Made available in DSpace on 2015-05-07T15:10:03Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1015409 bytes, checksum: f7153e5c6aa7872257c8d86051551689 (MD5) Previous issue date: 2010-09-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This work approaches the National Politic of Inclusion Education published in 2008 for the Ministry of the Education and Secretariat of Special Education MEC/SEESP. Our objective is analyze the speeches of the teachers about the National Politic of Inclusion Education and the development in regular schools in Gurinhém, Paraiba, being taken as base the following aspects: accessibility, curriculum, specialized attendance and formation of teachers. The option was based in theorycal- methodological in approach pos structural as the conception of identity and difference. The basis of research are inclusion, identity, difference, curriculum, politic and some ways of inclusion: Hall (2006), Tomaz Tadeu (2008), Skliar (2003), Costa (2002), Corazza (2002), Pereira (2006, 2009), Dorziat (2006, 2009), Santos (2008), Carvalho (2004), Laplane (2004), Silva (2001), Ferreira (2004), and others. This study if it characterizes of the methodological point of view in a research of qualitative character, which used survey and revision of literature and research of field. The field of the research was composed for two schools of the municipal net of Gurinhém, Paraíba, and the instrument used for collection of data was to the interview half-structuralized applied individually for a sample of seven teachers of regular school. We opt to the analysis of the speech while methodology of treatment and analysis of data, on the basis of the social theory of the speech of Fairclough (2008), that it analyzes the speech in a three-dimensional picture, as text, practical social practical discursive and. Our considerations in this study is an appear about the official speech of politic because Inclusion Education is grow in Brazil and the legislation are better, the purpose is education for ale, include the deficient‟s but the teachers said that the reality in the schools is different, the ideas are different, the proposal of inclusion. / Este trabalho aborda a Política Nacional de Educação Inclusiva publicada em 2008 pelo Ministério da Educação e a Secretaria de Educação Especial MEC/SEESP. Nosso objetivo é analisar os discursos dos professores sobre a Política Nacional de Educação Inclusiva e seus desdobramentos nas escolas da rede regular no município de Gurinhém, Paraíba, tomando como base os seguintes aspectos: acessibilidade, currículo, atendimento especializado e formação de professores. Para tanto, fizemos uma opção teórico-metodológica baseada na abordagem pós-estruturalista, cujas bases estão estreitamente ligadas às concepções de identidade e diferença. O aporte teórico da pesquisa está ancorado em produções que versam sobre inclusão, identidade, diferença, currículo, políticas e práticas inclusivas: Hall (2006), Tomaz Tadeu (2008), Skliar (2003), Costa (2002), Corazza (2002), Pereira (2006, 2009), Dorziat (2006, 2009), Santos (2008), Carvalho (2004), Laplane (2004), Silva (2001), Ferreira (2004), entre outros. Este estudo se caracteriza do ponto de vista metodológico como uma pesquisa de caráter qualitativo, a qual utilizou levantamento e revisão de literatura e pesquisa de campo. O campo da pesquisa foi composto por duas escolas da rede municipal de Gurinhém, Paraíba, e o instrumento utilizado para coleta de dados foi à entrevista semi-estruturada aplicada individualmente para uma amostra de sete professoras do Ensino Fundamental. Optamos pela análise do discurso, enquanto metodologia de tratamento e análise de dados, com base na teoria social do discurso de Fairclough (2008), que analisa o discurso num quadro tridimensional, como texto, prática discursiva e prática social. Nossas considerações nesse estudo partem da constatação que o discurso oficial das políticas de Educação Inclusiva tem se propagando de modo crescente nos últimos anos no Brasil, notadamente em termos de legislação, com um propósito de oferecer educação para todos os alunos, especificamente às pessoas com deficiência. No entanto, os discursos das professoras desestabilizam a eficácia do discurso oficial, na medida em que revelam como a realidade das escolas está afastada das mudanças e metas desenhadas pela proposta da inclusão.

