According to the curriculum Sweden’s elementary school is to educate students in subjects such as "Listening, debating and argumentation". I ask myself if this is actually something that every student is being provided with. The purpose of this study is to gain additional information about children’s participation in the classroom. This is done from the children’s perspective by examining how students in first grade experience their roll in the conversation between and in relation to the teacher. In order to get subjective as well as an objective perspective qualitative methods are used in this essay. First I observed the children in the classroom and then I interviewed six of them. The main questions at issue are: How do children in first grade experience their own participation in the classroom? In what situations do the children in first grade sense they are allowed to speak with the teacher in the classroom? What is significant for the different situations in which the children in first grade get to have a conversation with the teacher? Dialogue and Participation is two essential concepts throughout the study and according to research highly associated and therefore necessary to examine together. As showed in the results of the study several students in first grade didn’t feel participant enough in the classroom and all of the students wanted to converse more during the lesson. Results also show that the students who raised their hands were the ones who had well functioning social capacity and they also got more attention than other students.

Fighting against the regional development disparities has been considered as one of the most important public policies recently. In this regard, Social Support Program, endorsed in 2008 under GAP Action Plan, is regarded as an important example of public intervention with increasing budget and geographical expansion. Objective of SODES is improving social inclusion of disadvantaged groups and enhancing regional social development. Accordingly, projects prepared by local actors to provide social inclusion, to increase employability and to support cultural, artistic and sports events are financed. &ldquo / Social inclusion&rdquo / is defined as policies and implementations targeting to increase access of disadvantaged groups to services like education, health, employment and social assistance. Debates on social inclusion literature include: lack of clear definition, dichotomy as &ldquo / them and us&rdquo / , focus on state rather than process and limited scope. Objective of this study is critically analyzing SODES, on the basis of social inclusion. In-depth interviews are conducted with beneficiaries, their families, project coordinators, local officials and policy makers to understand the impacts of the projects and SODES. It is observed that, there are important positive outcomes like the increase in schooling rate of girls. However, taking into consideration debates on social inclusion and evaluating SODES projects as a whole, it is argued that SODES has deficiencies regarding its project based structure, sustainability, accessibility of all target groups, evaluation, monitoring and institutionalization. The argument of the thesis is that such deficiencies of SODES are also arising from the concept of social inclusion which has its limitations in confronting structural inequalities in the society.

Há uma relação recíproca entre um dos objetivos das ciências administrativas – aumentar a produtividade do trabalho – e o crescimento do desemprego. Contudo, este tema é pouco explorado nessa área do conhecimento. Estudos que tratam direta ou indiretamente desta problemática costumam considerar que os desempregados ou são agentes empreendedores ou estão excluídos das relações de trabalho. Intentamos abordar este tema superando essas abordagens duais. Defendemos a tese de que os desempregados compõem um estrato populacional denominado exército de reserva (ER) e que este pode cumprir, no atual estágio de desenvolvimento das forças produtivas, um duplo papel, qual seja: regulador do preço da força de trabalho e agente contestatório do sociometabolismo do capital. Fundamentados, principalmente, nos estudos de Marx, Oliveira e Iasi, analisamos o mercado de trabalho tal como representado por instituições de pesquisas nacionais e internacionais e os dados coletados junto aos integrantes de um movimentos social formado por desempregados, o Movimento dos Trabalhadores Desempregados (MTD). O método dialético permitiu reconstituir o movimento dos múltiplos determinantes que sintetizaram a possibilidade de alterações qualitativas em parte do contingente em questão. Concluímos que o ER cumpre função estrutural econômica e ideológica de regular o preço da força de trabalho devido a, basicamente, dois fatores: 1) como superpopulação fluente, é uma reserva de força de trabalho que tende a deprimir o preço desta mercadoria