Doctor of Philosophy (PhD) / ABSTRACT Background: Since British arrival, Aboriginal people have experienced marginalisation and extreme disadvantage within Australian society. Urban-based Aboriginal people, even more than those living in remote communities, have been subject to the impact of racism and discrimination on self-identity. Nonetheless, many urban-based Aboriginal people proudly identify with their Aboriginality. Having long been the subject of others’ research, it is only in recent times that the question of identity has attracted attention in Aboriginal research. Furthermore, few studies have addressed urban Aboriginality from an insider’s perspective. Aim and significance: The main aim of this research was to understand better the process of the construction of Aboriginal identity. Knowing how Aboriginal people see themselves and their future as Aboriginal within the broader Australian community is significant in providing a foundation for both the protection and the preservation of urban-based Aboriginal identity, while helping to create positive practical benefits and minimising the damage to Aboriginal culture that result from collective memory loss. A secondary aim was to test whether tools of narrative analysis could be used within an Indigenous Australian context, utilising Aboriginal Australian English language, and in the context of a specific urban setting. Method: The study used purposeful sampling to recruit 11 individuals from three age cohorts of mixed-descent Aboriginal people living in urban communities on the south coast of New South Wales, Australia. Data were collected through in-depth semi-structured interviews which were tape-recorded and then transcribed in full. Both thematic and narrative methods were employed to analyse the data. Interpretations benefitted from an insider perspective, as the researcher is a member of the community under study. Results: Findings from both methods of analysis show that participants experience their Aboriginality as problematic. Nonetheless, they make strong claims to Aboriginal identity. In making such claims, they link the personal to the social in a variety of ways, drawing on both negative and positive aspects of being part of a marginalised culture to explain the construction of the problem of Aboriginal identity and, as importantly, its on-going resolution through processes of identity construction and re-construction. The Shoalhaven Aboriginal worldview is revealed thorough a thematic analysis of 11 interviews and shows that participants are able to construct positive versions of self when they perceive themselves as living in accordance with the prescribed worldview. Results from case study analyses reveal how four participants distinctly craft the Shoalhaven worldview. The adoption of multi-method qualitative analysis documents the construction of both collective and personal Aboriginal identities and shows how these become core elements of the various strategies for solving the broader problems of Aboriginal identity in contemporary urban Australian society. Conclusion: Understanding the construction of Aboriginal identity from a micro-sociological perspective, with the added benefit of an insider’s analysis, can point the way to the development of more meaningful and appropriate strategies to both address and alleviate the broader problems of Aboriginal marginalisation in Australia. The findings from this research have documented the narrative construction of urban Aboriginal identity revealing the positive and negative aspects of the urban Aboriginal identity concept. A starting point to address the broader problem of Aboriginal marginalisation in Australia is to focus on the positive elements of the urban Aboriginal identity concept, with a view to devise, develop and implement culturally appropriate strategies and policies. The researcher’s life experience, informed by the ontology (collective values and perspectives) of the community, influenced and informed the analysis and results of the study. This shared ontology and community acceptance was integral in the process of developing and maintaining rapport and trust with participants which ultimately shaped the interaction process influencing personal accounts told in the interview.

To get a deeper understanding of mothers own experiences this bachelor thesis will investigate mothers' perceptions of her own motherhood and the characteristics of a good versus a bad mother based on themes of class and femininity , parenthood and identity. This will be examined on the basis of questions about what is a good versus bad mother and how this dichotomisation affect mothers in the role of mother. Through breif interviews in two places with different socioeconomical background the informants, moms with children under 24 months visiting open preschool, expressed their view on motherhood and how to find new knowledge. The results show that mothers obtains knowledge from various forums , depending on the socio-economic status , but that the mothers preferred to discuss with other parents to share experiences and tips.

