Made available in DSpace on 2014-06-11T19:23:36Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-03-16Bitstream added on 2014-06-13T19:50:31Z : No. of bitstreams: 1 belli_rb_me_mar.pdf: 570629 bytes, checksum: 87f550976f30a1b355a3791ab579687d (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Uma das opiniões mais respeitadas no debate sobre a crise paradigmática é a de Boaventura de Sousa Santos. O sociólogo português afirma que a crise paradigmática teria sua origem no modelo de racionalidade da modernidade e que seria profunda e irreversível, não se limitando a ciência e estendendo-se por todo o conjunto de instituições da modernidade. O objetivo central desta pesquisa é avaliar a concepção de Santos sobre a crise paradigmática sociológica enquanto ideologia, isto é, enquanto ação orientada para a resolução de conflitos sociais. Isto exige uma análise que, além do aspecto gnosiológico, trate de maneira articulada os parâmetros socioeconômicos e dos principais movimentos políticos e científicos envolvidos no momento histórico de sua produção e reprodução, apurando, assim, o seu grau de compreensão da realidade. Neste sentido, caracterizando preliminarmente a teoria de Santos, é possível avaliar alguns pontos importantes. O primeiro deles é o destacado idealismo contido em suas formulações, entendendo por isso a importância que o autor atribui a certas formulações sobre o real em detrimento da própria realidade que ele pretende demonstrar. Santos propunha, desde o início, uma avaliação crítica da realidade, especialmente sobre os desdobramentos da ciência no período entre as décadas de 1960 e 1970, tentando constituir uma linha de estudos que tratasse desse campo específico sem deixar de considerar os aspectos e fatores exteriores à sua constituição... / One of the most respected opinions on the paradigmatic crisis debate is the one of Boaventura de Sousa Santos. The Portuguese sociologist affirms which the paradigmatic crisis would have your origin in the model of modern rationality and that it would be deep and irreversible, if not limiting the science and extending for the whole group of institutions of the modernity. The central objective of this research is evaluate the conception of Santos on the paradigmatic crisis while ideology, that is, while action guided for the resolution of social conflicts. This demands analyses which, besides the gnosiologic aspect, treat in an articulate way the socioeconomic parameters and the main political and scientific movements involved in the historical moment of your production and reproduction, thickening, like this, your degree of understanding of the reality. In this sense, characterizing preliminarily Santos theory, it is possible to evaluate some important points. The first of them is the outstanding idealism contained in their formulations, understanding for that the importance which the author attributes to certain formulations on the real to the detriment of the own reality that he intends to demonstrate. Santos proposed, since the beginning, a critical evaluation of the reality, especially on the unfolding of the science in the period among the decades of 1960 and 1970, trying to constitute a line of studies to treat of that specific field without leaving of considering the aspects and external factors in your intern constitution... (Complete abstract click electronic access below)

Made available in DSpace on 2014-06-11T19:23:36Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-09-18Bitstream added on 2014-06-13T19:09:32Z : No. of bitstreams: 1 lima_lvf_me_mar.pdf: 1208584 bytes, checksum: e3b160cd995841cdc725134f21177cce (MD5) / Investigamos três obras cinematográficas da ficção científica produzidas nos Estados Unidos da América: Homem Bicentenário (EUA, 1999), Inteligência Artificial (EUA, 2001) e Eu, Robô (EUA, 2004), todas obras da indústria cultural cujas narrativas num contexto denominado pós-modernista tematizam a relação entre humano e pós-humano. O cinema é o núcleo central do nosso objeto; observaremos os aspectos ideológicos impressos nas diegeses e nos elementos que as compõem (imagens, planos, seqüências, diálogos, montagem), isto é, a sua construção estética e a moral dela resultante. Também observaremos os usos das novas tecnologias e como seu discurso é trabalhado nestas narrativas, com o intuito de apreender as diferenças entre os discursos científicos e aqueles transmitidos ao público espectador da cultura de massa. Tomamos esses filmes devido a sua notoriedade comercial e apelo