à níveis crescentemente inferiores; 2) enquanto força de trabalho não utilizada diretamente pelo capitalista no processo de produção, os membros do ER, em sua manifestação como superpopulação estagnada, tendem a efetuarem trabalhos, seja na considerada economia informal seja na economia doméstica ou ainda na economia subterrânea, que satisfazem necessidades dos membros do exército ativo (EA) e do exército de reserva em sua manifestação fluente. Ao oferecerem produtos e serviços à baixo custo ao EA e ao próprio exército de reserva, a superpopulação estagnada colabora para o rebaixamento do valor da mercadoria força de trabalho, tendo em vista que esta, segundo a lei do valor, deve equivaler ao valor dos produtos necessários a sua reprodução. Defendemos, portanto, que no atual modo de produção capitalista em países periféricos opera-se, gradativamente, uma mudança qualitativa na consciência de classe desta parcela da classe trabalhadora que, sobretudo após o advento da reestruturação produtiva, apresenta tendência crescente de reposição contínua, isto é, mudança quantitativa que tem sido oportunizada, dentre outros fatores, pelo desenvolvimento do conhecimento administrativo. / There is a mutual relation between one of the administrative sciences objectives – increase labor productivity and unemployment growth. However, this theme is little exploited in this knowledge field. Studies which deal direct or indirectly with this problematic usually consider that unemployed people can be enterprising agents or are excluded from labor relations. We intended to address this theme overcoming these dual approaches. We defend the thesis that unemployed people are part of a population extract known as reserve army (RA) which can have, in the current stage of production forces, a double role, namely: regulator of the labor force price and oppositional agent of the capital’s social metabolism. Based, mainly, on the studies of Marx, Oliveira and Iasi, we analyze the labor market as it is represented by national and international research institutions and through collected data among the members of a social movement formed of unemployed people, the Unemployed Workers Movement (MTD). The dialectical method allowed us to reconstitute the movement of multiple determinants that synthesized the possibility of qualitative changes in part of the mentioned contingent. We have concluded that the RA performs an economic and ideological structural function of regulating the labor force price basically due to two factors: 1) as a fluent super population, it is a reserve of labor force, which depresses the price of this merchandise to levels increasingly inferiors; 2) as a labor force not directly used by the capitalist in the production process, the members of the RA, on their expression as a stagnant super population, tend to make works, whether in the so called informal economy, whether in the domestic economy or even in the underground economy, that satisfy needs of both the active army (AA) and the reserve army on its fluent manifestation. When offering products and services with low cost to the AA and even for the reserve army, the stagnant super population contributes to depreciate the value of the labor force merchandise, taking into consideration that according to the value law, this must be equivalent to the value of the products needed for its reproduction. The reserve army can play the role of oppositional subject whereas the concrete conditions of its pauperism tension the movement of formation and the construction of struggle organizational forms, enabling the constitution of a class consciousness process mediated by moments of denial and consent to the capital‟s social metabolism. We defend, therefore, that in the current capitalist way of production in peripheral countries a qualitative change gradually occurs in class consciousness of this portion of class-of-labor that shows, especially after the advent of productive restructuring, an increasing tendency of continuous replacement, that is, quantitative change which have been possible, among other factors, by the development of the administrative knowledge.

Há uma relação recíproca entre um dos objetivos das ciências administrativas – aumentar a produtividade do trabalho – e o crescimento do desemprego. Contudo, este tema é pouco explorado nessa área do conhecimento. Estudos que tratam direta ou indiretamente desta problemática costumam considerar que os desempregados ou são agentes empreendedores ou estão excluídos das relações de trabalho. Intentamos abordar este tema superando essas abordagens duais. Defendemos a tese de que os desempregados compõem um estrato populacional denominado exército de reserva (ER) e que este pode cumprir, no atual estágio de desenvolvimento das forças produtivas, um duplo papel, qual seja: regulador do preço da força de trabalho e agente contestatório do sociometabolismo do