Thesis (MA)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: This thesis explores the attitudes of South African expatriates in the Middle East towards the Afrikaans language. It also examines the reported language behaviour of South Africans when meeting and interacting with fellow South Africans irrespective of what their first language (L1) is. The participants who form part of the study all work in the educational, medical and business sectors in the Middle East. This study is particularly interested in what the language repertoires of South African expatriates are and whether these repertoires form part of how they define themselves as a group and contribute to their identity construction. Whilst Afrikaans has had a contested history within the South African context, and is often viewed as the language of the oppressor, it has undoubtedly also been a first language to some of the “oppressed” and has served a function as lingua franca (McCormick 2006). This thesis therefore focuses specifically on attitudes towards Afrikaans and the use of Afrikaans in linguistic identity construction. This research is informed by literature which views identity not only as complex, contradictory, multivoiced and multifaceted, but also as dynamic and subject to constant negotiation across space and time. The number of South African expatriates around the globe has increased to such an extent that the term “diaspora” (Kotze 2003: 63) has been used on occasion. While there have been some studies done on language repertoires of South African abroad, little is known about the attitudes and ideologies attached to these languages in diasporic contexts. This study uses a multimodal approach in data collection and analysis in an attempt to investigate the multi-semiotic nature of the linguistic identities of the participants. There are 33 participants in this study who are all South African citizens working or living in the Middle East. All participants are bi- and/or multilingual in mainly English and Afrikaans, with some speaking a third or fourth language such as another African indigenous language (for example, Zulu or Xhosa) or an Asian language (such as Urdu). In summary, this study finds that whilst English is clearly regarded as the global language of wider communication, people continue to identify strongly with their languages from “home” or their mother tongues, where these amplify their personal and group identities or are markers of their ethnolinguistic distinctiveness. Data collected in this research points to South African expatriate groupings that prefer communicating in Afrikaans and other indigenous languages outside the borders of South Africa as the languages give them a sense of comfort and belonging. / AFRIKAANSE OPSOMMING: Hierdie tesis ondersoek die houding van Suid-Afrikaners wat in die Midde-Ooste werk of woon, teenoor die Afrikaanse taal. Dit ondersoek verder die raporteerde gedrag van Suid- Afrikaners wanneer hulle mede Suid-Afrikaners teekom of ontmoet, ongeag wat hul moedertaal is. Die deelnemers aan die studie werk almal in die onderrig, mediese- of besigheidsektore in die Midde-Ooste. Die tesis is spesifiek gemik op die taal repertoire van die groep Suid-Afrikaners in die buiteland, met die fokus op die moontlike bydrae tot hoe die groep hulself defineer en selfs ook bydra tot die konstruering van hul identiteite. Alhoewel die geskiedenis van Afrikaans dikwels gekoppel is aan die van ‘die onderdukker’, dien dit sonder twyfel ook as eerste taal vir baie van die ‘onderdruktes’ sowel as die van ‘n lingua franca (McCormick 2006). Die tesis het dus ‘n spesifieke fokus op houding teenoor Afrikaans en die gebruik van Afrikaans in die skepping van taalidentiteite. Die studie gebruik as uitgangspunt literatuur wat ‘identiteit’ as kompleks, teenstellend, veelstemmig en dinamies beskou. Verder word ‘identiteit’ ook beskou as onderworpe aan konstante heronderhandeling in elke spesifieke situasie en konteks. Die getalle Suid-Afrikaners wat dwarsoor die wereld werk of woon het so vermeerder, dat die term ‘diaspora’ nou as beskrywing gebruik word (Kotze 2003: 63). Alhoewel daar al studies gedoen oor die ‘taal repertoire’ van Suid-Afrikaners in die buiteland, is daar min bekend oor die houding en ideologiee wat met die tale in ‘diasporiese’ kontekste gepaard gaan. Die studie probeer vasstel wat die volle taalrepertoire van elke deelnemer is en of die deelnemers hulself deur middel van taal identifiseer. Die studie maak gebruik van ʼn multimodale metode van data insameling en analise in ʼn poging om die multisemiotiese aspekte van die ‘taalidentiteite’ van die deelnemers te ondersoek. Die 33 deelnemers in die studie is almal Suid-Afrikaanse burgers wat in Midde- Ooste werk of woon. Die deelnemers is almal twee of meertalig, meestal in Engels en Afrikaans en sommige praat ‘n derde of vierde taal soos ‘n inheemse Afrika (byvoorbeeld, Zulu of Xhosa) of Asiese taal (soos Urdu). Opsommend vind die navorsing, dat al word Engels as die wereldstaal van wye kommunikasie beskou, mense nog steeds sterk identifiseer met hul ‘huis’ of moedertale wanneer dit hul individuele en groep identiteite beklemtoon, of n merker is van hul etnolinguisitiese andersheid. Data in hierdie navorsingstudie dui ook daarop dat hierdie Suid Afrikaanse groepe verkies om in Afrikaans of ander Suid Afrikaanse inheemse tale te kommunikeer terwyl hulle buite the grense van Suid Afrika woon en werk, want nie net troos dit hulle nie, maar besorg ook ‘n gevoel van erens behoort.

