It is the purpose of this study to determine, so far as possible, the standing or success of industrial arts as a better type of training to fit the present generation for successful living in the industrial society of the present day.

Esta dissertação investiga processos de democratização do exercício de projeto em design impulsionados por uma série de transformações sociais, tais como a expansão das tecnologias de comunicação e informação, a crise ambiental planetária e as crises econômicas globais. São analisados conceitos como os de \"sociedade pós-industrial\" conforme teorizado pelos sociólogos Alain Touraine (1969) e Domênico de Masi (2013) e \"terceira revolução industrial\", pelo economista Jeremy Rifkin (2011), propondo-se reflexões sobre qual seria o papel do design nesses contextos. A partir das concepções do campo do design propostas por Victor Papanek (1970) e Ezio Manzini (2015), e que examina o \"design quando todos são designers\", são estudados os fundamentos da cultura Faça-você-mesmo (DIY- Do-it-yourself), e da cultura Hacker, propondo-se, por fim, a configuração de um \"ecossistema\" dos processos de democratização do design contemporâneo, ou seja, de um conjunto de relações de interdependência destes processos entre si e com seu meio. / This dissertation investigates processes of democratization of the project exercise in a series of social transformations, such as information and communication technologies, the global environmental crisis and economies. We analyze concepts such as \"post-industrial society\" as theorized by sociologists Alain Touraine (1969) and Doménico de Masi (2013) and \"Third Industrial Revolution,\" by economist Jeremy Rifkin (2011), proposing reflections on the role of design in these contexts. From conceptions of the field of design proposed by Victor Papanek (1970) and Ezio Manzini (2015), and that examines \"design when everyone is a designer,\" the fundamentals of Do-it-yourself culture, and the Hacker culture, proposing order, the configuration of an \"ecosystem\" of the processes of democratization of design contemporary, that is, of a set of relations of interdependence of these processes between themselves and with their environment.

Tese de doutoramento - Faculdade de Educação, Universidade de São Paulo, São Paulo, 2008. A partir da realidade de uma escola pública, investiga-se a identidade do ensino médio brasileiro e especialmente sua histórica dualidade entre um sentido propedêutico ou profissionalizante, em busca de um novo caráter de efetiva conclusão da educação de base. Essa escola passa por rápida transição devido a uma nova situação escolar caracterizada por sua expansão, pelo seu novo público, pela crescente importância do conceito de adolescência e por outras mudanças sócio-econômicas e culturais ligadas à sociedade pós-industrial. Nesse contexto, faz-se uma reflexão acerca do processo ainda em curso de mudança de identidade do ensino médio, a partir de três elementos: o seu papel social, a sua relação com a adolescência e a sua relação com o saber. Investigam-se os saberes e fazeres pedagógicos de uma escola pública de ensino médio, considerada boa pela comunidade que a freqüenta, tendo como método a pesquisa qualitativa na escola, envolvendo as pessoas que nela convivem, com questionários respondidos pelos alunos, análises de documentos já produzidos sobre a escola, entrevistas e a própria vivência do pesquisador naquela realidade escolar. Os resultados apontam para o fato de os acertos educacionais dessa escola estarem relacionados com um começo de superação daquela dualidade rumo a uma maior proximidade com a perspectiva do jovem, em termos de novos conhecimentos trazidos para o currículo, que respondem a desafios e demandas da sociedade pós-industrial, assim como ao tratamento de aspectos afetivos da própria adolescência. Isso só se mostrou possível nessa escola por conta de um envolvimento pessoal e conceitual de um grupo de educadores, que teve com a escola uma participação mais comprometida e engajada para além dos “marcos estatutários". Isso aponta para a necessidade de o poder público acompanhar o cotidiano das escolas, para estimular e respeitar a constituição da identidade de cada universo escolar, na forma de políticas públicas que fomentem a emergência de projetos político-pedagógicos reais e singulares compatíveis com o entorno comunitários de cada escola. Entre as constatações do trabalho, ressalta-se a percepção da sobrecarga de demandas envolvendo cultura, esporte, saúde e vida comunitária, às quais a escola não pode atender. Propõe-se uma rede de instituições e equipamentos sociais que se somem na responsabilidade em educar o jovem, de maneira que, em seu conjunto, a escola recupere e exerça com qualidade o seu papel básico. / The reality of a particular public school is the starting point to question the identity of Brazilian high school with focus on a historical duality between a pre university school and a professional school, in the search for its new meaning towards an effective conclusion of basic education. This school lives today a quick transformation, due to its expansion, its new public, the growing importance of the concept of adolescence, as well as the social, economic and cultural changes connected to post-industrial society. In this context, we propose a reflection about the process of change of identity in terms of three elements: its social function, its relations with adolescence and with knowledge. A public high school considered good by its community had its educational practices investigated with this purpose, with basis on a qualitative research, involving people that teaches and learns there, making use of questionnaires answered by students, documental analysis, interviews and the personal experiences of the researcher himself in his work at that school. The results indicate that the good achievements of that high school are related to a movement in the direction of overcoming of that duality towards a closer relationship to the youth perspectives. This is connected to educational contents in the school curriculum that answer challenges put by the post industrial society and to emotional questions of adolescence itself. These achievements were only possible due to a personal engagement of a group of educators, much beyond of could be formally expected. As far as public policies are concerned, this suggests that the government should promote and support effective and singular pedagogical projects that respond to the social environment of each school. Among the conclusions of this work there is a perception that the school is requested to answer to many questions related to health, culture, sports, and communitarian life, that are beyond its domains. Therefore, we propose that a net of institutions and social facilities should cooperate, in order to allow the school to dedicate itself primarily to its main role.