capital. Fundamentados, principalmente, nos estudos de Marx, Oliveira e Iasi, analisamos o mercado de trabalho tal como representado por instituições de pesquisas nacionais e internacionais e os dados coletados junto aos integrantes de um movimentos social formado por desempregados, o Movimento dos Trabalhadores Desempregados (MTD). O método dialético permitiu reconstituir o movimento dos múltiplos determinantes que sintetizaram a possibilidade de alterações qualitativas em parte do contingente em questão. Concluímos que o ER cumpre função estrutural econômica e ideológica de regular o preço da força de trabalho devido a, basicamente, dois fatores: 1) como superpopulação fluente, é uma reserva de força de trabalho que tende a deprimir o preço desta mercadoria à níveis crescentemente inferiores; 2) enquanto força de trabalho não utilizada diretamente pelo capitalista no processo de produção, os membros do ER, em sua manifestação como superpopulação estagnada, tendem a efetuarem trabalhos, seja na considerada economia informal seja na economia doméstica ou ainda na economia subterrânea, que satisfazem necessidades dos membros do exército ativo (EA) e do exército de reserva em sua manifestação fluente. Ao oferecerem produtos e serviços à baixo custo ao EA e ao próprio exército de reserva, a superpopulação estagnada colabora para o rebaixamento do valor da mercadoria força de trabalho, tendo em vista que esta, segundo a lei do valor, deve equivaler ao valor dos produtos necessários a sua reprodução. Defendemos, portanto, que no atual modo de produção capitalista em países periféricos opera-se, gradativamente, uma mudança qualitativa na consciência de classe desta parcela da classe trabalhadora que, sobretudo após o advento da reestruturação produtiva, apresenta tendência crescente de reposição contínua, isto é, mudança quantitativa que tem sido oportunizada, dentre outros fatores, pelo desenvolvimento do conhecimento administrativo. / There is a mutual relation between one of the administrative sciences objectives – increase labor productivity and unemployment growth. However, this theme is little exploited in this knowledge field. Studies which deal direct or indirectly with this problematic usually consider that unemployed people can be enterprising agents or are excluded from labor relations. We intended to address this theme overcoming these dual approaches. We defend the thesis that unemployed people are part of a population extract known as reserve army (RA) which can have, in the current stage of production forces, a double role, namely: regulator of the labor force price and oppositional agent of the capital’s social metabolism. Based, mainly, on the studies of Marx, Oliveira and Iasi, we analyze the labor market as it is represented by national and international research institutions and through collected data among the members of a social movement formed of unemployed people, the Unemployed Workers Movement (MTD). The dialectical method allowed us to reconstitute the movement of multiple determinants that synthesized the possibility of qualitative changes in part of the mentioned contingent. We have concluded that the RA performs an economic and ideological structural function of regulating the labor force price basically due to two factors: 1) as a fluent super population, it is a reserve of labor force, which depresses the price of this merchandise to levels increasingly inferiors; 2) as a labor force not directly used by the capitalist in the production process, the members of the RA, on their expression as a stagnant super population, tend to make works, whether in the so called informal economy, whether in the domestic economy or even in the underground economy, that satisfy needs of both the active army (AA) and the reserve army on its fluent manifestation. When offering products and services with low cost to the AA and even for the reserve army, the stagnant super population contributes to depreciate the value of the labor force merchandise, taking into consideration that according to the value law, this must be equivalent to the value of the products needed for its reproduction. The reserve army can play the role of oppositional subject whereas the concrete conditions of its pauperism tension the movement of formation and the construction of struggle organizational forms, enabling the constitution of a class consciousness process mediated by moments of denial and consent to the capital‟s social metabolism. We defend, therefore, that in the current capitalist way of production in peripheral countries a qualitative change gradually occurs in class consciousness of this portion of class-of-labor that shows, especially after the advent of productive restructuring, an increasing tendency of continuous replacement, that is, quantitative change which have been possible, among other factors, by the development of the administrative knowledge.