Thesis (MPhil)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This thesis uses narrative analysis to explore the ways by which consultants seek to improve their perceived trustworthiness in initial client-consultant interactions. It is argued that consultants rely on identity-based trust perceptions by the clients and that this basis for trust can be favourably presented, within certain constraints, through narrative positioning. This narrative positioning, in the service of identity construction, is called identity positioning in the thesis. The thesis is situated in the literature on management consulting aimed at micro-level high-contact client-consultant interactions. These kinds of interactions trade on trust and identity. The various bases for trust are described, namely identity, structural, and dispositional based trust. Amongst these three bases, identity trust is highlighted as the most dominant in the context of clientconsultant interactions, especially in initial interactions where the consultant is unknown to the participants. It is to be expected in initial interactions that there will be a lot of scope for identity construction. A framework is then developed to relate identity construction and trust, which can be used as the basis for narrative positioning analysis. The framework consists of two dimensions along which identities can be positioned: social obligations and relational positioning latitude. It is argued that dispositional trust relates to relational positioning latitude, whereas structural bases of trust relates to social obligations. Identity based trust therefore indicates where the consultant fits within the structural or dispositional bases of trust. It is then shown how context moderates which of the trust bases will be dominant, and how this might manifest in the narrative of the consultant. It provides three general contexts, each leading to the emergence of a particular dominant basis for trustworthiness perceptions by the clients. The particular case analysed in this thesis correlates to a specific contexts within the framework. This context is where the consultant is unknown. The last part of the thesis illustrates the use of the framework and context as it guides the analysis of a particular consultant’s personal narrative during an initial interaction with clients. The analysis is then repeated for the consultant's software product narrative. The structures of the two narratives are then compared to show how the consultant also attempted to extend the identity-based trust to his software product. / AFRIKAANSE OPSOMMING: Hierdie tesis maak gebruik van narratiewe analise om die maniere te verken waarop konsultante die persepsies van hul betroubaarheid probeer verbeter in die aanvang fase van kliënt-konsultant interaksies. Daar word aangevoer dat konsultante staatmaak op identiteit-gebaseerde vertroue persepsies deur die kliënte en dat dié basis van vertroue gunstig aangebied kan word, binne sekere beperkings, deur middel van narratiewe posisionering. Hierdie narratiewe plasing, wat in die diens van die konstruksie van identiteit is, word identiteit posisionering genoem in die tesis. Die tesis is geleë in die literatuur oor bestuurs konsultering met die oogmerk op mikrovlak hoëkontak kliënt-konsultant interaksies. Hierdie soort interaksies handel in vertroue en identiteit. Die verskillende basisse vir vertroue word beskryf, naamlik identiteit, strukturele, en disposisionele gebaseerde vertroue. Onder hierdie drie basisse, word identiteit gebaseerde vertroue as die mees dominante in die konteks van die kliënt-konsultant interaksies uitgelig, veral in die eerste interaksies waar die konsultant onbekend is aan die deelnemers. Dit is verwag, in die aanvangs fase van sulke interaksies, dat daar baie ruimte vir die konstruksie van identiteit is. 'n Raamwerk word dan ontwikkel om die konstruksie van identiteit en vertroue in verband te bring, wat dan kan gebruik word as die basis vir die analise van narratiewe posisionering. Die raamwerk bestaan uit twee dimensies waarlangs identiteite kan geplaas word: sosiale verpligtinge en relasionele posisionering omvang. Daar word aangevoer dat disposisionele vertroue betrekking het tot relasionele posisionering omvang, terwyl die strukturele basis van vertroue verband hou met sosiale verpligtinge. Identiteit gebaseerde vertroue dui dus waar die konsultant pas binne die strukturele of disposisionele basisse van die trust. Daar word dan getoon hoe konteks modereer welke van die vertroue basisse oorheersend sal wees, en hoe hierdie kan manifesteer