Esta dissertação investiga processos de democratização do exercício de projeto em design impulsionados por uma série de transformações sociais, tais como a expansão das tecnologias de comunicação e informação, a crise ambiental planetária e as crises econômicas globais. São analisados conceitos como os de \"sociedade pós-industrial\" conforme teorizado pelos sociólogos Alain Touraine (1969) e Domênico de Masi (2013) e \"terceira revolução industrial\", pelo economista Jeremy Rifkin (2011), propondo-se reflexões sobre qual seria o papel do design nesses contextos. A partir das concepções do campo do design propostas por Victor Papanek (1970) e Ezio Manzini (2015), e que examina o \"design quando todos são designers\", são estudados os fundamentos da cultura Faça-você-mesmo (DIY- Do-it-yourself), e da cultura Hacker, propondo-se, por fim, a configuração de um \"ecossistema\" dos processos de democratização do design contemporâneo, ou seja, de um conjunto de relações de interdependência destes processos entre si e com seu meio. / This dissertation investigates processes of democratization of the project exercise in a series of social transformations, such as information and communication technologies, the global environmental crisis and economies. We analyze concepts such as \"post-industrial society\" as theorized by sociologists Alain Touraine (1969) and Doménico de Masi (2013) and \"Third Industrial Revolution,\" by economist Jeremy Rifkin (2011), proposing reflections on the role of design in these contexts. From conceptions of the field of design proposed by Victor Papanek (1970) and Ezio Manzini (2015), and that examines \"design when everyone is a designer,\" the fundamentals of Do-it-yourself culture, and the Hacker culture, proposing order, the configuration of an \"ecosystem\" of the processes of democratization of design contemporary, that is, of a set of relations of interdependence of these processes between themselves and with their environment.

The background to this study is that there is no studies on youth and their transition to adulthood in preindustrial Sweden. The main objective of this thesis has therefore been to analyze young peoples transition to adulthood during the late 18th and 19th centuries in a region of the northern part of Sweden. The social context of the region was mainly agrarian during the investigated period despite the fact that in the later part of the 19th and beginning of 20th century, a development of a growing forest industry had started. The main questions is: How and when in life did different social categories of young people establish an independent and adult life? Where there any changes in transitional patterns and was the establishment smoother or more troublesome at different times during the investigated period ? Where there any changes regarding social norms related to the establishment of adult life? The transition to adult life is studied from a life-course approach and four key-transitions; The First Holy communion, leaving home, marriage and parenthood are regarded as significant steps within the process to a independent social position. Individual data related to keytransitions is mainly collected from cathectical examination records and comprised 2206 individuals born in six different cohorts between 1770 and 1900. The selected cohorts represents individuals that had to deal with different social conditions during their youth and transition to adult life. The main results regarding the transition to adult life can be summarized in two words, complexity and variance. Usually it was a "long" transition but the number of accomplished keytransitions and the order between them varied, as well as ages when taking the first Holy Communion, leaving home, marriage and entering parenthood varied. Transitional patterns varied between different categories of youth. A dividing line existed between the sexes, those from households strongly rooted in the agricultural structure and those with background in social categories that didn't own or was in possession of land. Social norms related to keytransitons changed along this dividing line during the investigated period of time, and became less permissive within landowning or land-possessing categories and less prescriptive in other categories. Transitional patterns were also influenced by the social situation at different historical times. The need for labor, war and years of famine directly intervened in timing and sequencing of keytransitions. A long term development was that the transition to adult life became more problematic in the later part of the 19th century, especially among young people who were less integrated in the social context and among socially stigmatized youth. Finally, young people were active and reflexive in seeking social space to make the transition to adult life, actions that sometimes caused tensions and conflicts between generations. / digitalisering@umu

