Submitted by Maria Aparecida (cidazen@gmail.com) on 2017-04-03T12:43:57Z No. of bitstreams: 1 Sueli Sousa Lima.pdf: 849307 bytes, checksum: f4995c4b6d136deb87711c087dc1280e (MD5) / Made available in DSpace on 2017-04-03T12:43:57Z (GMT). No. of bitstreams: 1 Sueli Sousa Lima.pdf: 849307 bytes, checksum: f4995c4b6d136deb87711c087dc1280e (MD5) Previous issue date: 2016-11-30 / This paper aims to analyze the contributions of the PROFEBPAR / UFMA Pedagogy course of Vargem Grande - MA in the construction of teacher - student identity in light of the Social Representation Theory - TRS. It is based on the theoretical reference of social representations, because it favors the comprehension of the object in its integrality. The discussion here is of a qualitative approach, without disregarding the quantitative data. It considers the presuppositions of this approach, as an act of communication between subjects, in which intersubjectivity, interaction, affections and spontaneity between the researcher and the subjects of the research also come into play. In order to analyze the data collected, Bardin (1977, 2007) and Bonfim (2008) use the technique of content analysis, which, when conducting systematic, qualitative or quantitative descriptions, helps to reinterpret the messages and to achieve An understanding of meanings at a level that goes beyond a common reading. In order to understand the thematic of this study, we mainly use the following theoretical reference: teacher training: Cury (1996), Tanuri (2000), Freitas (2002, 2006), Gatti and Barreto (2009), Melo; Birth (2013), etc .; (1998), Jodelet (1989, 1993, 2001), Jovchelovitch (2000, 2008), Guareschi (1996), Bonfim (2007), among others ; And identity processes: Nóvoa (1992), Ciampa (1997); Dubar (2005, 2007), Deschamps; Moliner (2009). In this way, initially, it focuses on teacher education in Brazil, with emphasis on emergency programs, since the history of this training contributes to the construction of teacher identities. The research subjects are 20 (twenty) professors-students of the Pedagogy course of PROFEBPAR / UFMA of Vargem Grande - MA. From the Technique "Who Am I? Applied, he / she realizes that the predominant answers indicate that the majority of the participants of the research consider teacher, cheerful and friend than it is inferred that the course of Pedagogy has contributed positively so that the subjects incorporate the teaching in its academic formation. Thus, it is understood that the elements: teacher, joy and friendship are part of the construction of the teaching identity of the teacherstudents of the course under analysis. The content analysis allowed the systematization of the data collected through a profile questionnaire, semi-structured interviews and the understanding of the object of study. It was possible, therefore, to list three Thematic Units for our research: I am a teacher, yes; Learning in training; And PROFEBPAR / UFMA in all this. Through these units are evidenced many processes involved in the constitution of the teacher identity, from those related to the personal history of each one, such as, for example, childhood experiences, jokes or experiences with teachers - aspect of the biographical axis, therefore, involves More subjective transactions - to actual experiences of professional practice and training practices, especially involving supervised internships and didactic experiences. Thus, the study suggests expanding the debate about the construction of the identity of teachers-students in undergraduate courses. / Este trabalho tem por objetivo analisar as contribuições do curso de Pedagogia do PROFEBPAR/UFMA de Vargem Grande – MA na construção da identidade de professores-alunos à luz da Teoria das Representações Sociais – TRS. Fundamenta-se no referencial teórico das representações sociais, por favorecer a compreensão do objeto na sua integralidade. A discussão aqui realizada é de abordagem qualitativa, sem desconsiderar os dados quantitativos. Considera os pressupostos dessa abordagem, como um ato de comunicação entre sujeitos, no qual entra em jogo, também, a intersubjetividade, a interação, os afetos e a espontaneidade entre pesquisador e os sujeitos da pesquisa. No percurso metodológico, para a análise dos dados coletados, elege a técnica da análise de conteúdo: Bardin (1977, 2007) e Bonfim (2008), que ao conduzir as descrições sistemáticas, qualitativas ou quantitativas, ajuda a reinterpretar as mensagens e a atingir uma compreensão de significados em um nível que vai além de uma leitura comum. Para compreender a