aim was to analyze representations of local different languages and nationalities. Quite close to Santa Elena de Uairén, a Venezuelan town, the commercial zone of Pacaraima represents, not only the most important economic activity or the area, but a significant meeting point between Brazilians and their Hispanic neighbors. The data of this research, which was interpretativist an ethnographic in nature, was collected though informal conversations (registered in field notes) and semistructured audio-taped interviews, as well as photographs taken in such bilingual context. Two research questions guided the data analysis: a) How are national analysis represented by research subjects, that is, by Brazilian salespeople in the frontier of Brazil and Venezuela? and b) What representations are constructed by Brazilian salespeople in the frontier of Brazil and Venezuela in regard to the languages (Portuguese, Spanish and their sociolinguistic varieties) used in commerce? Making use of contributions from different theoretical areas (Applied Linguistics, Cultural Studies, Anthropology and Sociology), concepts such as language (COX e ASSIS-PETERSON, 2007; CESAR e CAVALCANTI, 2007), identity (CUCHE, 2002; HALL, 2006; BAUMAN, 2005), nationality BERENBLUM, 2003) and representation (HALL, 1997) were discussed. Data analysis suggest that although Brazilian identity is seen positively when contrasted with other national identities, the identity of Brazilians who live in the area is perceived as being fragile and conflictive when thought of in terms of local existing problems. Similarly, a positive value is attributed to Portuguese when compared to Spanish and its varieties, although such prestige refers, not to the Portuguese variety spoken locally, but to the way this language is used elsewhere. As far as the representations of Spanish is concerned, results showed that more distant varieties of this language (such as the varieties used in Spain and in Caracas) are considered to be the only prestigious ones, since the local variety of Spanish is stigmatized / Mestrado / Multiculturalismo, Plurilinguismo e Educação Bilingue / Mestre em Linguística Aplicada

Direct social service workers face a variety of difficulties including low pay, limited upward mobility, role ambiguity, and emotional exhaustion. This study adds to the understanding of the complexities of front-line service work with an analysis of the storytelling of case managers working with Big Brothers Big Sisters. Interview participants describe a problem of “volunteer expectations,” which they define as related to the organizational storytelling of the program: the images that entice people to volunteer do not match actual volunteer experiences. I argue that glamorized storytelling through marketing and recruitment tactics creates unintended, negative consequences for volunteers and case managers. This project contributes to the understanding of social services, emotion work, and the American “helping” culture.