Tese de doutoramento - Faculdade de Educação, Universidade de São Paulo, São Paulo, 2008. A partir da realidade de uma escola pública, investiga-se a identidade do ensino médio brasileiro e especialmente sua histórica dualidade entre um sentido propedêutico ou profissionalizante, em busca de um novo caráter de efetiva conclusão da educação de base. Essa escola passa por rápida transição devido a uma nova situação escolar caracterizada por sua expansão, pelo seu novo público, pela crescente importância do conceito de adolescência e por outras mudanças sócio-econômicas e culturais ligadas à sociedade pós-industrial. Nesse contexto, faz-se uma reflexão acerca do processo ainda em curso de mudança de identidade do ensino médio, a partir de três elementos: o seu papel social, a sua relação com a adolescência e a sua relação com o saber. Investigam-se os saberes e fazeres pedagógicos de uma escola pública de ensino médio, considerada boa pela comunidade que a freqüenta, tendo como método a pesquisa qualitativa na escola, envolvendo as pessoas que nela convivem, com questionários respondidos pelos alunos, análises de documentos já produzidos sobre a escola, entrevistas e a própria vivência do pesquisador naquela realidade escolar. Os resultados apontam para o fato de os acertos educacionais dessa escola estarem relacionados com um começo de superação daquela dualidade rumo a uma maior proximidade com a perspectiva do jovem, em termos de novos conhecimentos trazidos para o currículo, que respondem a desafios e demandas da sociedade pós-industrial, assim como ao tratamento de aspectos afetivos da própria adolescência. Isso só se mostrou possível nessa escola por conta de um envolvimento pessoal e conceitual de um grupo de educadores, que teve com a escola uma participação mais comprometida e engajada para além dos “marcos estatutários”. Isso aponta para a necessidade de o poder público acompanhar o cotidiano das escolas, para estimular e respeitar a constituição da identidade de cada universo escolar, na forma de políticas públicas que fomentem a emergência de projetos político-pedagógicos reais e singulares compatíveis com o entorno comunitários de cada escola. Entre as constatações do trabalho, ressalta-se a percepção da sobrecarga de demandas envolvendo cultura, esporte, saúde e vida comunitária, às quais a escola não pode atender. Propõe-se uma rede de instituições e equipamentos sociais que se somem na responsabilidade em educar o jovem, de maneira que, em seu conjunto, a escola recupere e exerça com qualidade o seu papel básico. / The reality of a particular public school is the starting point to question the identity of Brazilian high school with focus on a historical duality between a pre university school and a professional school, in the search for its new meaning towards an effective conclusion of basic education. This school lives today a quick transformation, due to its expansion, its new public, the growing importance of the concept of adolescence, as well as the social, economic and cultural changes connected to post-industrial society. In this context, we propose a reflection about the process of change of identity in terms of three elements: its social function, its relations with adolescence and with knowledge. A public high school considered good by its community had its educational practices investigated with this purpose, with basis on a qualitative research, involving people that teaches and learns there, making use of questionnaires answered by students, documental analysis, interviews and the personal experiences of the researcher himself in his work at that school. The results indicate that the good achievements of that high school are related to a movement in the direction of overcoming of that duality towards a closer relationship to the youth perspectives. This is connected to educational contents in the school curriculum that answer challenges put by the post industrial society and to emotional questions of adolescence itself. These achievements were only possible due to a personal engagement of a group of educators, much beyond of could be formally expected. As far as public policies are concerned, this suggests that the government should promote and support effective and singular pedagogical projects that respond to the social environment of each school. Among the conclusions of this work there is a perception that the school is requested to answer to many questions related to health, culture, sports, and communitarian life, that are beyond its domains. Therefore, we propose that a net of institutions and social facilities should cooperate, in order to allow the school to dedicate itself primarily to its main role.