Made available in DSpace on 2015-05-07T15:08:48Z (GMT). No. of bitstreams: 1 ArquivoTotal.pdf: 1257067 bytes, checksum: f4b64bb389b89dba21b808b61beed8a9 (MD5) Previous issue date: 2012-08-07 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This work grew out of my need to understand the processes that give meaning to my academic trajectory. Since graduating, I was provoked by one of my teachers to write about my memories of learning. At the time, it seemed a meaningless activity. But, as time went by, the idea started to get my attention and I sought to understand, if, indeed, there is a distance between theory and practice. During the dissertation orientation sessions, we considered the possibility of contextualizing my experiences of teaching and learning in light of inclusion policies as something challenging and at the same time thought-provoking, because of its innovative nature. Having accepted the challenge, I chose core research questions that I attempt to respond to in this dissertation, such as: how did I become an educator? What are the challenges in the Brazilian educational scenario that characterize the process of inclusion/exclusion? In face of the questions raised, the main goal of this research is to develop an (auto) biographical account of my learning experiences as a visually impaired person who experienced the everyday challenges of inclusion/exclusion at school. The guiding axis of this dissertation departs from my experiences within the family and at school and it is based on a process of listening to the people who have contributed to this process of development and self-development, like my family, my teachers and colleagues who shared learning experiences with me. In short, I want to analyze the teaching and learning processes experienced by me, assessing the contributions of the school curriculum to the training and (self-) training processes through which I have become a pedagogue. Methodologically, I will use life stories derived from oral and written sources (documents). As an operational strategy, I take the (auto) biographical perspective, since my life experiences are considered the trails of my trajectory, and by walking through those trails, I will recollect the contributions of school curriculum to my training and self-training process. / O presente trabalho surgiu da minha necessidade de compreender as marcas que dão sentido a minha trajetória acadêmica. Desde a graduação, fui provocada por uma das minhas professoras para escrever sobre minhas memórias de aprendizagem. Na ocasião, pareceu uma atividade sem sentido. Mas, com o tempo fui amadurecendo a ideia e busquei compreender, se, de fato, há distanciamento entre teoria e prática. Nas sessões de orientação da dissertação cogitamos a possibilidade de contextualizar meu percurso de ensino e aprendizagem no âmbito das políticas de inclusão como algo desafiador e, ao mesmo tempo, instigante devido seu caráter inovador. Desafio aceito elegi questões centrais de pesquisa que tento responder nesta dissertação, entre elas: Como me tornei pedagoga? Quais os desafios no cenário educacional brasileiro que caracterizam o processo de inclusão/exclusão? Diante das questões postas, o objetivo principal dessa pesquisa é (auto) biografar as minhas experiências de aprendizagem como deficiência visual, que viveu no cotidiano escolar os desafios da inclusão/exclusão. O eixo norteador desta dissertação parte de minhas vivências no seio familiar e escolar a partir de um processo de escuta das pessoas que contribuíram para este processo de formação e (auto)formação como a minha família, meus professores e professoras e colegas que compartilhei as experiências de aprendizagem. Em síntese, pretendo analisar os processos de ensino e aprendizagem vivenciados por mim, avaliando as contribuições do currículo escolar no meu processo de formação e (auto) formação que me tornaram uma pedagoga. Metodologicamente, utilizarei as histórias de vida centradas em fontes orais e escritas(documentos). Como estratégia operacional parto do método (auto) biográfico, uma vez que as minhas experiências de vida se constituem as trilhas do meu caminhar e, neste caminhar, vou resgatando as contribuições do currículo escolar no meu processo de formação e (auto)formação.

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-04-15T14:40:50Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação Maíra Batista Braga_UFPE_PRODEMA_2015.pdf: 5024302 bytes, checksum: bd6776c1fc5bc9919f8cb3bd110e5a6a (MD5) / Made available in DSpace on 2016-04-15T14:40:51Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação Maíra Batista Braga_UFPE_PRODEMA_2015.pdf: 5024302 bytes, checksum: bd6776c1fc5bc9919f8cb3bd110e5a6a (MD5) Previous issue date: 2015-03-16 / CAPES / Turismo de Base Comunitária (TBC) é um tema relativamente recente nos estudos científicos, que tem recebido ênfase nos últimos dez anos, já que no mundo inteiro tem sido tendência a busca pela prática de um turismo contextualizado localmente, com respeito ao ambiente natural e às culturas locais. O TBC, que segue a perspectiva socioambiental, do desenvolvimento justo e equilibrado e tem como principal característica a inclusão e o protagonismo das comunidades locais, gerando benefícios para as localidades, surge como um contraponto ao turismo de massa e globalizado. No Brasil, o turismo no litoral nordestino tem sido historicamente desenvolvido de forma excludente e massificada, com a presença de grandes empreendimentos turísticos, muitas vezes internacionais, que alteram localidades onde se instalam, gerando perdas de identidade e de territórios. Em reação a este modelo de turismo convencional, que muitas vezes é incentivado pelas políticas públicas, algumas comunidades locais têm se organizado para empreender o TBC, por vezes de forma associativa, gerando territórios turísticos diferenciados, onde o turismo é complementar às atividades tradicionais e busca proporcionar experiências positivas para as comunidades locais e visitantes. Esta pesquisa objetiva analisar como ocorrem os processos de instalação e desenvolvimento do TBC em regiões litorâneas do Nordeste brasileiro. Para tanto, foram escolhidas para estudo