Submitted by Geyciane Santos (geyciane_thamires@hotmail.com) on 2015-07-01T15:33:09Z No. of bitstreams: 2 Dissertação - Victor Leandro da Silva- Capa.pdf: 95554 bytes, checksum: d969c2b31eacf923ce4949fdbeadba96 (MD5) Dissertação - Victor Leandro da Silva.pdf: 692099 bytes, checksum: 8b76df14d97b13954166b43664b8857d (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-07-09T18:40:19Z (GMT) No. of bitstreams: 2 Dissertação - Victor Leandro da Silva- Capa.pdf: 95554 bytes, checksum: d969c2b31eacf923ce4949fdbeadba96 (MD5) Dissertação - Victor Leandro da Silva.pdf: 692099 bytes, checksum: 8b76df14d97b13954166b43664b8857d (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-07-09T18:45:15Z (GMT) No. of bitstreams: 2 Dissertação - Victor Leandro da Silva- Capa.pdf: 95554 bytes, checksum: d969c2b31eacf923ce4949fdbeadba96 (MD5) Dissertação - Victor Leandro da Silva.pdf: 692099 bytes, checksum: 8b76df14d97b13954166b43664b8857d (MD5) / Made available in DSpace on 2015-07-09T18:45:15Z (GMT). No. of bitstreams: 2 Dissertação - Victor Leandro da Silva- Capa.pdf: 95554 bytes, checksum: d969c2b31eacf923ce4949fdbeadba96 (MD5) Dissertação - Victor Leandro da Silva.pdf: 692099 bytes, checksum: 8b76df14d97b13954166b43664b8857d (MD5) Previous issue date: 2011-04-25 / FAPEAM - Fundação de Amparo à Pesquisa do Estado do Amazonas / This work is an analysis of identity construction processes in the novels of Milton Hatoum. The assertion of identity has been an issue widely discussed within the field of cultural studies, due to the recent fragmentation of its models and the emergence of several new ascendants systems of identity. In the novels of Hatoum, this problem will manifest itself through the elimination of regionalism, which dilutes the references to identify, from memory, which search all the time to order the past, as well as the various dilemmas bandied about in the course of the narrative: the uncertainty as to the origin, the condition of foreign and immigrant, the family relations, the ethical values of East and West, those issues that will focus primarily on the characters of the plots, especially the narrators, the brothers Omar and Yaqub, of Dois irmãos, and Mundo, of Cinzas do Norte, for whom questions about the identity will become crucial in defining the paths followed by each of them. / Este trabalho consiste numa análise dos processos de construção identitária nos romances de Milton Hatoum. A afirmação da identidade tem sido um problema bastante discutido dentro do campo dos estudos culturais, por conta da recente fragmentação de seus modelos e do surgimento de diversos novos sistemas identitários ascendentes. Nos romances de Hatoum, tal problema irá manifestar-se por meio da supressão do regionalismo, que dilui os referenciais de identificação, da memória, que busca a todo instante ordenar o passado, assim como também dos diversos dilemas aventados no decorrer das narrativas: a incerteza quanto à origem, a condição do estrangeiro e do imigrante, as relações familiares, os valores éticos do Ocidente e do Oriente, questões essas que irão incidir fundamentalmente nas personagens das tramas, em especial os narradores, os irmãos Omar e Yakub, de Dois irmãos, e Mundo, de Cinzas do Norte, para os quais os questionamentos acerca da identidade se tornarão decisivos na definição dos caminhos seguidos por cada um deles.