in die narratief van die konsultant. Dit bied drie algemene kontekste, wat elk lei tot die opkoms van 'n bepaalde dominante basis vir betroubaarheid persepsies deur die kliënte. Die besondere geval geanaliseer in die tesis korreleer met 'n spesifieke kontekste binne die raamwerk. Hierdie konteks is waar die konsultant onbekend is aan die kliënte. Die laaste deel van die tesis illustreer die gebruik van die raamwerk en konteks waar dit die ontleding van 'n spesifieke konsultant se persoonlike narratief tydens 'n aanvanklike interaksie met kliënte lei. Die analise word dan vir die konsultant se sagteware produk narratief herhaal. Die strukture van die twee verhale word dan vergelyk om te wys hoe die konsultant ook probeer het om die identiteit-gebaseerde vertroue uit te brei na sy sagteware produk.

Made available in DSpace on 2015-05-14T12:43:28Z (GMT). No. of bitstreams: 1 parte1.pdf: 2890530 bytes, checksum: 646f3ca3871ce63cb35a73ffb96fd938 (MD5) Previous issue date: 2010-09-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study investigated the role of confidence in the future and in life, in the discursive-texts of teachers and students, and the possible effects of meaning in the construction of the students professional identity, more specifically, the way they see the world, the future and themselves within this world. The accelerated development of information and communication technologies has determined new social, economic and cultural settings and reproduces a mass culture where prevails the mechanical logic and such increasingly fragmented human beings and their seizure in the world, especially their ability to reflection. Believing in collective spaces as places of interaction and creation of all the aspects related to humans and therefore the only possibility of transforming the social reality in which humanity lives, it uses the theoretical subsidies offered by the Social-Discursive Interactionism, the Theory of Communicative Action and the Theory of Complexity in Applied Linguistics. The intersection point between them is a singular human being with endless potential for emancipation, because of the language he uses and his ability to represent the multiple realities that he experiences. Starting out with this point of view, a field research was carried out in a public institution dedicated to professional education. The research was built on the assumptions that language actions materialize representations of confidence that teachers have about the work in the world, their own profession, and the future life and that the students identity formation for the future and work in the world is influenced by experienced trust and shared in the actions of language between them and teachers. Data were collected through questionnaires and interviews with four teachers and eight teenage students from the Technical Course on Building Integrated High School. The proceedings of data analysis (mainly qualitative) derive from the intercrossing of modal marks and representations of the formal worlds, according to Habermas (1987 apud BRONCKART, 2003) and how they suggest the teacher s acts: the communicative or the instrumental one, and then, analyze the students discursive-texts in search of the effects of the teachers actions. The results indicate that only modal marks do not necessarily give a certain kind of acting teacher, and that living with the instrumental and communicative actions allows students to learn how to cope with the complexity of life. / Esse estudo investigou as representações da confiança no futuro e na vida, nos textosdiscursos de professores e alunos, e os possíveis efeitos de sentido na construção da identidade profissional dos alunos, mais especificamente, na forma de verem o mundo, o futuro e a si mesmos nesse mundo. O desenvolvimento acelerado das tecnologias de informação e comunicação tem determinado novas configurações sócio-econômicas e culturais, reproduzindo uma cultura massificante, em que prevalece a lógica da mecanicidade e que fragmenta cada vez mais o ser humano e suas apreensões no mundo, principalmente a sua capacidade de reflexão. Acreditando nos espaços coletivos como locais de interação e de constituição de tudo que diz respeito ao humano e, por isso, única possibilidade de transformação da realidade social em que vive a humanidade, utiliza-se a fundamentação teórica do Interacionismo Sociodiscursivo, bem como da Teoria do Agir Comunicativo e da Teoria da Complexidade na Linguística Aplicada, tendo como ponto de interseção um ser humano singular, com infindável potencial de