e análise três iniciativas de TBC, tratando também das suas relações e interfaces com a dinâmica socioambiental das localidades: a Cooperativa Náutica Ambiental, em Tamandaré, Litoral Sul de Pernambuco; a Associação dos Condutores do Turismo de Observação do Peixe-Boi Marinho, em Porto de Pedras, Litoral Norte de Alagoas; e a Associação de Turismo de Meio Ambiente e Cultura, na praia de Ponta Grossa, em Icapuí, Litoral Leste cearense. Essa pesquisa é de cunho exploratório e caracteriza-se como qualitativa, com visão interdisciplinar, uma vez que trata das múltiplas dimensões dos processos e resultados do TBC, numa abordagem dialética, por analisar contextos históricos e sociais. Para atender ao objetivo, foram realizadas pesquisas bibliográficas e em sites e visitas às três localidades, nas quais foram feitas observações, registros fotográficos, vivências dos serviços turísticos oferecidos pelas comunidades, entrevistas semiestruturadas junto aos presidentes das associações e cooperativa e junto aos representantes das secretarias de turismo municipais, oficinas participativas junto a associados e cooperados, além de conversas informais com atores sociais diversos que fazem parte das realidades locais, relacionados direta ou indiretamente ao turismo. Com o uso da metodologia análise de conteúdo, foram feitas análises sobre as práticas das três iniciativas, a partir do estabelecimento de relações entre parâmetros de sustentabilidade e princípios do TBC. As iniciativas de TBC podem surgir a parir de um conflito socioambiental ou a partir de empreendedorismo. Ora iniciam por um movimento próprio, ora com o incentivo e apoio de organizações parceiras; podendo ser mais isoladas e autossuficientes ou manter-se em diálogo com o turismo convencional. Tendo em vista que os processos de implantação e de desenvolvimento de TBC vivenciam contextos territoriais e históricos distintos, com realidades sociais, econômicas, culturais, ecológicas, políticas e vocações turísticas diferentes, também os resultados são diferenciados, apresentando níveis variados de sustentabilidade. Observa-se que o TBC tem sido uma alternativa para o desenvolvimento local sustentável, minimizando ameaças de perda de territórios e identidades, e ao mesmo tempo gerando renda local, valorização da cultura e identidade local e conservação ambiental. / Community Based tourism (CBT) is a quite recent topic in scientific studies, that has been receiving emphasis for the last ten years, considering that, in the whole world, there has been a tendency to search for a locally based tourism, with respect towards the natural environment and to the local cultures. CBT, that follows the environmental perspective, with the correct and balanced development and has as main characteristic the inclusion and the local communities role, bringing benefits to the locations, appears as a counterpoint to the mass and globalized tourism. In Brazil, the tourism in the northeast coast has been historically developed as a mass and exclusive way, with the presence of big touristic enterprises, often international, that modify locations where they are installed, generating identity and territory losses. In reaction to this conventional touristic model, which is often encouraged by the public policies, some local communities have organized themselves to undertake the CBT, usually in an associative way, generating different touristic territories, where the tourism is complementary to the traditional activities and seeks to provide positive experiences to the local communities and visitors. This research aims to analyze how the installation process and the CBT development occurs in coast regions in Brazilian Northeast. For this purpose, three CBT initiatives have been chosen for study, also regarding their relations and interfaces with the locations environmental dynamic: the Cooperativa Náutica Ambiental (Nautical Environmental Bussiness cooperation), in Tamandaré, South Coast of Pernambuco; the Associação dos condutores do Turismo de Observação do Peixe-Boi Marinho (Manatee Observation Tourism Conductors Association), in Porto de Pedras, North Coast of Alagoas; and the Associação de Turismo de Meio Ambiente e Cultura (Environment and Culture Tourism Association), in Ponta Grossa’s Beach, in Icapuí, East Coast of Ceará. This research is exploratory and is characterized as qualitative, with interdisciplinary vision, since it treats the multiple dimensions of the processes and results of CBT, in a dialectical approach, by analyzing historical and social contexts. To attend the objective, bibliographical and website researchs have been realized along with visits to the three locations, in which have been realized: observations, photographic reports, touristic services experiences offered by the communities, semistructured interviews with the presidents of the associations and business cooperations and with the representatives in the municipal tourism departments, workshops with the associated and cooperated, besides informal conversations with various social actors that are part of the local reality, directly or indirectly related to tourism. Using the content analysis methodology, analyses have been done about practices in the three initiatives, from the establishment of relations between sustainable parameters and CBT principles. The CBT initiatives can appear from an environmental conflict or entrepreneurship. Sometimes, they start because of a reason itself, sometimes with encouragement and support of partner organizations; sometimes being more isolated and self-sufficient or keep in dialogue with the conventional tourism. Given that the implementation and development processes of CBT experience different territorial and historical contexts, with different social, economical, cultural, ecological, political and touristic vocations realities, also the results are different, presenting various levels of sustainability. It is noted that CBT has been an alternative to the sustainable local development, minimizing threats and identity and territory losses, and, at the same time, generating local income, culture appreciation and local identity and environmental conservation.