temática deste estudo, utilizamos, principalmente, o seguinte referencial teórico: formação de professores: Cury (1996), Tanuri (2000), Freitas (2002, 2006), Gatti e Barreto (2009), Melo; Nascimento (2013), etc; representações sociais: Moscovici (1961, 1978, 2005), Spink (1994), Sá (1998), Jodelet (1989, 1993, 2001), Jovchelovitch (2000, 2008), Guareschi (1996), Bonfim (2007), entre outros; e processos identitários: Nóvoa (1992), Ciampa (1997); Dubar (2005, 2007), Deschamps; Moliner (2009). Inicialmente, enfoca a formação de professores no Brasil, com destaque aos programas emergenciais, uma vez que a história dessa formação contribui para a construção de identidades docente. Os sujeitos da pesquisa são 20 (vinte) professores-alunos do curso de Pedagogia do PROFEBPAR/UFMA de Vargem Grande - MA. A partir da Técnica “Quem Sou eu? aplicada percebe que as respostas predominantes indicam que a maioria dos participantes da pesquisa se considera professor, alegre e amigo do que se infere que o curso de Pedagogia tem contribuído positivamente para que os sujeitos incorporem a docência em sua formação acadêmica. Dessa forma, subtende-se que os elementos: professor, alegria e amizade fazem parte da construção da identidade docente dos professores-alunos do curso em análise. A análise de conteúdo adotada permitiu a sistematização dos dados coletados por meio de questionário de perfil, entrevistas semiestruturadas e a compreensão do objeto de estudo. Foi possível, assim, elencar três Unidades Temáticas para a nossa pesquisa: Sou professor, sim; Aprendizado na formação; e o PROFEBPAR/UFMA em tudo isto. Através destas Unidades ficam evidenciados serem muitos os processos envolvidos na constituição da identidade docente, desde os relativos à história pessoal de cada um, como, por exemplo, experiências da infância, de brincadeiras ou vivências com professores – aspecto do eixo biográfico, portanto, envolve transações mais subjetivas – até experiências efetivas de prática profissional e de práticas de formação, sobretudo, envolvendo estágios supervisionados e experiências didáticas. Assim, o estudo sugere ampliar o debate sobre a construção da identidade dos professores-alunos em cursos de graduação.

The aim of this research thesis is to analyze comparatively migration experiences in reference to changing citizenship rights of Turks from Bulgaria in northern Cyprus. Out-migrations in Bulgaria occurred in various historical chronologies out of different motivation for migration factors, and to places of different destinations. Despite the fact that mass migration flows of Turks from Bulgaria happen to be directed to Turkey, northern Cyprus was selected as a special case for this thesis, where Turks from Bulgaria immigrated during 1990&rsquo / s in great numbers. For the fieldwork, conducted in northern Cyprus in 2006, a research sample of 30-immigrant households of Turks from Bulgaria was interviewed with a qualitative in-depth and face-to-face interaction interview technique. The interview questionnaire was directed either towards one female or male member from each household. During the interviews, lived experiences of immigrant Turks from Bulgaria in both the countries of origin and also destination were asked. Therefore, a comparative before and after migration analyses was aimed. In the light of this, specified socio-economic and socio-cultural research themes referred to the overall interpretations of whether citizenship status of immigrant Turks from Bulgaria was inclusive or exclusive of both into the Bulgarian and northern Cypriot societies. The thesis draws a conclusion of notably revealed relationship between citizenship experiences and the shifting identity perceptions as a result of migration. Interview findings indicate that related to the conditions of their socio-economic and cultural environments in both Bulgaria and northern Cyprus, they were either included or excluded from social citizenship status. Immigrant respondents perceived themselves as excluded in the areas of employment and educational opportunities, cultural activities and in establishing associations in Bulgaria. On the other hand, in northern Cyprus they have perceived themselves as excluded in terms of work life and finding an occupation, high-income opportunities, finding decent accommodation and neighborhood relations. Besides, in the former they perceived themselves as discriminated because of their Muslim-Turkish identity and in the latter because they have been accepted as migrants and a marginally subordinate group in the social hierarchy.