emancipação, por conta da linguagem que utiliza e da capacidade de representação das múltiplas realidades que vivencia. A partir desse olhar, é realizada pesquisa de campo dentro de uma instituição pública voltada para a educação profissional, partindo dos pressupostos de que as ações de linguagem materializam as representações de confiança que o professor possui com relação ao trabalho no mundo, a sua própria profissão, ao futuro e a vida e de que a formação identitária dos alunos com relação ao futuro e ao trabalho no mundo é influenciada pela confiança vivida e compartilhada nas ações de linguagem entre eles e os professores. Os dados foram coletados através de questionários e entrevistas com quatro professores e oito alunos adolescentes do Curso Técnico em Edificações integrado ao Ensino Médio. O encaminhamento da análise (essencialmente qualitativa) dos dados deriva do entrecruzamento das modalizações e das representações dos mundos, segundo Habermas (1987 apud BRONCKART, 2003) e de como elas indiciam o agir docente: no agir comunicativo ou no agir instrumental, para, a partir daí, analisar os textos-discursos dos alunos em busca dos efeitos do agir do professor. Os resultados indicam que somente a identificação das modalizações não indicia, obrigatoriamente, um determinado tipo de agir do professor, e que a convivência com o agir comunicativo e o instrumental possibilita aos alunos aprenderem a lidar com a complexidade da vida.

Le Temple Guaracy de Paris fait partie d’une maison d’umbanda internationale présente au Brésil et dans plusieurs pays d’Europe et d’Amérique. Tout en s’inspirant de l’umbanda, une religion afro-brésilienne centrée sur le culte d’entités spirituelles et de divinités associées à la nature ainsi que sur la médiumnité, le Temple s’inscrit dans l’univers plus large des spiritualités contemporaines et propose à ses adeptes, en France comme ailleurs, un parcours dit de « développement spirituel ». Cette thèse porte sur les mécanismes de construction identitaire à l’œuvre dans ces pratiques et qui permettent aux adeptes du Temple de se définir comme étant « spirituels ». La description détaillée et l’analyse formelle des activités rituelles du groupe visent à circonscrire les soubassements pragmatiques qui soutiennent la construction de la figure de l’adepte et du médium dans ce contexte. Elles montrent ainsi que la pratique généralisée de la médiumnité consiste dans ce cas à révéler les participants à eux-mêmes sous un autre regard, qui est celui d’entités spirituelles dotées de la capacité de déceler la « véritable nature » des êtres humains. La production, par ce biais, d’un soi spirituel passe par des glissements relationnels subtils entre participants, opérés au sein d’un dispositif rituel finement régulé qui fait émerger des individus ambigus et « extraordinaires », humains et entités à la fois. Il s’avère que le sens de soi ainsi produit habilite les participants à apprécier et à créer d’autres pratiques similaires qui, toutes, s’inscrivent dans l’univers des spiritualités contemporaines et du New Age. / The Temple Guaracy de Paris is part of an international Umbanda shrine house located in Brazil and also established in several European and North American countries. In order to offer participants a “spiritual development”, in France and its other locales, the Temple draws on the mediumistic practice of Umbanda, an Afro-Brazilian religion focused on the worship of spiritual entities and divinities related to nature, in the elaboration of its ceremonial activities. The Temple is thus part of the wider universe of contemporary spiritual practices. This thesis studies the ritual mechanisms that bestow participants a special identity which allows them to define themselves as “being spiritual”. The detailed description and the formal analysis of the group’s ritual practices aim to define the pragmatic foundations of the identity processes at work in this context. They show that mediumistic practice consists of revealing the participants to themselves and to others in a new perspective which is that of the spiritual entities invoked in ritual, endowed with the capability to unveil the “real nature” of human beings. The making of a spiritual self by this means depends on complex relational shifts generated by a subtly regulated ritual device which produces ambiguous and “extraordinary” persons who are both humans and entities. The spiritual sense of self produced in this way enables participants to engage in and to create analogous practices that make up the universe of contemporary spirituality.