Orientador: Marilda do Couto Cavalcanti / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-14T10:05:44Z (GMT). No. of bitstreams: 1 Candido_RenataRoveri_M.pdf: 1013283 bytes, checksum: 9742811c739a243ebc9b678def85ac80 (MD5) Previous issue date: 2009 / Resumo: O presente estudo tem como foco de investigação o contexto de uma escola multisseriada que atende a alunos das séries iniciais do Ensino Fundamental e está localizada em uma cidade de pequeno porte (9911 habitantes) em um bairro rural no interior do estado de São Paulo. A fim de tentar entender as representações que os alunos e suas mães constroem em relação à escola, assim como as visões das professoras sobre a escola e os alunos na zona rural, foi adotada como metodologia a perspectiva etnográfica (ERICKSON, 1984 e 1986) que implicou a realização de trabalho de campo baseada em observação na escola e na sala de aula, em conversas informais, em visitas às casas de alunos e em entrevistas. Os referenciais teóricos contemplados neste trabalho, inserido na área da Linguística Aplicada entendida como uma área da ciência "transdisciplinar" (SIGNORINI e CAVALCANTI, 1998) ou "mestiça e ideológica" (MOITA LOPES, 2006), contribuem, na análise de dados, para a construção de respostas à seguinte pergunta direcionadora: "No universo desta escola na zona rural, que representações estão em jogo sobre seus alunos, a própria escola e o saber que ela representa, sob o ponto de vista das mães, dos alunos e das professoras?". A visão de cultura aqui apresentada, central para podermos entender todos os outros conceitos que serão discutidos, advém da leitura de teóricos da Linguística Aplicada (MAHER, 2007), da Antropologia (CUCHE, 2002) e dos Estudos Culturais, com Bhabha (2005) e Hall (1997). Na Antropologia, apoio-me ainda em Canclini (2000) para compreender hibridação, conceito também analisado no âmbito da sociolinguística por Rampton (2006). Os termos identidade e representação são vistos à luz da teorização desenvolvida por Moita Lopes (2003) na Linguística Aplicada, por Bauman (2005) na Sociologia e por Woodward (1997) dos Estudos Culturais. Os resultados da análise sugerem que, para as professoras, a escola de zona rural, pelas dificuldades que carrega (distância, "descaso público", "fatores socioculturais dos alunos" etc), não aparece como destino profissional almejado, mas como uma imposição profissional decorrente de políticas institucionais. Para elas, o baixo desempenho escolar dos alunos seria determinado, principalmente, por dois fatores: as salas multisseriadas e as condições sociais das famílias moradoras do bairro. Para as mães e para algumas das crianças a função da escola seria, basicamente, ensinar a ler e a escrever, e o processo de escolarização seria necessário para a futura saída do campo para a vida na cidade. Como resultados, apresento implicações que poderão servir a futuras pesquisas, além de contribuir para a reflexão de novas políticas educacionais e na formação de professores para atuarem contextos muito mais complexos que os que atualmente são abordados na maioria dos currículos dos cursos de Licenciatura do país. / Abstract: This study aims to investigate the context of a multigraded school which receives students attending the first grades of elementary school and is located in the rural neighbourhood of a small town with 9,911 inhabitants in São Paulo State, Brazil. To examine the representations that the students and their mothers build about the school as well as the representations of the teachers about the school and the students, the methodology adopted was ethnographic (ERICKSON, 1984 and 1986) which implied the development of fieldwork based on observation of the school and the classroom, informal conversations, and also visits to students' houses and interviews. The observation was recorded in the journals kept by this researcher. The theoretical framework of this work, which is developed in a vertent of Applied Linguistics seen as a "crossdisciplinary" area of science (SIGNORINI e CAVALCANTI, 1998) or "mixed and ideological" (MOITA LOPES, 2006), contributes to the data analysis for the construction of responses to the following research question: "From the mothers', the students' and the teachers' points of view, what representations are at stake about the school, the students and the knowledge or the instruction that the school represents in the universe of this school located in a rural neighborhood?" The view of culture presented here, central to understand all the other concepts that are going to be focused, is derived from the discussion of theorists from Applied Linguistics (MAHER, 2007), Anthropology (CUCHE, 2002) and Cultural Studies (BHABHA, 2005, and HALL, 1997). In Anthropology, my basis for understanding hybridization is Canclini (2000) This concept is also analyzed in the field of Sociolinguistics by Rampton (2006). The terms identity and representation are seen in the light of the theorization developed by Moita Lopes (2003) in Applied Linguistics, by Bauman (2005) in Sociology , and by Woodward (1997) in Cultural Studies. The outcome of the analysis suggests that for the teachers, the school in the rural area, with its difficulties such as long distances, "public indifference", "the students' socialcultural factors", is not a desired professional aim but it means a professional imposition resulting from institutional policies. According to these policies, the low students' performance is determined mainly by two factors: the multigraded classrooms and the social conditions of the families who live in the rural area. For the mothers and some children the school function is to teach how to read and write, and the schooling process is needed to enable them to move out from the rural area into the city in the future. To close, I present implications that can be used for future research, and besides, can also contribute to the discussion about new education policies and about teacher education courses geared towards more complex contexts than the ones addressed nowadays in most curricula in the country. / Mestrado / Multiculturalismo, Plurilinguismo e Educação Bilingue / Mestre em Linguística Aplicada