La ricerca rappresenta un'indagine qualitativa di carattere esplorativo in merito al tema dell’identità e delle rappresentazioni sociali dei bambini che vivono sulle strade di Nairobi (Kenya). Sono state messe in luce e analizzate le numerose rappresentazioni degli street children, tra cui quella spregiativa – chokora – elaborata dalla comunità locale, che li assimila a rifiuti) per far emergere quanto l’identità del bambino di strada possa essere compresa facendo riferimento al soggetto come a un prodotto di condizionamenti sociali e culturali o anche come entità potenzialmente capace, all’interno di una continuità narrativa, di elaborare riflessivamente la propria esperienza e di produrre attivamente nuovi significati e nuove forme sociali. Sotto il profilo metodologico sono state realizzate quarantanove interviste strutturate, dodici semistrutturate e sessantacinque in profondità a street dwellers, ex street boys, famigliari di street children, operatori di ONG e CBO, testimoni privilegiati e soggetti della comunità locale. Si è fatto inoltre uso della tecnica visuale del diario fotografico e dell’osservazione partecipante. La ricerca empirica ha messo in luce che l’identità degli street children si struttura su relazioni di appartenenza e di differenziazione. Le rappresentazioni sociali sono determinanti per il processo identitario degli street children, ma è possibile un margine di negoziazione della propria identità, alla luce della conversazione interiore, che consente una ristrutturazione attorno a un perno positivo del sé relazionale. Questo avviene quando la negoziazione dell’identità viene vissuta come un processo relazionale, guidato dalle premure fondamentali del soggetto e all’interno di relazioni fiduciarie che consentono una rappresentazione positiva del sé. / The research is a qualitative exploratory study on the identity and social representations of the children living on the streets of Nairobi (Kenya). A number of representations of street children are shown and analysed(including the one – chokora – elaborated by the local community that assimilates the children to garbage) to demonstrate how the identity of the street children may be understood making reference to the subject as the product of social and cultural conditioning or as an entity possibly able – within a narrative continuity – to elaborate reflexively his own experience and to actively produce new meanings and social forms. Methodologically, forty-nine structured, twelve semi-structure and sixty-five in depth interviews were carried out with street dwellers, ex street boys, family members of street children, NGOs and CBOs’ social workers, privileged witnesses and individuals from the local community. Moreover, a visual technique (photo diary) and participatory observation were used. The empirical research has shown that the identity of the street children is formed on the relations of belonging and differentiation. Furthermore, social representations are determinant for the identity process of the street children, but there is also room for one’s own identity negotiation, in the light of the internal conversation, that allows a restructuring of the relational self around a positive mainstay. This happens when the negotiation of the identity is experienced as a relational process, oriented by the ultimate concerns, within trustworthy relations, that allow a positive representation of the self.