popular o que lhes conferem maior amplitude na questão dos mecanismos de manipulação, diversão e degradação, reconhecidamente atuantes na cultura de massa e na mídia. Metodologicamente, discutimos os fundamentos sociais do discurso científico nos filmes, captar suas alegorias, a relação do homem com a tecnologia e as saídas para os conflitos no plano diegético e com isso, apontar o que se apresenta como reificação e utopia nessas obras de cultura. / We investigated three cinematograph works of scientific fiction producted in the United States of America: Bicentennial Man (USA,1999), Artificial Intelligence, (USA,2001) and I, Robot (USA, 2004), all the cultural industry works whose narratives that are in a context denominated post- modernist systematize the relationship between human and post-human. The cinema is the central nucleus of our object; we observed the ideological aspects that are present in the fictional universe of the cinema and in the elements that compose this fictional universe. (images, plans, sequences, dialogs, montages), what is its esthetic construction and the moral originated from this construction that is contained in the structure of each movie. We also observed the uses of the new technologies and how the discourse of this technologies is worked out in these narratives, aiming the apprehension of the differences between the scientific discourses and those that are transmitted to the spectator public of the mass culture. We chose these movies on account of its commercial notoriety and the popular appeal that give them more amplitude in the matters of the manipulation mechanisms, entertainment and degradation recognized as actives in the mass culture and in the media. Methodologically, we discussed the socials fundaments of the scientific discourses in the movies and we tried to identify through the cinematographic narrator his allegories, the relation of the man with the technology and the solutions to the conflicts presented in the movies. Therefore, we aimed to contribute to an sociological analyses of the presented works.

Made available in DSpace on 2014-06-11T19:23:37Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-06-22Bitstream added on 2014-06-13T19:09:35Z : No. of bitstreams: 1 santos_ra_me_mar.pdf: 329223 bytes, checksum: f79dbc4b0f6943379d3f2d5fed96b1ae (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Neste trabalho buscamos analisar criticamente o fenômeno do pós-humano que se configura basicamente como uma ideologia contemporânea pela qual se assenta uma perspectiva pragmatista de homem, isto é, de homem apartado de sua humanidade e de seu devir na história. Interpretado como resultante dos recentes desenvolvimentos técnicos e científicos, o pós-humano seria assim uma projeção fáustica do homem para além da sua naturalidade biológica. No entanto, a partir de uma apreensão ontológica do homem como ser social, entendemos ser o pós-humano um equívoco conceitual à medida que faz do homem um ser sem qualidades essencialmente humanas, um ser sem consciência universal. Prova disso encontramos na concepção de homem forjada pelo físico norte-americano Norbert Wiener no bojo da cibernética, ou seja, um homem cuja identidade não consiste nesse material limitado e perecível que é o corpo, mas num padrão biológico informacional que pode ser transmitido ou modificado, pelo menos “teoricamente”. Em vista disso, notamos que o ideário do póshumano é tributário dessa particular concepção de homem cibernético. / In this work we critically examine the phenomenon of post-human that is configured basically as a contemporary ideology in which sits a pragmatist view of man, that is, a man apart from his humanity and its future in history. Interpreted as the result of recent technical and scientific developments, the post-human would be like a Faustian man's projection beyond its natural biodiversity. However, from an ontological apprehension of man as a social being, we understand that the post-human as a conceptual mistake that makes a man without qualities to be essentially human, without being a universal consciousness. Proof of that found in the conception of man forged by American physicist, Norbert Wiener of cybernetics in the bulge, or a man whose identity is not restricted and perishable material that is the body, but an informational biological pattern that can be transmitted or modified at least “theoretically”. In view of this, we note that the idea of the posthuman is a tributary of that particular conception of human cybernetic.