When international graduate students and their families participate in study abroad experiences, there are many challenges and opportunities that accompany these experiences. Depending on the context of the study abroad experience, some might be characterized as both opportunities and challenges. International graduate students and their families experience cultural and linguistic challenges/opportunities while also facing conscious (and unconscious) decisions of assimilation and acculturation. Education opportunities are rarely neutral and may be accompanied by uncertainty, discontinuities, and result in identities that shift and change in the course of crossing boundaries that are geographic, educational, emotional and metaphoric in nature. The ways in which international graduate students and members of their family take advantage of opportunities and address the challenges is the focus of my research. In this study, I draw on Akkerman and Bakker's theories of learning in the context of boundary crossers and boundary objects to document and describe my family's journeys between Indonesia and the United States while in pursuit of educational goals. Data sources for this qualitative study involve stories documented in field notes and recorded in email exchanges between family members. These stories illuminate tensions and dilemmas we faced as a transnational family as each of us dealt with issues of acculturation, assimilation, linguistic and cultural differences in the context of international moves from 2001 until 2012. I use narrative analysis in order to understand the deeper meanings of family experiences captured in stories we told, recorded in writing, and shared with each other. These stories reveal our transitions and interactions as boundary crossers. Central to my study is the use of books as boundary objects to address the dilemmas and tensions my family faced in the midst of our transnational journeys. Books, in the form of children's literature, often served as the means to create figured or "as if" worlds and provided the means for prompting dialogues among members of my family so that we could explore and discuss the cultural tensions and dilemmas that face many transnational families. In particular, one book served as a critical moment in my family's transnational experience. In order to better understand the value of this book as a boundary object, I made use of content analysis to understand the larger themes and document the role of the book, in family discussions as we anticipated our return to Indonesia. The methods of my study as well as the findings I describe may serve to benefit other international students who explore educational opportunities abroad while accompanied by their family. I document the ways in which identities of my family are dynamic and changing in the context of our transnational journeys. The use of books as boundary objects situated at the intersection of geographic, cultural, and emotional boundary crossings may provide transnational families with dialogues to explore dilemmas and tensions. Finally, the process of recording family stories may serve international students and families as they become cultural and linguistic boundary crossers themselves.

The ex-gay movement in the United States has, for the last three decades, argued that there can be "freedom from homosexuality." Available movement narratives shape how individuals struggling with homosexual desires understand their past, present and future. To gain insight into the identity work of people involved in the movement, those who have left and those who exist on the margins, I engaged in collected 31 semi-structured interviews, engaged in participant observation of an ex-gay conference and conducted a narrative analysis of movement narratives. In three journal article style manuscripts, I discuss my findings concerning the narrative identity work of each group.

This ethnographic exploration tackles meanings of childhood in Qondwa village, Mpumalanga Province, South Africa, by illustrating how childhood is constantly shifted, negotiated and contested. These attempted definitions of childhood defy the Western constructs of childhood, regarding the ethnography here is undertaken in African context. I dedicated six months carrying out qualitative research on these meanings. For purposes of my research, I adopt the local term, rather than recorded Western definition of a 'child' in Qondwa which is expressed as any boy or girl who is financially dependent on parents or guardians, regardless of age. Furthermore, a boy only transitions into a man, as a girl into a woman, when financially independent of their parents/guardians, regardless of age. I hereby argue that there is no universal meaning of childhood and provide comparative ethnographies of childhood to cement this argument. I adopt Karp's theory of personhood to further argue that personhood of children determines how children experience realities. I go further to discuss childhood in the context of parents/guardians, childhood in the context of defined socio-geographic spaces, childhood in the context of traditional cultural events which show that there is no universal meaning of childhood, even within a culture displaying the complexities of such definitions. / Dissertation (MSocSci)--University of Pretoria, 2017. / Anthropology and Archaeology / MSocSci / Unrestricted

Team projects in engineering are critical sites for professional and personal development as students interact with peers and faculty on projects designed to simulate engineering work. These projects allow students to try on professional roles and establish a sense of identity within their field, which in turn influences their retention through college and into engineering careers. However, team projects can present challenges specific to students from underrepresented populations. While research on women's team experiences is strong, few researchers have studied African-Americans. To fill this gap, the current study explores the experiences of African-American males on multiracial student teams and the impact of those teams on these students' identities. This qualitative study employed a phenomenological approach, using a three-interview sequence with eight African-American male engineering students as they worked on team projects at a predominantly white institution (PWI). The interviews gathered background information about each participant, explored the team functionality during the project, and enabled participants to reflect on the team experience. Two theoretical frameworks were considered during the study design: 1) intergroup contact theory provided a lens to explore interracial interactions, and 2) multiple identities provided a lens to analyze the impact of team dynamics on students' intersecting identities. The findings provide a rich understanding of the team experiences of African-American male students that can enhance project-based teaching within engineering to more explicitly attend to team dynamics, including interracial interactions for students of color. Both positive and negative impacts on African-American males in engineering emerged from the intergroup contact within the team environment. Specifically, the results indicate that these participants enjoyed their multiracial student teaming experiences, supported by informal social interactions among team members and generally positive professional interactions. However, the study participants also entered their team experiences fully aware of the negative stereotypes about African-Americans in engineering and proactively worked to dispel those stereotypes. / Ph. D.

No description available.