The main goal of this Thesis is to provide a closer look at the transformation of the meaning and the role of education in the context of changes in Euro-Atlantic society in the second half of the twentieth century. To understand the background of changes, the Thesis begins with a concept of education from a historical point of view. The milestone on the timeline is the 1970s and the emerging ideas of a new society, whereas a great deal of attention is paid to the theory of a post-industrial society. The concept of education in an Knowledge society and its continuity to working area of individuals living in the twenty-first century is the subject of the last chapter of the theoretical part of the Thesis. In the empirical part, I combine theoretical pieces of knowledge with attitudes of respondents. I try to discover whether they consider education as a quarantor of career advancement or whether they perceive it more as an insurance policy for maintaining their current status. Results of the exploratory study I expose at the conclusion of the Thesis.

Orientador: Dorival Campos Rossi / Resumo: Há uma problemática imensa entre as produções e os consumos em nossa sociedade. Se o nosso desejo opera por produção, registro e consumo, nas sociedades pré-industriais eles eram esferas da mesma subjetividade, mas com o surgimento do ‘casa de ferreiro espeto é de pau’, dos modelos de produção da sociedade industrial, começou-se a fabricar aquilo que não se consumia, e começou a se produzir muito. O registro se estabeleceu pelas narrativas que nos são despejadas diariamente, e o consumo, ora, é só o que fazemos. Essa dissociação do processo do viver impera sobre nós limitações cruéis. Identificamos aqui nosso foco: a despotencialização da subjetividade pela expropriação da produção desejante de si, pela introjeção de consumos pelas vias do capitalismo mundial integrado e que se registra pela lógica do mais-valor. E assim apontamos nossa hipótese: de que a reapropriação de máquinas desejantes das mais diversas pela experiência do fazer será capaz de acordar o corpo, despertar a mente e reativar os mecanismos do desejo no sujeito despotencializado. O objetivo geral deste trabalho é compreender as forças repressivas que atuam sobre os corpos numa dita sociedade pós-industrial e neoliberal e apontar o movimento maker como um modo de subjetivação que nos permita enfrentar tais forças repressivas, encontrando nos FAB LABs, e principalmente na rede FAB LAB Livre da cidade de São Paulo, a primeira e única rede de laboratórios públicos do mundo, apontamentos sobre como o empoderamento... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: There is intense problem between production and consumption in our society. If our desire functions through production, registration and consumption, in the pre-industrial society these were all spheres within the same subjectivity, but with the appearance of the “the shoemaker’s son always goes barefoot”, the mode of production in the industrial society, were have started producing that which we do not consume. The record was established by the narratives that are poured onto us daily, and consumption, well, that is just what we do. This dissociation of the process of living, reigns over us setting its cruel boundaries. Here we identify our focus: the depotentialization of subjectivity by the expropriation of desiring production itself, by the introjection of consumption through the paths of integrated world capitalism and registered by surplus value logic. And so, propose our hypothesis: that the re-appropriation of the most diverse desiring machines by the experience of doing, will be able to wake the body, awaken the mind and reactivate the mechanisms of desire in the depotentialized subject. The general objective of this work is to comprehend the repressive forces that act over bodies in the so called post-industrial and neoliberal society and indicate the maker movement as the mode of subjectivation that allows us to face these repressive forces, finding in FAB LABs, and mainly in the FAB LAB Livre SP network, in São Paulo, the first and only public laboratories network... (Complete abstract click electronic access below) / Mestre