Em tempos de globalização e neoliberalismo, as relações entre o global e o local e entre o capital especulativo e o Estado têm gerado alterações no setor público e nas formas de regulação da conduta da vida privada. Esse jogo tem influenciado diretamente os cursos de Licenciatura e traz consequências para a educação. Se, por um lado, ela está presa aos ditames da grade econômica, por outro ela pode promover uma formação engajada com a afirmação da diferença e com a superação da desigualdade social. Essa luta acena para a necessidade de abordar a universidade e o currículo como formas de política cultural que incidem na constituição de identidades e marcação da diferença. Afinal, o que está em jogo é a identidade do sujeito-docente que formará as futuras gerações do país. Esta pesquisa problematiza como a maquinaria discursiva e a não discursiva presentes em um currículo de Licenciatura em Educação Física, pode subjetivar sujeitos e operar representações em meio aos discursos da cultura empresarial, como eficiência, flexibilidade, mérito, e caros à educação, como justiça social, reconhecimento e cidadania. Como referência, utilizo as contribuições que os Estudos Culturais têm proporcionado às investigações acerca do currículo e a escrita contundente de Stuart Hall a respeito da centralidade da cultura. A esse quadro discursivo acrescento a noção de governamentalidade formulada por Michel Foucault e as análises de Stephen Ball acerca das políticas curriculares, entre outros. Realizei um estudo de cunho etnográfico em uma IES privada no transcorrer de dois anos em tempos e espaços diferenciados: no âmbito da sala de aula, interessou-me a posição de sujeito assumida pelos discentes frente às situações didáticas e os conflitos decorrentes; com base no projeto pedagógico do curso de Educação Física, extraí os regimes de verdade das disciplinas e suas estratégias de negociação; e a partir do cotidiano da instituição inferi os modos de regulação da educação pelo mercado, que tencionam governar os sujeitos para adequarem-se à ordem econômica mundial. O resultado dessa maquinaria tem sido a formulação do Frankenstein (o currículo-criador) e a de suas criaturas (os alunos monstros-heróis), futuros docentes. Por objetivar os diferentes sentidos da intervenção do egresso em campos tão diversos quanto distintos, o currículo-criador hibridiza os discursos oficiais, as tendências pedagógicas, a história do componente, as transformações da educação e as do setor público. Por conta disso, seus sujeitos tornamse múltiplos, fragmentados e contraditórios que, ora ajustam-se à ordem do empreendimento pessoal e transformam-se em commodities a fim de atuarem em acordo com as normas do mercado, ora são perturbações da máquina que os criou, promovendo simultaneamente a crítica à formação docente inicial e novas estratégias para a sua captura. / In times of globalization and neoliberalism, the relationship between the local and global and between speculative capital and the state has created changes in the public sector and in the ways of regulating the conduct of the private life. This fixture has directly influenced the license courses and has implications for education. If, in one hand, it is trapped to the dictates of the economic frame, on the other, it can promote training engaged with the affirmation of the difference and with the defeat of social inequality. This battle waves to the need for addressing the university and the curriculum as a way of cultural politics that affect the construction of identities, highlighting the difference. After all, what is in evidence is the identity of the personadocent who will form future generations of the country. This research discusses how the discursive and non discursive apparatus present in the curriculum of the License in Physical Education can form individuals and operate representations among the corporative culture discourse such as efficiency, flexibility, performance, merit and, sensibility towards education such as social justice, recognition and citizenship. As a reference, it was used the contributions provided by the cultural studies towards the investigations about the curriculum and the incisive writing of Stuart Hall about the centrality of culture. To this discursive framework it was added the notion of governmentality formulated by Michel Foucault and the analysis of Stephen Ball on curricular policies, among others. An ethnographic study was conducted in a private higher education institution in the course of two years in different times and places: in the classroom, we were interested in the subject position taken by students facing didactic situations and conflicts arising from the pedagogical project based in the Physical Education course, the true parameters and the strategies of negotiation were extract from the disciplines; and from the daily life of the institution it was inferred modes of regulation of the marketing education which intend to operate individuals to adapt to the world economic order. The result of this machinery has been the formulation of Frankenstein (curriculum-creator) and its creatures (monsters, heroes students), future teachers. To object the different meanings of the intervention of egress in fields so diverse and distinct, the curriculum-creator hybridizes official speeches, educational tendencies, the history of the component, the transformation of education and the public sector. For this reason, individuals become multiple, fragmented and contradictory, that sometimes adjust to the order of personal project and turn into commodities to act in accordance with the rules of the market, and other times are the disruptions created by the same mechanism, promoting simultaneously the criticism to the initial teacher training and new strategies for their capture.

My thesis aims to show that Wittgensteins view of rule-following involves a misleading picture of the rule. Since he saw the rule as something fundamentally independent of the rule-follower and something with which the rule-follower must comply, he inevitably became entangled in the paradox of compliance: that is, the idea that there must be something other than the rule-follower for rule-following to exist, even though he knew that there was really nothing there to guide the rule-follower or to measure his action. This paradox, dimly expressed within key Wittgensteinian problems relating to how one is able to follow a rule and whether one can follow a rule privately, eventually gave rise to the question over the social nature of rules. In that debate, Wittgensteins commentators vigorously argued, and continue to argue, whether the concept of rule-following presupposes a community of practitioners or not. I argue that this debate itself is misguided, since both sides in this debate take as their starting point a picture of compliance which sees rule and rule-follower as essentially different. In contrast to a compliant picture, I offer a different picture of the rule, which I will call the pliant picture of the rule. I will show that rule and rule-follower are fundamentally the same, and are related to one another, not socially or grammatically, but genealogically. This relationship of identity is in fact exhibited in the relationship between teacher and pupil, when the pupil becomes what his teacher already is through following his teacher. Although compliance can be said to define this relationship initially, it ends with the pupil learning, or becoming, the rule. To conceive of the rule in this way is to avoid the paradox of compliance; that is, it is to go beyond Wittgensteins picture of a paradox.