In today’s multicultural Sweden, museums need to work more inclusively to reflect the country’s national identities. This is both difficult and complex. The purpose of this thesis is to increase the understanding of whether and, if so, the museums’ diversity work affects the museums’ role in society as either a meeting place or as an exclusionary field in contemporary multicultural Sweden. More specifically, the thesis aims to investigate how museums’ diversity work is perceived by both museum staff and new Swedes, especially with regards to recruitment, staff composition and treatment of visitors, and how new Swedes relate to the cultural heritage as presented and reinterpreted in exhibitions at museums in Stockholm. The qualitative material consists of seven individual in-depth interviews with new Swedes who are non-academics, a focus group interview with seven new Swedes who are academically educated and three in-depth interviews with three museum employees from different museums. The results show that the museums have difficulty recruiting more widely and this lack of diversity among staff contributes to the critique expressed by the new Swedes about the museums’ diversity work and the expertise of the museums that interpret cultural heritage from different parts of the world. These attitudes and experiences have reproduced various notions of museums, Swedishness, cultural heritage and class differences that exist in Swedish society. The results show that the new Swedes consider the museums to be white rooms, mainly for white children. Five non-white new Swedes testify that they have been exposed to racism in the museums and these individuals believe that the museum staff is the source of their perceived insecurity. Both the new Swedes and the museum staff agree that the museums maintain old habits that hinder the museums’ diversity work.

Les Acadiens du Nouveau-Brunswick ont un parcours identitaire collectif riche en rebondissements qui les a menés vers une identité singulière solide. Ils se trouvent désormais confrontés au contexte d’une nouvelle réalité qui est la mondialisation. Depuis les dernières décennies, les changements occasionnés par la mondialisation se répercutent dans la conception même que l’on se fait du parler acadien et des pratiques culturelles acadiennes. Le chiac par exemple, auparavant stigmatisé et dévalorisé, devient maintenant porteur de valeurs identitaires modernes rattachées au mélange des cultures et à l’ouverture à l’autre. Toutefois, les contours de l’identité acadienne demeurent flous et sujets aux débats épistémologiques. La situation particulière d’un groupe qui n’a plus de territoire officiellement reconnu a une forte incidence sur les critères d’appartenance que les acteurs peuvent mobiliser pour se définir. Comment expliquer les processus d’identifications et les stratégies identitaires qui définissent l’appartenance au groupe chez les Acadiens? Partagent-ils les mêmes processus identitaires présents dans la littérature sur le sujet? Une connaissance plus approfondie des processus généraux peut-elle aider à mieux saisir et expliquer la complexité d’un groupe sensiblement diasporique dont l’identité et ses contours sont incertains? L’anthropologie en milieu acadien est presque inexistante. D’autre part, l’identité culturelle est un sujet ayant été longuement étudié et débattu, mais qui demande toujours plus de précision. Cette recherche a permis de mieux cerner de quelle façon la représentation de l’acadianité évolue en milieu minoritaire. / Acadians in New Brunswick have a solid sense of collective identity that it the result of a long and eventful process. They are now faced with the a new reality that is the context shaped by globalization. In recent decades, the changes caused by globalization are reflected in the way that Acadie and Acadian cultural practices are framed discursively. Chiac, for example, was previously stigmatized and devalued, but now becomes the bearer of modern identity values attached to the mixing of cultures and openness to others. Yet the contours of Acadian identity remain unclear and are subject to epistemological debates. The particular situation of this group that has no officially recognized territory has a significant impact on what membership criteria actors can mobilize to define their group. How can we explain the process of identification and identity strategies that define group membership among the Acadians? Do they share the same identity processes that are mentioned in the literature on the subject? Could a deeper understanding of general processes help to better understand and explain the complexity of a group whose indentity is marked by the diasporic experience and whose contours are uncertain? Anthropology is almost nonexistent in the Acadian community. At the same time, cultural identity is a topic that has been extensively studied and debated, but that needs more precise definition. This research is aimed at contributing to a better understanding of how of the representation of minority Acadian identity has evolved.