Made available in DSpace on 2015-03-26T13:33:33Z (GMT). No. of bitstreams: 1 texto completo.pdf: 2223600 bytes, checksum: e47ad93c3fc74b3984a7e9d581597518 (MD5) Previous issue date: 2008-11-28 / This work has as goal to analyze the way by which the ideology, or social vision of the world, from particular society influences directly on its educational practices. Thus, this work deals with a portion of the society, most known as rural homeless workers movement, exploring its insertion in society and its pedagogical guidelines. It s fact that this movement differs from the others in Brazil for developing, inside their camping and settlements, a diverse educational practice, whose goal is to respond to a perspective of fighting by land and citizenship conquest. The analyzed social context is the Oziel Alves Pereira settlement, located at Governador Valadares. This settlement, created in 1996, is social and politically highlighted, for dealing with social participation and formation of homeless militants. The settlement, that possesses an expressive nucleus of formation and offers courses for all Latin America s militants, has a school where the settled children are led by a schooling practice according with the HM Pedagogy. As methodological procedures, for the achievement of the research, participant observation and interview were used. During the discussion proposed by this work, there are characteristics of the observed schooling practice, which is based on methodologies for promotion of citizenship, social emancipation and for expressive conflicts of pedagogical and social conceptions, generated by the presence of a pedagogical team came from the urban space, since the school is denominated as an annex of a school from Governador Valadares. / Esta dissertação tem como objetivo analisar a forma pela qual a ideologia, ou visão social de mundo, de determinada sociedade influencia diretamente sobre suas práticas educativas. Para tanto, o presente trabalho se utiliza de um recorte social, explorando sua inserção na sociedade e suas diretrizes pedagógicas: o Movimento dos Trabalhadores Rurais Sem-Terra. Sabe-se que este último se diferencia de outros movimentos sociais brasileiros por desenvolver, no interior de seus acampamentos e assentamentos, uma prática educativa diferenciada, visando atender a uma perspectiva de luta pela terra e conquista da cidadania. O contexto social analisado é o Assentamento Oziel Alves Pereira, localizado no município de Governador Valadares. O assentamento, criado desde 1996, se destaca social e politicamente, tratando-se da participação social e da formação de militantes Sem-Terra. O assentamento, que possui um expressivo núcleo de formação e oferece cursos para militantes de toda a América Latina, possui uma escola onde as crianças assentadas são conduzidas a uma prática escolar em concordância com a Pedagogia do MST. Como procedimentos metodológicos para a efetivação da pesquisa foram utilizadas a observação participante e a entrevista. Ao longo da discussão proposta por esta dissertação percebem-se as nuances da prática escolar observada, que se caracteriza por metodologias em favor da promoção da cidadania e da emancipação social e por conflitos expressivos de concepções pedagógicas e sociais, gerados pela presença de uma equipe pedagógica oriunda do espaço urbano, já que a escola é denominada como um anexo de uma escola de Governador Valadares.

Made available in DSpace on 2015-05-14T12:43:19Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 432601 bytes, checksum: 5a34f728580c14834936d79303370194 (MD5) Previous issue date: 2008-03-01 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims at investigating the eroticism construction sense in Cazuza s song, especially, thorough the enunciator subject. The shortage of studies concerning the work of this artist in a linguistic context is what makes this research pioneer in the Brazilian musical field. The corpus is composed of 10 songs, in a chronological order of Cazuza s productions. All this production translates the singular tone of the eroticism revealed by the poet who stands up in the scene of the epoch. The first objective is to develop a linguistic-discursive analysis about the construction forms of the eroticism sense, by the subject, in Cazuza s songs to, then, separate the following ends: to identify the subject importance in the dialogic process of language; to admit the relevance of the voices in the eroticism construction sense and assimilate the ideological interference in the selected songs. The theoretical axis is based in Bakhtin s socio-interactionism (1997) that works with the dialogical subject in a purely social perspective, in which characterizes the voices that speak in the discourses pronounced