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2017-01-18T19:18:30Z No. of bitstreams: 1 AlexandreTome.pdf: 595289 bytes, checksum: f01fe9deacae100874ef01919390f12c (MD5) / Made available in DSpace on 2017-01-18T19:18:30Z (GMT). No. of bitstreams: 1 AlexandreTome.pdf: 595289 bytes, checksum: f01fe9deacae100874ef01919390f12c (MD5) Previous issue date: 2016-08-26 / This study aims to understand the importance of the elements of organizational culture and how each contributes to the process of individual identity formation, in this specific case, the bank manager, the leader of a team. This work had its theoretical basis rooted in the concepts of organizational culture, and in the formation and identity construction process, relative to its formation, construction and demonstration. From its theoretical relevance, this paper intends to bring to the academic community significant contributions about organizational culture and identity construction studies. It was chosen the qualitative-exploratory research approach for the elaboration of this work. The study instrument used in this research was script based semi structured interview. From the data obtained through interviews with seven bank managers of the State of São Paulo properly guided and supported by theoretical support, based on the following categories: Managers identity profiles, Organizational identification, the Teamwork and identity formation. Based on this effort, it was noticed the manager’s need to take a commercial identity for himself, and the finding that after becoming managers, the discretion and the responsibility and the discipline were some of the aspects that had a bigger impact on their lives. Another important result was the possibility of characterizing the forming elements of professional identity from the organizational culture elements relative to its influence in the exercise in the management activities, as in the norms, rules, values, rites, rituals and ceremonies, and lastly, the evidence of the importance of organizational culture on the formation of identity in the manager’s performance. / O objetivo deste estudo visa compreender a importância da manifestação dos elementos da cultura organizacional e de que forma cada um deles contribui para o processo da formação da identidade do indivíduo, no caso específico, o gerente bancário, o líder de uma equipe. Esta averiguação teve sua fundamentação teórica alicerçada nos conceitos em torno da cultura organizacional, e no processo da formação e construção identitária, quanto a sua formação, construção e manifestação. A partir de sua relevância teórica, o estudo procura trazer para a comunidade acadêmica, contribuições significativas a respeito de estudos realizados sobre cultura organizacional e construção identitária. Para a elaboração deste trabalho optou-se pela abordagem da pesquisa qualitativa, tipo de estudo exploratório. O instrumento de investigação utilizado neste estudo foi entrevista semiestruturada baseada em roteiro. Mediante os dados obtidos com as entrevistas de sete gerentes bancários do estado de São Paulo, devidamente norteadas e respaldadas pelo aporte teórico, assumindo por base as seguintes categorias: Perfil identitário dos gerentes, Identificação organizacional, e o Trabalho em equipe e a formação da identidade. Com base neste esforço constatou-se a necessidade de o gerente adotar uma identidade comercial, identificar que após se tornarem gerentes, a discrição, responsabilidade e a disciplina foram uns dos aspectos que tiveram maior impacto em suas vidas. Outro resultado importante foi a possibilidade da caracterização dos elementos formadores da identidade profissional, a partir dos elementos da cultura organizacional quanto à sua influência no exercício das atividades de gerência como no caso as normas, regras, valores, ritos, rituais e cerimônias, e por fim, a comprovação da importância da cultura organizacional sobre a formação da identidade na atuação do gerente.