Naming is a very important tool used among various African cultures to convey certain messages, either to an individual, family members or a community. Naming of various objects is linked with the socio-political factors of countries where anthroponyms and toponyms are found. It is for this reason that onomastics (the study of names) can never be isolated from studying the dynamics of various societies, the behaviour and the psychology of different individuals. While names can unite communities, they can also serve as a dividing tool in various communities. It is from names that one can learn the various cultures that have been present in a particular place, and have an understanding and the appreciation of the history of a place. Onomastics is multidisciplinary in nature. It can be approached from different perspectives. These include linguistic, historical, sociological, philosophical, economical and other perspectives. Chapter two focuses on the linguistic and semantic aspects of names. It explores onomastic definitions and the comparison between the meaning of Euro-western and African names. In Chapter two an argument is presented on the morphological structure of Zulu and/or Xhosa names for boys and girls. In this Chapter the orthography of place names is also discussed. The importance of standardising names for purposes of having one name for one entity and asserting the country's history and heritage cannot be overemphasised. As indicated above that onomastics can also be approached from a historic approach, Chapter 3 looks at the changing political scenario in South Africa that has had an impact on the culture of indigenous people, their identity and the existence of Euro-western names among them. The arrival of white people in South Africa contaminated the indigenous culture and the African belief systems. The traditional belief system of the indigenous people is discussed in Chapter three together with the advent of Christianity. Chapter four looks at the sociological approach in onomastics. Names of any nature exist in a society. These names reflect the social dynamics of the societies where they are found. The society plays a major role in influencing the choice of names given to individuals and entities. These names have different functions in societies. The different functions that names have in various communities are also discussed. In Chapter four the significance of anthroponyms and toponyms is discussed. Various types of names are also looked at. Political changes witnessed in the country play a major role in transforming the country whether economically, culturally or socially. The impact of political changes and the attitudes of South Africans towards name changes are discussed in Chapter five. President Thabo Mbeki's call for an African renaissance came at the time when South Africa attained its independence. The adoption of African names was on the increase during this period. Chapter six looks at the link between changing naming patterns and the African renaissance. As an African renaissance calls for the rebirth of African culture and ways of living, xenophobic attitudes among Africans are examined. It is argued that Africa's rebirth is dependant on various issues including the respect and value that Africans give each other. Onomastics, as mentioned above can be studied using different approaches, however the limitedness of this study prevents discussion on all approaches. Onomastics is a relatively new field in South Africa, however its multidisciplinary nature and the abundance of data, invites more studies to be conducted. Chapter seven makes recommendations on some of the onomastic studies that may be conducted in future. / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2004.

This thesis by publication contributes to our knowledge of psychological factors underlying a modern day phenomenon, young people’s mobile phone behaviour. Specifically, the thesis reports a PhD program of research which adopted a social psychological approach to explore mobile phone behaviour among young Australians aged between 15 and 24 years. A particular focus of the research program was to explore both the cognitive and behavioural aspects of young people’s mobile phone behaviour which for the purposes of this thesis is defined as mobile phone involvement. The research program comprised three separate stages which were developmental in nature, in that, the findings of each stage of the research program informed the next. The overarching goal of the program of research was to improve our understanding of the psychosocial factors influencing young people’s mobile phone behaviour. To achieve this overall goal, there were a number of aims to the research program which reflect the developmental nature of this thesis. Given the limited research into the mobile phone behaviour in Australia, the first two aims of the research program were to explore patterns of mobile phone behaviour among Australian youth and explore the social psychological factors relating to their mobile phone behaviour. Following this exploration, the research program sought to develop a measure which captures the cognitive and behavioural aspects of mobile phone behaviour. Finally, the research program aimed to examine and differentiate the psychosocial predictors of young people’s frequency of mobile phone use and their level of involvement with their mobile phone. Both qualitative and quantitative methodologies were used throughout the program of research. Five papers prepared during the three stages of the research program form the bulk of this thesis. The first stage of the research program was a qualitative investigation of young people’s mobile phone behaviour. Thirty-two young Australians participated in a series of focus groups in which they discussed their mobile phone behaviour. Thematic data analysis explored patterns of mobile phone behaviour among young people, developed an understanding of psychological factors influencing their use of mobile phones, and identified that symptoms of addiction were emerging in young people’s mobile phone behaviour. Two papers (Papers 1 and 2) emanated from this first stage of the research program. Paper 1 explored patterns of mobile phone behaviour and revealed that mobile phones were perceived as being highly beneficial to young people’s lives, with the ability to remain in constant contact with others being particularly valued. The paper also identified that symptoms of behavioural addiction including withdrawal, cognitive and behavioural salience, and