by the subject. The analysis demonstrates that the eroticism present in this artist s songs naked familiar and personal values intrinsic in man and society, putting them as one beings truth. The conclusion points to a new direction of linguistic analysis from the song gender as also reveals the subject role in the moment that the eroticism is announced in the discourses, as to personal or social order. / Esta pesquisa tem como objeto de estudo averiguar a construção do sentido do erotismo na canção de Cazuza, especificamente, pela voz do sujeito enunciador. A escassez de trabalhos sobre a obra desse artista dentro de um contexto lingüístico é o que torna esta pesquisa pioneira no campo musical brasileiro. O corpus se compõe de dez canções que marcam, numa ordem cronológica, todo o trabalho de Cazuza. O repertório selecionado traduz o tom singular do erotismo revelado pelo poeta que se destaca no cenário da época. O objetivo primeiro é desenvolver uma análise lingüístico-discursiva sobre as formas de construção do sentido do erotismo, pelo sujeito, nas canções para, então, desmembrarmos os seguintes fins: identificar a importância do sujeito no processo dialógico da linguagem; reconhecer a relevância das vozes na construção do sentido do erotismo e apreender a interferência ideológica nas canções selecionadas. O eixo teórico fundamenta-se no sócio-interacionismo de Bakhtin (1997) que trabalha com o sujeito dialógico dentro de uma perspectiva social, na qual se pontuam as vozes que dizem nos discursos proferidos pelos sujeitos. Em face à análise, os valores familiares e pessoais, intrínsecos no homem e na sociedade são revelados como uma verdade dos seres. A conclusão aponta um novo direcionamento de análise lingüística a partir do gênero canção como também revela o papel do sujeito no momento em que o erotismo é enunciado nos discursos.

In the following thesis I examine the possible evolutionary significance of behavioural differences associated with liberal and conservative ideological orientations. In investigating the evolutionary significance of these two orientations I have two primary research questions. First, how do liberal and conservative oriented individuals differ in their responses to the same socio-environmental stimuli? Second, do differences in their responses to socio-environmental stimuli represent alternative behavioural strategies for social interaction, specifically adaptive strategies to maximize returns from social interactions? To answer these research questions I evaluate how trust and cooperation among liberal and conservative oriented individuals are affected by conditions of social change and inequality. Previous research finds that attitudes and behaviours consistent with the tolerance or intolerance of social change and inequality are strong predictors of ideological orientation across a liberal-conservative scale. Based on a synthesis of behavioural research I construct two theoretical frameworks to account for the adaptive utility associated with a sensitivity to social change and inequality; 1) The Group Reciprocity Hypothesis, and 2) The Social Risk Hypothesis. I test these frameworks using an experimental research design. I predict that, if liberal and conservative orientations are reflective of alternative adaptive strategies to maximize returns from social interaction, then the willingness of liberal and conservative individuals to participate in a social interaction should be differentially affected by conditions related to social change and inequality.

L’objectif de cette thèse est d’étudier les discours et les idéologies linguistiques présentes dans l’enseignement du français à l’Université de Moncton, en Acadie du Nouveau-Brunswick (Canada), région francophone minoritaire. A travers les concepts clés que sont les « idéologies », le « discours », les « normes linguistiques », l’objectif est de comprendre quels sont les discours et les idéologies qui circulent dans l’enseignement du français. Quels discours sont légitimes, dominants ? Comment et pourquoi certains deviennent hégémoniques ? Quels enjeux de pouvoir, quels intérêts, des acteurs sociaux (professeurs, étudiants, personnels) révèlent-ils ? Et de quelles idéologies sont-ils les actualisations ? Comment et pourquoi ces idéologies sont investies par ces acteurs, qui en a le bénéfice ? De manière générale, il s’agit d’interroger le rôle de l’enseignement du français dans la construction idéologique : c’est-à-dire quelles idéologies l’enseignement contribue-t-il à construire / diffuser / reproduire ? Il s’agit aussi d’interroger le rapport à la langue des personnes, en regard des changements certes linguistiques, mais aussi économiques, sociaux, politiques.Ces questions ont été investiguées au moyen