Made available in DSpace on 2016-04-29T14:16:25Z (GMT). No. of bitstreams: 1 Nadja Maria Coda Santos.pdf: 1580320 bytes, checksum: d407e0aabb3149870d09272754f76abb (MD5) Previous issue date: 2011-11-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study is articulated with national project of research called Programme University For All - PROUNI and Social Inclusion", developed, in the period 2007 to 2010, by the core of Study Research on Education and Methodological Issues (NEMESS) of The Pos-graduate Studies of Social Service of PUC-SP. It has been financed by the Centre of Education in partnership with the Coordination of Personal Improvement of Superior Level (CAPES) and with the National Institute of Studies and Educational Research Anísio Teixeira (INEP). The aim is to analyse by method transdisciplinar of research how PROUNI can promote social inclusion of students from low rent. This study contextualize the brazilians educational policies and the means of concept of social inclusion by access to higher education, advocated by the PROUNI. There is the revision of the theories and visions of the studies of the transdisciplinary in order to sustain method of research that is capable of catch and understand the perceptions, impressions, expectations and anxieties of the scholarships about the personal and professional changes offered by the PROUNI. In the research, there are references to documents and laws of the federal government, and to the authors of the areas of education, social policies, inclusion/exclusion and transdisciplinary. It has been carried focal group of discussions with the scholarships of PROUNI, in the city of São Paulo. The analysis of the focal groups s content has been through by the organisation of analytical categories: a) Accessibility and Inclusion/ Social Exclusion; b) Social Advancement (personal and professional); c) Prejudice and stigma; d) Social assistance and support to the Learning; e) Disability of Public Education and Reform of the Education system. The scholarships valid the educational policy of the federal government, however, understand that the aim of social inclusion is not carried out in full once again because many young people and adults are still without conditions means to enter in the university. The relationship between inclusion and social exclusion is still to be reproduced in the social coexistence of students and teachers, in the educational institutions that have joined the PROUNI / Este estudo está articulado ao projeto de pesquisa de âmbito nacional Programa Universidade Para Todos PROUNI e Inclusão Social , desenvolvido, no período de 2007 a 2010, pelo Núcleo de Estudo Pesquisa sobre Ensino e Questões Metodológicas (NEMESS) da Pós-Graduação de Serviço Social da PUCSP. Foi financiado pelo Observatório da Educação em parceria com a Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) e com o Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP). O objetivo é analisar o papel do PROUNI na promoção da inclusão social de estudantes de baixa renda a partir do método transdisciplinar de pesquisa. A tese contextualiza as políticas educacionais brasileiras e a concepção de inclusão social por intermédio do acesso ao ensino superior, defendida pelo PROUNI. Faz-se a revisão das teorias e visões sobre os estudos da transdisciplinaridade a fim de sustentar método de pesquisa capaz de capturar e compreender as percepções, impressões, expectativas e angústias dos bolsistas a respeito das transformações pessoais e profissionais proporcionadas pelo PROUNI. Na pesquisa, há referências à documentos e leis do governo federal, bem à autores das áreas da educação, políticas sociais, inclusão/exclusão e transdisciolinaridade. Foi realizado grupo focal de discussões com bolsistas do PROUNI, na cidade de São Paulo. A análise do conteúdo dos grupos focais deu-se por intermédio da organização de categorias analíticas: a) Acessibilidade e Inclusão/ Exclusão Social; b) Ascensão Social (pessoal e profissional); c) Preconceito e Estigmas; Assistência Social e Apoio à Aprendizagem; d) Deficiência do Ensino Público e Reforma do Sistema Educacional. Os bolsistas consideram válida a política educacional do governo federal, no entanto, percebem que o objetivo da inclusão social não é realizado de forma completa uma vez que muitos jovens e adultos continuam sem meios de ingressar na universidade. A relação inclusão e exclusão social continua a ser reproduzida nas convivência social de alunos e professores, nas instituições educacionais que aderiram ao Prouni