loss of control, emerged in participants’ descriptions of their mobile phone behaviour. Paper 2 explored how young people’s need to belong and their social identity (two constructs previously unexplored in the context of mobile phone behaviour) related to their mobile phone behaviour. It was revealed that young people use their mobile phones to facilitate social attachments. Additionally, friends and peers influenced young people’s mobile phone behaviour; for example, their choice of mobile phone carrier and their most frequent type of mobile phone use. These papers laid the foundation for the further investigation of addictive patterns of behaviour and the role of social psychological factors on young people’s mobile behaviour throughout the research program. Stage 2 of the research program focussed on developing a new parsimonious measure of mobile phone behaviour, the Mobile Phone Involvement Questionnaire (MPIQ), which captured the cognitive and behavioural aspects of mobile phone use. Additionally, the stage included a preliminary exploration of factors influencing young people’s mobile phone behaviour. Participants (N = 946) completed a questionnaire which included a pool of items assessing symptoms of behavioural addiction, the uses and gratifications relating to mobile phone use, and self-identity and validation from others in the context of mobile phone behaviour. Two papers (Papers 3 & 4) emanated from the second stage of the research program. Paper 3 provided an important link between the qualitative and quantitative components of the research program. Qualitative data from Stage 1 indicated the reasons young people use their mobile phones and identified addictive characteristics present in young people’s mobile phone behaviour. Results of the quantitative study conducted in Stage 2 of the research program revealed the uses and gratifications relating to young people’s mobile phone behaviour and the effect of these gratifications on young people’s frequency of mobile phone use and three indicators of addiction, withdrawal, salience, and loss of control. Three major uses and gratifications: self (such as feeling good or as a fashion item), social (such as contacting friends), and security (such as use in an emergency) were found to underlie much of young people’s mobile phone behaviour. Self and social gratifications predicted young people’s frequency of mobile phone use and the three indicators of addiction but security gratifications did not. These results provided an important foundation for the inclusion of more specific psychosocial predictors in the later stages of the research program. Paper 4 reported the development of the mobile phone involvement questionnaire and a preliminary exploration of the effect of self-identity and validation from others on young people’s mobile phone behaviour. The MPIQ assessed a unitary construct and was a reliable measure amongst this cohort. Results found that self-identity influenced the frequency of young people’s use whereas self-identity and validation from others influenced their level of mobile phone involvement. These findings provided an important indication that, in addition to self factors, other people have a strong influence on young people’s involvement with their mobile phone and that mobile phone involvement is conceptually different to frequency of mobile phone use. Stage 3 of the research program empirically examined the psychosocial predictors of young people’s mobile behaviour and one paper, Paper 5, emanated from this stage. Young people (N = 292) from throughout Australia completed an online survey assessing the role of self-identity, ingroup norm, the need to belong, and self-esteem on their frequency of mobile phone use and their mobile phone involvement. Self-identity was the only psychosocial predictor of young people’s frequency of mobile phone use. In contrast, self-identity, ingroup norm, and need to belong all influenced young people’s level of involvement with their mobile phone. Additionally, the effect of self-esteem on young people’s mobile phone involvement was mediated by their need to belong. These results indicate that young people who perceive their mobile phone to be an integral part of their self-identity, who perceive that mobile phone is common amongst friends and peers, and who have a strong need for attachment to others, in some cases driven by a desire to enhance their self-esteem, are most likely to become highly involved with their mobile phones. Overall, this PhD program of research has provided an important contribution to our understanding of young Australians’ mobile phone behaviour. Results of the program have broadened our knowledge of factors influencing mobile phone behaviour beyond the approaches used in previous research. The use of various social psychological theories combined with a behavioural addiction framework provided a novel examination of young people’s mobile behaviour. In particular, the development of a new measure of mobile phone behaviour in the research program facilitated the differentiation of the psychosocial factors influencing frequency of young people’s mobile phone behaviour and their level of involvement with their mobile phone. Results of the research program indicate the important role that mobile phone behaviour plays in young people’s social development and also signals the characteristics of those people who may become highly involved with their mobile phone. Future research could build on this thesis by exploring whether mobile phones are affecting traditional social psychological processes and whether the results in this research program are generalisable to other cohorts and other communication technologies.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

This master thesis researches a social identity of social workers. It deals specifically with a perception of this identity based on the age of the workers. The aim of the work is to compare the perception of social identity by social workers in two age categories and find out if there exist any signifiant differences between them. The theoretical part explains the key terms of identity and social identity, the definition of social work and the role of a social worker. The thesis refers to both Czech and international qualified literature, articles, fundamental documents and some experiments that have been done so far. The parctical part describes the research focused on the perception of social identity of two age groups of social workers. It analyses the collected data.