d’une enquête ethnographique d’un an dans les locaux de l’Université de Moncton. Différentes méthodes de recueil de données ont été mises en place : observation participante (notamment des cours de français obligatoires, qui ont été suivis durant un semestre), entretiens avec les étudiants et les professeurs, collecte de documents et de rapports internes (pour saisir les aspects institutionnels). L’ensemble des données forment un corpus de discours analysé au moyen de l’analyse critique de discours et de l’analyse argumentative de discours. Il s’agit donc d’une démarche interprétative, la mieux à même selon moi, de proposer une vision fine de dynamiques sociolinguistiques complexes.Les analyses révèlent une volonté d’enseigner un français dit standard, forme idéalisée, supposée stable et plus ou moins universelle, ce qui lui confèrerait une importance et une utilité plus grande dans l’espace public. Or, dans le même temps, la conscience aigüe des enjeux identitaires derrière les questions linguistiques impose aux professeurs de traiter la question des vernaculaires, et notamment du chiac. Quelle place leur faire ? Comment les gérer en classe ? En d’autres termes, la présence à la fois d’une idéologie du standard très implantée et de discours liés à la diversité linguistique et à la protection des identités, crée une série de tensions et de négociations qui sont analysées dans cette thèse.Suivant l’orientation que je donne à l’étude des idéologies, ces tensions sont analysées en termes de rapports de pouvoir institutionnalisés et de processus de domination, et vues comme potentiellement créatrices de discriminations et d’inégalités. Ces dynamiques sont observées dans leur rapport avec une situation de minorisation, c’est-à-dire en ce que la minorité (au sens démographique du terme) peut être le résultat de rapports de forces, mais aussi dans sa capacité à en générer d’autres ou à en dissimuler. / The purpose of this thesis is to study the discourses and the linguistic ideologies present in the teaching of French at the Université de Moncton, in New Brunswick’s Acadia (Canada), a francophone minority region. Through the key concepts that are “ideologies”, “discourses” and “linguistic norms”, the aim is to understand what discourses and ideologies are circulating in French teaching. What discourses are legitimate, dominating? How and why do some of them become hegemonic? What stakes, interests, do the social actors reveal (professors, students, and staff)? Of what ideologies are these discourses the actualization? How and why are these ideologies invested by these actors, who benefits from them? In general, it is a matter of questioning the role of French teaching in the construction of ideologies: that is to say what ideologies teaching participates to build / spread / reproduce? Furthermore, the relation of people to language should be questioned, in regards to the changes that are indeed linguistic, but also economic, social, political.These questions have been investigated by a year-long ethnographic inquiry in the premises of the Université de Moncton. Different methods of data gathering were set up: participant observation (especially of the obligatory French courses during a whole semester), interviews with students and professors, collecting documents and internal reports (to grasp the institutional aspects). All these data form a corpus of discourses, analysed using critical discourse analysis and argumentative discourse analysis. It is, then, an interpretative approach, which is in my opinion, the best to offer an accurate view of complex sociolinguistic dynamics.These analyses reveal a willingness to teach a French called “standard”, an idealized form, supposed to be stable and more or less universal, which could grant it an importance and a greater utility in public space. But at the same time, the acute awareness of identity issues behind linguistic subjects requires teachers to address the “vernaculars” issue, especially the Chiac. What place could they have? How to handle them in class? In other words, the presence of both a very implemented standard ideology and discourses about linguistic diversity and the protection of identities, creates a series of tensions and negotiations that are analysed in this thesis.Following the orientation I give to the study of ideologies, these tensions will be analysed in terms of institutionalized power relations and domination processes, and seen as potentially generative of discriminations and inequalities. These dynamics are observed in their link to a situation of minorization. That is to say, the way minority (in its demographic meaning) can be the result of power relations, but also has a capacity to generate or dissimulate other power relations.