Made available in DSpace on 2016-04-27T16:33:42Z (GMT). No. of bitstreams: 1 Patricia Tanganelli Lara.pdf: 1122663 bytes, checksum: ab5640c7d3581b1be5a551e7af36eb14 (MD5) Previous issue date: 2008-08-29 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This study analizes the scolastic inclusion and exclusion of students in the 8th grade, verifying the reasons for which the students present scolastic success or weakness. The main objective of the research was to identify and characterize scolastic inclusion and exclusion of students at the end of the eight grade in relation to the organizational aspects of the school and the curiculum being used at the school, as seen through the work of the teachers, as well as in relation to the social and cultural characteristics of all the school employees. The main theoretical references for the present study were Bourdieu, in order to comprehend the meaning of the categories allotted by the teachers for the students and those excluded from the interior; Charlot, to clarify the relation to knowledge; and Lahire, to discuss the scholastic success amongst the lower-class population. To explain the processes of selection existent in the day to day school environment, Apple was consulted. The data collected refers to observation within the school, including the 8th grade students of a public school situated in the city of São Paulo em 2007; to the questionaires applied to and interviews with teachers and students throughout the time period; and to the analysis of documents related to the evaluations of the students when in the 8th grade and prior (when in the 4th grade), and other information from general evaluation tests, and from scolastic organization. The results indicate that the production of scholastic success or weakness was an institutional factor, including the actions of all school employees, be it by the classification used, be it by the maintenance of them throughout the years, be it by the institutions that decided the lives of the students, and be it by the actions of the team of directors in omitting many times the conditions or change in conditions needed for betterment and not providing substitution rather than suspension of so many classes, which only worsened the precariousness of the attention given. These actions within the school demonstrate strong traits of school culture, which proportions the scholastic inclusion or exclusion of students / Este estudo analisa a inclusão e a exclusão escolar de alunos no último ano do ciclo II, verificando por quais razões os alunos apresentam sucesso ou fracasso escolar. O objetivo central da pesquisa foi identificar e caracterizar a inclusão e a exclusão escolar de alunos do final do ciclo II em suas relações com aspectos da organização da escola e do currículo em ação na escola, por meio do trabalho dos professores, bem como das características sociais e culturais dos agentes da escola. Os principais referenciais teóricos do presente estudo foram Bourdieu, a fim de compreender o que significam as categorias do juízo professoral sobre os alunos e os excluídos do interior; Charlot, para esclarecer a relação com o saber; Lahire, para discutir o sucesso escolar nos meios populares. Para explicar os processos de rotulação existentes no cotidiano escolar, recorreu-se a Apple. Os dados coletados referemse à observação no interior da escola, inclusive nas turmas de 8ª série de uma escola pública municipal situada na cidade de São Paulo em 2007; a questionários e entrevistas ao longo do percurso para professores e alunos; a análise dos documentos relativos às avaliações dos alunos na 8ª série e prévia (4ª série), e outros advindos das provas de avaliação externa da escola, e da organização escolar. Os resultados indicaram que a produção do sucesso e do fracasso escolar foi uma questão institucional, perpassando a atuação de todos os agentes da escola, seja pelas classificações efetuadas, seja pela manutenção delas ao longo dos anos, seja pelos órgãos que decidiram a vida dos alunos ou, ainda, pela atuação da equipe dirigente, omissa muitas vezes em prover condições ou alterá-las para outra direção, ou mesmo providenciar substituições e não suspensão de tantas aulas, o que só agravou a precariedade do atendimento. Essas ações no interior da escola demonstram traços fortes da cultura escolar, que propiciam a inclusão ou a exclusão escolar de alunos