This master’s thesis revolves around the means of participation established around the newly formed Social Democratic Party in Sweden at the end of the 19th century. In 1889 the party was organized in close proximity to the editorial office of the party newspaper, Social-demokraten, and dependent on the support of its subscribers to uphold and increase circulation. Simultaneously, the consolidation of the Second socialist international provided a new framework for the national organisations as it was decided that May 1 of 1890 would be the date of synchronized mass- demonstrations for the legislation of the 8-hour working day. The thesis examines the means of participation and the associated construction of participatory political subjects in relation to the newspaper, the demonstration and the question of work time regulation. The analysis shows that the Swedish campaigns promoted an increased sense of self-awareness and obligation towards the larger organizational structures as well as society as a whole. Participation was put forth as a means of confessing to a genuine and unadulterated identity. This identity and its assigned biological features, as they were portrayed in relation to the question of work time regulation, created the physical characteristics of the participant as a focal point of the political project. The question was used to create knowledge about the participant as an objective outset in the quest for legitimacy. This process can also be seen as the creation of a situated public as an origin of power.

The utility of selective retrieval processes in our everyday lives is evident across the varied contexts we are subjected to as human beings. Memory is characterised by an unlimited storage capacity, but limited retrieval capacity. Subsequently, we are selective in what we remember in a given context in order to use memory in an adaptive manner. Previous theory places memory at the centre of deriving and maintaining a sense of self and personal identity. In contrast however, the extent to which memory serves the representation of social identities and the groups to which they are linked is unclear. As social identities are said to be the extension of the self to the social context, the present empirical investigation examined the role of selective processes of retrieval and forgetting on the remembrance of social identity and group-based information in the areas of gender, religious, partisan, and ideological identity. Findings illustrated that we implicitly preserve and retrieve information that is relevant to our sense of social identity, whilst forgetting and implicitly diminishing information that is irrelevant. The findings also established that information retrieved not only pertains to the in-groups in which we seek membership, but also of opposing out-groups that seek to contrast and potentially challenge our in-group's worldview. Furthermore, mechanisms and structures that support the representation of self were extended to the findings, delineating how processes of organisational and distinctive processing support the retrieval of social identity-based information of relevance and importance. The thesis concludes with the assertion that memory is not only the looking glass through which we see the reflection of the self, but also serves to act as the reflection through which we acquaint ourselves with, and relate ourselves to, our significant others in the social context.

This work deals with the collective and social identity of the Prague deaf. It is based on the presumption that the deaf can be regarded as a social group with specific characteristics which are interesting from a sociological perspective. The aim of this work is a description and understanding of the mode the deaf relate to each other and the way the social mechanisms are used for this purpose. The crucial chapter deals with the social categorization as a key mechanism for building and maintaining the social identity of the deaf. The following part is devoted to the collective identity, where two ideal types of the deaf collective identity are presented. The work is based on the qualitative research, which was conducted through semi-structured interviews with the deaf, simultaneously translated into Czech. From a methodological point of view, the presented study is based on the principles of the Grounded theory. Powered by TCPDF (www.tcpdf.org)