My thesis aims to show that Wittgensteins view of rule-following involves a misleading picture of the rule. Since he saw the rule as something fundamentally independent of the rule-follower and something with which the rule-follower must comply, he inevitably became entangled in the paradox of compliance: that is, the idea that there must be something other than the rule-follower for rule-following to exist, even though he knew that there was really nothing there to guide the rule-follower or to measure his action. This paradox, dimly expressed within key Wittgensteinian problems relating to how one is able to follow a rule and whether one can follow a rule privately, eventually gave rise to the question over the social nature of rules. In that debate, Wittgensteins commentators vigorously argued, and continue to argue, whether the concept of rule-following presupposes a community of practitioners or not. I argue that this debate itself is misguided, since both sides in this debate take as their starting point a picture of compliance which sees rule and rule-follower as essentially different. In contrast to a compliant picture, I offer a different picture of the rule, which I will call the pliant picture of the rule. I will show that rule and rule-follower are fundamentally the same, and are related to one another, not socially or grammatically, but genealogically. This relationship of identity is in fact exhibited in the relationship between teacher and pupil, when the pupil becomes what his teacher already is through following his teacher. Although compliance can be said to define this relationship initially, it ends with the pupil learning, or becoming, the rule. To conceive of the rule in this way is to avoid the paradox of compliance; that is, it is to go beyond Wittgensteins picture of a paradox.

This thesis is the result of an attempt to record, classify and develop an understanding of the motivations and dynamics in the design and realization of the buildings that explicitly or implicitly represent the Turkish identity abroad. In the meantime it is aimed to reflect on and identify the function of architecture and buildings in the formulation and representation of national identity. Besides the analysis of the meanings assigned to the architectural forms, one underlying intention was to clarify how different aspects of architecture and building processes could play roles in the construction and representation of national identity within the context of the embassies, monuments, exhibition pavilions and centers for cultural and religious purposes. During the analysis of these architectural works, basic mechanisms of the concept of identity and its repercussions in relation to physical milieus -i.e. its comparative nature, its reception by the others- are tried to be elaborated. Cases other than the Turkish case are referred to when necessary. Viewpoints of variety of actors in the realization of these works -i.e. architects, diplomats, statesmen and contractors- are analyzed to elucidate the similarities and differences of approaches. iv Besides the role of international relations, the dominant social, political and economic characteristics in different historical periods of Turkey and their implications on the buildings abroad are exposed by this study. Reactions of the architectural discourse in Turkey to those characteristics concerning the national identity, i.e. foreign architects, globalization, and promotion of architects by the state, are elaborated. While some themes are perennial at the discursive and formal level, variations of attitudes regarding the host context are observed in the study.