Este trabalho tem por objetivo avaliar o impacto da disciplina pedagógica como ferramenta para a formação específica, no caso, leitura e produção textual do futuro professor de língua materna enquanto em formação. Exercemos a função docente em uma universidade particular de Belém (PA), ministrando disciplinas da área pedagógica em cursos de formação de professores nas diversas licenciaturas e vimos percebendo a dificuldade dos alunos em ler com entendimento os textos acadêmico-científicos trabalhados na disciplina. Esse problema não é restrito aos acadêmicos em formação, como também, está presente nos demais níveis e nas modalidades de ensino da Educação Básica e Superior, como nos relata a mídia, ao falar do desempenho de alunos em diversos exames nacionais como o Exame Nacional de Ensino Médio (ENEM) e o Programme for International Student Assessment (PISA), entre outros. O estudo foi realizado com alunos universitários que cursam o terceiro semestre do Curso de Língua Portuguesa de uma universidade particular do Pará, através de suas anotações em diários de aprendizagem, no decorrer das aulas da Gestão da Sala de Aula. Ancoramos a pesquisa no diálogo com alguns autores que abordam a temática sobre leitura, produção textual, letramento e uso do diário, como instrumento para o autoconhecimento e, também, nos pressupostos teóricos na construção do conhecimento dentro da perspectiva sócio-interacionista e discursiva. Apoiamo-nos também no conceito de reflexão crítica e no uso do diário como instrumento de pesquisa. A metodologia adotada na pesquisa foi do tipo qualitativa, de natureza etnográfica e de cunho interpretativista. Dessa maneira, os diários de aprendizagem foram instrumentos metodológicos bastante coerentes na formação dos futuros professores, pois foram eles, os grandes responsáveis pelo estudo em sala de aula, ou seja, o meu corpus de pesquisa. Analisamos as marcas lingüísticas reveladoras da construção identitária dos alunos, isto é, como os alunos relatam em seus diários o modo de apreensão da disciplina para sua formação profissional. Os resultados obtidos, por meio das análises dos enunciados elaborados pelos sujeitos em seus diários, evidenciam a mudança de crença dos alunos, a valoração, a assertividade, a transitividade, o jogo passado presente e futuro e, a interação dos alunos, por meio da realização das multiplicidades de vozes que apareceram no debate. A construção de novos saberes deu-se através de atividades individual e coletiva, levando os alunos a se apropriarem de novas descobertas, estimulando-os a pesquisar mais. Os alunos vivenciaram novas experiências e perceberam a importância do letramento, da leitura e produção de escrita, como uma grande contribuição positiva para o desenvolvimento e fortalecimento de identificação profissional atual e futura. Os diários serviram como uma ponte que conseguiu unir as teorias com as respectivas práticas pedagógicas, desenvolvidas no contexto do ensino da leitura e da produção escrita, foco do trabalho do futuro professor. / This study aims to assess the impact of educational discipline as a tool for specific training, particularly, reading and textual production, for the future professor of mother tongue while in training. We exercise the teacher function in a private university in Belém (PA), ministering disciplines in the educational area for training courses of teachers in different degrees, and we realized the students difficulty to read and understand the academic and scientific texts from the discipline. This problem is not restricted to academics in training, but also, is present in other forms of education, basic and higher, as reported by many students performance national examinations as the National High School Examination (ENEM) and the "Programme for International Student Assessment (PISA), among others. The study was conducted with university students who study the third semester of Portuguese Language Course, in a private university in the state of Pará, through your personal notes in learning diaries, during the lessons of Classroom Management. The research was based in some authors that address the topics; reading, textual production, literacy and the daily use as a tool for self-knowledge and also in theoretical assumptions in the construction of knowledge within the socio-interactionist perspective and discursive. We also support the concept of critical thinking and the use of the learning diaries as a search tool. The methodology adopted in the research was qualitative, with ethnographic nature and based on interpretation. Therefore, the learning diaries were used as methodological tools of learning were fairly consistent in the training of future teachers because they were largely responsible for the study in the classroom, our object of research. We analyzed the revealing linguistic marks from the pupils identity construction that is, as the students reported in their learning diaries how to contain the discipline to their professional formation. The results obtained by the analysis of texts in the students diaries, highlight the change of belief, valuation, assertiveness, transitivity, the game past present and future, the interaction of students through the implementation of multiplicities of voices that appeared during the discussion. The construction of new knowledge happened through individual and collective activities, leading students to take ownership of new discoveries, encouraging them to research more. Students had new experiences and realized the importance of literacy, reading, writing production, as a great positive contribution to the development and strengthening of current and future professional identification. The diaries served as a bridge to unite the theories with their teaching practices, developed for teaching of reading and writing production, the focus of future work of these teachers.