abstract: Belief affects behavior and rhetoric has the potential to bring about action. This paper is a critical content analysis of the ideology and rhetoric of key Islamist intellectuals and the Islamist organization Hizb ut-Tahrir, as stated on the website http://english.hizbuttahrir.org. The responses of specific Muslim Reformers are also analyzed. The central argument underlying this analysis centers on the notion that such Islamist ideology and its rhetorical delivery could be a significant trigger for the use of violence; interacting with, yet existing independently of, other factors that contribute to violent actions. In this case, a significant aspect of any solution to Islamist rhetoric would require that Muslim Reformers present a compelling counter-narrative to political Islam (Islamism), one that has an imperative to reduce the amount of violence in the region. Rhetoric alone cannot solve the many complicated issues in the region but we must begin somewhere and countering the explicit and implicit calls to violence of political Islamist organizations like Hizb ut-Tahrir seems a constructive step. / Dissertation/Thesis / M.A. Communication Studies 2010

Esta dissertação analisa como professoras mulheres da Rede Municipal de Ensino (RME) de Porto Alegre relacionam seu trabalho docente com os feminismos a partir dadiscussão sobre a narrativa conservadora da ―ideologia de gênero‖ nas escolas. A partir do uso de uma perspectiva sociológica crítica de estudos educacionais, a pesquisa utiliza os conceitos de hegemonia e ideologia para compreender a organização social. Em uma realidade tramada por disputas por hegemonia, em que distintas ideologias se fazem presentes de forma contraditória e pulverizada no senso comum, analisa-se o fenômeno da chamada ―ideologia de gênero‖ – narrativa inventada pelo Vaticano nos anos 1990 como tentativa de interromper os avanços dos Estudos de Gênero e movimentos feministas. Entende-se que, através de uma aliança conservadora entre neoliberais e neoconservadores, esse movimento ―antigênero‖ e ―antifeminista‖ tem-se popularizado no contexto educacional brasileiro. Embora tenha sido constatado debate crescente acerca da temática no campo científico, buscou-se investigar uma perspectiva ainda invisibilizada: a de professoras mulheres. Entende-se que quaisquer mudanças propostas e instauradas na legislação educacional concernem, primordialmente, às mulheres: são elas a maioria absoluta do corpo docente brasileiro da educação básica e, apesar de historicamente organizado e resistente como categoria, o trabalho docente se (con)forma ainda por heranças patriarcais e sexistas Através da condução de dois grupos focais com oito professoras, pretendeu-se observar aproximações e distanciamentos das perspectivas feministas com seus trabalhos docentes, utilizando como disparador dos debates iniciativas ―antigênero‖ e ―antifeministas‖, como as do Movimento Escola Sem Partido. Visibilizando contradições existentes nas dinâmicas sociais, foi possível constatar reverberações tanto dos discursos conservadores quanto dos feministas no senso comum das participantes. Inerentemente contraditório e heterogêneo, o senso comum é permeado também por elementos de ―bom senso‖, que podem causar identificação com discursos baseados no convencimento. Assim, a narrativa da aliança conservadora se dá relativamente bem-sucedida entre as professoras, causando identificação com o uso do gênero como instância biologizante e com elementos de culpabilização acerca de seus trabalhos. Observou-se preocupação de que, uma vez interessadas em desconstruir estereótipos e problematizar desigualdades de gênero/sexualidade, as professoras pudessem estar interferindo negativamente na formação identitária dos alunos Constatou-se também a presença de perspectivas feministas no trabalho docente das professoras que, em suas práticas, procuram acolher e legitimar existências distintas da norma binária e heterossexual e demonstrar olhar atento à (re)produção de desigualdades. Ainda que indiquem uma diferença geracional, cultural e social entre elas e seus alunos – interpretada como efeito da institucionalização de demandas feministas e LGBTT na sociedade e sua popularização no senso comum –, as participantes manifestam empenho em revisar suas noções aprendidas sobre o que é normal para melhor atender seus estudantes. Por fim, observou-se também discurso contraditório entre as professoras sobre a importância de políticas educacionais que proponham o debate de gênero: declaram considerar necessário o debate e, simultaneamente, parecem subestimar a eficácia de políticas. Por outro lado, em função de reconhecerem a existência de um contexto social que tem progressivamente legitimado pautas feministas e LGBTT, consideram inviáveis legislações que proíbam a discussão desse tipo de temática nas escolas. / This thesis analyzes how female teachers in the Public School System (PSS) of the city of Porto Alegre link their teaching practices to feminisms from a discussion about the conservative narrative of ―gender ideology‖ in schools. From a critical sociology of education perspective, the study uses the concepts of hegemony and ideology to understand social organization. In a reality permeated by disputes for hegemony, in which different