Em tempos de globalização e neoliberalismo, as relações entre o global e o local e entre o capital especulativo e o Estado têm gerado alterações no setor público e nas formas de regulação da conduta da vida privada. Esse jogo tem influenciado diretamente os cursos de Licenciatura e traz consequências para a educação. Se, por um lado, ela está presa aos ditames da grade econômica, por outro ela pode promover uma formação engajada com a afirmação da diferença e com a superação da desigualdade social. Essa luta acena para a necessidade de abordar a universidade e o currículo como formas de política cultural que incidem na constituição de identidades e marcação da diferença. Afinal, o que está em jogo é a identidade do sujeito-docente que formará as futuras gerações do país. Esta pesquisa problematiza como a maquinaria discursiva e a não discursiva presentes em um currículo de Licenciatura em Educação Física, pode subjetivar sujeitos e operar representações em meio aos discursos da cultura empresarial, como eficiência, flexibilidade, mérito, e caros à educação, como justiça social, reconhecimento e cidadania. Como referência, utilizo as contribuições que os Estudos Culturais têm proporcionado às investigações acerca do currículo e a escrita contundente de Stuart Hall a respeito da centralidade da cultura. A esse quadro discursivo acrescento a noção de governamentalidade formulada por Michel Foucault e as análises de Stephen Ball acerca das políticas curriculares, entre outros. Realizei um estudo de cunho etnográfico em uma IES privada no transcorrer de dois anos em tempos e espaços diferenciados: no âmbito da sala de aula, interessou-me a posição de sujeito assumida pelos discentes frente às situações didáticas e os conflitos decorrentes; com base no projeto pedagógico do curso de Educação Física, extraí os regimes de verdade das disciplinas e suas estratégias de negociação; e a partir do cotidiano da instituição inferi os modos de regulação da educação pelo mercado, que tencionam governar os sujeitos para adequarem-se à ordem econômica mundial. O resultado dessa maquinaria tem sido a formulação do Frankenstein (o currículo-criador) e a de suas criaturas (os alunos monstros-heróis), futuros docentes. Por objetivar os diferentes sentidos da intervenção do egresso em campos tão diversos quanto distintos, o currículo-criador hibridiza os discursos oficiais, as tendências pedagógicas, a história do componente, as transformações da educação e as do setor público. Por conta disso, seus sujeitos tornamse múltiplos, fragmentados e contraditórios que, ora ajustam-se à ordem do empreendimento pessoal e transformam-se em commodities a fim de atuarem em acordo com as normas do mercado, ora são perturbações da máquina que os criou, promovendo simultaneamente a crítica à formação docente inicial e novas estratégias para a sua captura. / In times of globalization and neoliberalism, the relationship between the local and global and between speculative capital and the state has created changes in the public sector and in the ways of regulating the conduct of the private life. This fixture has directly influenced the license courses and has implications for education. If, in one hand, it is trapped to the dictates of the economic frame, on the other, it can promote training engaged with the affirmation of the difference and with the defeat of social inequality. This battle waves to the need for addressing the university and the curriculum as a way of cultural politics that affect the construction of identities, highlighting the difference. After all, what is in evidence is the identity of the personadocent who will form future generations of the country. This research discusses how the discursive and non discursive apparatus present in the curriculum of the License in Physical Education can form individuals and operate representations among the corporative culture discourse such as efficiency, flexibility, performance, merit and, sensibility towards education such as social justice, recognition and citizenship. As a reference, it was used the contributions provided by the cultural studies towards the investigations about the curriculum and the incisive writing of Stuart Hall about the centrality of culture. To this discursive framework it was added the notion of governmentality formulated by Michel Foucault and the analysis of Stephen Ball on curricular policies, among others. An ethnographic study was conducted in a private higher education institution in the course of two years in different times and places: in the classroom, we were interested in the subject position taken by students facing didactic situations and conflicts arising from the pedagogical project based in the Physical Education course, the true parameters and the strategies of negotiation were extract from the disciplines; and from the daily life of the institution it was inferred modes of regulation of the marketing education which intend to operate individuals to adapt to the world economic order. The result of this machinery has been the formulation of Frankenstein (curriculum-creator) and its creatures (monsters, heroes students), future teachers. To object the different meanings of the intervention of egress in fields so diverse and distinct, the curriculum-creator hybridizes official speeches, educational tendencies, the history of the component, the transformation of education and the public sector. For this reason, individuals become multiple, fragmented and contradictory, that sometimes adjust to the order of personal project and turn into commodities to act in accordance with the rules of the market, and other times are the disruptions created by the same mechanism, promoting simultaneously the criticism to the initial teacher training and new strategies for their capture.

Die feministische Geographie verfolgt drei miteinander verbundene Anliegen: Als geographische Geschlechterforschung untersucht sie den Zusammenhang von gesellschaftlicher Räumlichkeit und Geschlechterverhältnissen. Im Rahmen wissenschaftstheoretischer Debatten werden Möglichkeiten der Integration feministischer und geographischer Theoriebildung gesucht. Disziplinpolitisch fokussiert sie bestehende Ungleichheitsverhältnisse und geschlechtsspezifische Arbeitsteilungen in der Hochschulgeographie.