O presente trabalho, na área de Lingüística Aplicada, aborda uma pesquisa etnográfica com dados autobiográficos de seis professores de uma escola da rede pública municipal de ensino de Belém. O estudo tem por objetivo identificar as marcas lingüísticas que evidenciam o sucesso ou insucesso do professor de Língua Materna, bem como confrontar a relação entre seus propósitos e a forma de agir docente, suas crenças e valores. Os corpora da pesquisa constituem-se de narrativas autobiográficas e um questionário, cuja análise realizada por esta pesquisadora, envolveu o processo de construção identitária no sentido de observar como esses professores de Língua Materna de ciclo inicial do Ensino Fundamental percebem sua formação inicial/continuada, a partir de suas lembranças dos primeiros passos rumo à escola, até constituirse professor. Considerando como foco o uso da linguagem no sentido de promover uma reflexão no percurso de formação profissional, os dados coletados foram analisados ancorando-se inicialmente na perspectiva do letramento, no sentido de interpretar o processo de construção do conhecimento, a formação docente tomando por base o conceito de ethos, ideologia e posicionamento. A análise dos dados demonstra: as marcas lingüísticas que evidenciam o sucesso do ensino de leitura dos sujeitos desta pesquisa, nos enunciados em que constam as circunstâncias nas quais essas práticas ocorrem, questão que não ficou evidente no relato de um dos sujeitos; os ethé emergem de acordo com o posicionamento dos sujeitos nas práticas discursivas; os sujeitos refletem a questão ideológica que permeia as relações em contextos sócio-histórico, implicando no aspecto contraditório que revela a não homogeneidade existente em todas as pessoas. Nessa perspectiva, a abordagem autobiográfica possibilitou um entendimento dos significados relativos à constituição do ser professor, de sua identidade profissional. / This study, in the Linguistics Applied Area, approaches an ethnic research with self biographic data of six teachers from a public Municipal School of Belém. The study has the objective to identify the linguistic marks that evidence the success or non success of maternals language teachers, and to collate the relation between their intentions and the teaching method, their beliefs and values. The research is composed by narratives self biographics and a questionnaire, analyzed by this researcher, evolved the identity construction process, to observe how these teachers of maternal language in the initial classes have seen their initial/continued formation, through their souvenirs of their initial time in school until their teacher graduation. Considering the focus to use the language to promote a reflection in the passage of professional graduation, the data were first analyzed in the scholar perspective in the sense to interpret the knowledge construction, the teachers formation with the ethos, ideology and position base. The data analysis showed the linguistic marks that evidence the process of lecture teaching success of the subjects that participate of this research, in the questions that these practices are evidenced, this was not clear in just one subject. The ethé merge according to the position of the subjects in the discursive practices; the subjects reflects the ideological question that are in the social-historic relations influencing the contradictory aspect that shows the non homogeneous between all people. In this perspective, the self biographic approaching made possible to understand the meaning of the teacher formation, of his professional identity.

O propósito deste trabalho é fazer um estudo sobre a construção da identidade dos freqüentadores dos bailes black; o da Chic Show1, que ocorre no salão Clube da Cidade2 e o baile da Zimbabwe, realizado no salão Espaço Atual3. O que se pretende verificar a partir desses dois grupos é se as pessoas se definem apenas como negro ou branco, como defende o Movimento Negro Unificado (MNU), ou se existe a conformação de uma identidade mais ampla que a bi-racial4. Na verdade, o esforço está concentrado em discutir a \"identidade racial\" em um local determinado de estudo, tendo em vista que a raça é um construto social, acionado em momentos diferentes. / The purpose of this work is to do a study on the identity construction of patrons of black balls, the Chic of show, which occurs in the lounge and dance club in Cidade of Zimbabwe, held in the lounge area Atual. What we want to verify from these two groups is whether people define themselves only as black or white, as advocated by the Unified Black Movement (MNU), or if there is a conformation of a broader identity that the bi-racial. Indeed, the effort is focused on discussing the \"racial identity\" in a specific place of study, with a view that race is a social construct, activated at different times.