ideologies are present in a contradictory and pulverized way in the common sense, this thesis analyzes the phenomenon of the so-called ―gender ideology‖ – a narrative invented by the Vatican in the 1990s as an attempt to interrupt the advances of Gender Studies and the feminist movements. Through a conservative alliance between neoliberals and neoconservatives, this ―antigender‖ and ―antifeminist‖ movement has become popular within the Brazilian educational context. Although a growing debate has been present in the scientific field, this study sought a perspective that is still invisible, that of female teachers. Any changes proposed and introduced to educational laws concern women primarily: they are the absolute majority among Brazilian basic education teachers, and, despite being historically organized and resistant as a category, teaching practices are still (con)formed by a patriarchal and sexist heritage. Two focal groups composed of eight teachers examined the approximations and distances from feminist perspectives within their teaching practices. ―Antigender‖ and ―antifeminist‖ initiatives, such as the movement for ―unpolitical schools‖, were used to trigger the debates. Considering the contradictions present in social dynamics, it was possible to verify reverberations of both conservative and feminist discourses in the participants‘ common sense Inherently contradictory and heterogeneous, common sense is also permeated by elements of ―good sense‖, which may make them identify with ―convincing‖ discourses. Thus, the narrative of the conservative alliance is relatively successful among the teachers, making them identify with the use of gender as a ―biologizing‖ instance and with elements of blame within their work practices. Concern was expressed that, because they were interested in deconstructing stereotypes and problematizing gender/sexual inequalities, teachers could be interfering negatively in the students' identity formation. The participants‘ discourses also evidenced the presence of feminist perspectives in the teaching work of teachers who, in their practices, seek to accept and legitimize existences that differ from the binary and heterosexual norm and to be attentive to the (re)production of inequalities. Although they indicate generational, cultural and social differences between them and their students – interpreted as an effect of the institutionalization of feminist and LGBTT demands on society and its popularization in common sense – the participants show commitment to revise their learned notions about what is normal to better serve their students. Finally, there was also a contradictory discourse among the teachers about the importance of educational policies that propose debates about gender: they declare the debate to be necessary, and at the same time seem to underestimate the effectiveness of policies. On the other hand, recognizing the existence of a social context that has progressively legitimized feminist and LGBTT guidelines, they consider that laws prohibiting the discussion of this subject in schools are unfeasible.

Software piracy, the illegal and unauthorized duplication, sale, or distribution of software, is a widespread and costly phenomenon. According to the Business Software Alliance, more than one third of the PC software packages installed worldwide in 2006 were unauthorized copies. This behavior costs the software industry billions of lost dollars in revenue annually. Software piracy behavior has been investigated for more than thirty years. However, there are two voids in the literature: lack of studies in Non-Western countries and scarcity of process studies. As such, this study contributes to the literature by developing a software piracy model to understand the decision making process that underlies this illegal behavior among Jordanian university students. Based on a literature review in various disciplines, including social psychology, psychology, and criminology, several important variables have been incorporated into the proposed model. The model was tested using data collected from a sample of 323 undergraduate business students. The resulting data was analyzed by two main statistical techniques, structural equation modeling (SEM) and hierarchical multiple regression. The results indicated that the model was useful in predicting students' intention to pirate software. Seven out of eight hypotheses were supported. Consistent with The Theory of Reasoned Action, attitudes toward software piracy and subjective norms were significant predictors of intention to pirate software. However, our findings are inconsistent with previous studies with regard to the relative importance of attitude and subjective norms; subjective norms had a stronger effect. Also, the results suggested that ethical ideology, public self-consciousness, and low self-control moderated the effect of these variables on intention to pirate software. Lastly, the results indicated that the effect of subjective norms on afintention to pirate software was both direct and indirect through attitudes. The results have important practical implications for the software industry and governments to curtail software piracy. Limitations of the study and recommendations for future studies are discussed as well.