Thesis advisor: Julian E Bourg / This dissertation explores the paradigm of “industrial society” in French and sociology in the middle decades of the twentieth century. It argues that the term “industrial society” was not a concept, but a series of hypotheses and debates connected to the rise of sociology as a form of public intellectualism and the remaking of European social-democratic thought in the shadow of American hegemony and the Cold War. It shows that while sociologists attributed the concept of “industrial society” to nineteenth-century precursors like Saint-Simon, Comte, and Marx, it was in fact a thoroughly twentieth-century reworking of the sociological tradition and social-democratic social theory. “Industrial society” was the way that sociologists transposed their radical commitments into social science, embracing a supposedly “realist,” anti-ideological analysis of the social world as the best intellectual path for a modernized reformism that could either embrace the Cold War status quo or push it toward new forms of radicalism. As a conceptual history, the dissertation explores the industrial-society paradigm in four component parts. These included, first, the “logic of industrialization”: debates about nature and future of social development across capitalist and Communist societies, where sociologists often saw family resemblances rather ideologically opposed systems, and replaced a Marxist teleology of class struggle with more ambiguous evolutionary schemas centered on culture, institutions, and technology. Second, the “managerial revolution,” or the expansion since the early twentieth century, of white-collar social strata and the growing importance of bureaucracy and scientific expertise in most domains of society, especially industry and public administration. Third, the “integration of social conflict,” or the idea that the so-called “industrial society” emerging after World War II would or should be able to manage its conflicts—especially labor conflict—by containing them within a set of rules, institutions, and social contracts that advanced social justice but prevented them from threatening the social order itself. Fourth and finally, the “end of ideology,” which suggested that the result of these other social developments would be a society in which passions cooled, grand ideological visions faded, and politics shifted toward expert management. Stated this way the industrial-society paradigm can appear as merely the sociological expression of a centrist and technocratic postwar consensus. The sociological story told here suggests, however, that it was a major modulation of left-wing social thought in Western Europe and the United States in the middle of the twentieth century. This dissertation follows a cast of characters as they transposed the radical commitments of the 1930s into social science in the 1940s and 1950s, gradually embracing modernist ideals of value-neutral science and pragmatic social reform. In particular, it shows how the sociology they built remade the political left, providing an alternative public sphere and social vision that helped unite the fractious anti- and post-Communist left in countries like France. Beginning in the 1950s, sociology gradually crept into the public consciousness, filling newspapers and popular magazines, left intellectual journals, think-tanks for technocrats, and state-funded research institutes. The overlapping positions of sociologists in the university, the media, and politics enabled them to evangelize a vision of industrial society to people of influence and even in popular culture. By hovering in an ambiguous space between a moderate reformism and radical social thought, between technocrats and militants, industrial-society sociologists created a distinctive form of twentieth-century social-democratic thought that optimistically saw an automated, socialized, and at least partially planned society emerging, almost of its own accord, from the structural forces driving modern social evolution themselves. Temporally, this vision originated in the 1930s in left critiques of the Soviet Union and Stalinism, crystallized in the mid-1950s, and began to fracture amid the social upheaval of the late 1960s. It would be severely shaken by the social conflict and crisis of the 1970s, but in highly ambivalent ways that often led to industrial-society ideas being transmuted into new forms and mobilized by new social actors. The 1968 generation appeared to mount a critique of the industrial-society paradigm and of its sociological advocates, but they often did so by radicalizing its core notions and, and recovering the romantic and utopian impulses that had gradually disappeared from older sociologists’ thinking. While on balance this dissertation tells a story of the acclimation of French and European social science to American norms, the 1970s fracture of the industrial-society paradigm had effects in France that contrasted with the Anglo-American world, most notably the success of new sociological ideas in politics. Unlike in the United States and United Kingdom, which entered the 1980s under aggressive neoliberal leaders, the French Parti Socialiste won the presidency in 1981 with a brand of modernized socialism that borrowed heavily—at least in the party’s rhetoric—from the radicalized industrial-society vision of the 1970s, precisely the sort of ideological rebranding for the left that sociologists had envisioned decades earlier. / Thesis (PhD) — Boston College, 2021. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: History.

This dissertation argues that during the nineteenth century, the journey to London revealed a world undergoing systemic change as industrialisation steadily eroded the traditional rhythms of the countryside in favour of urban modernity; indeed, London is regarded as a synecdoche for the forces shaping the wider world. This work uses tourist narratives to London as investigative tools to examine the ways in which individuals comprehend the modern changes occurring around them, as represented by the British capital, and does so in a comparative fashion, investigating the British Empire, the United States, Britain itself, and continental Europe. In so doing, it addresses two questions: first, whether one’s acceptance or rejection of modernity was predicated upon specific social and national preconditions; and second, whether the idea of nineteenth-century modernity was itself a non-universal construction dependent upon a variety of socio-cultural outlooks. The evidence for this study is drawn from the published and unpublished narratives of tourists from the four different contexts mentioned above, and divided into four chapters to focus upon each group. This study is grounded in a theoretical context which establishes a correlation between the methods used to interpret the city’s spaces, and the methods used to interpret modernity more generally. I conclude that the changes occurring from the interaction between global modernity and local culture were regarded with ambivalence and uncertainty, judgments influenced by London’s impact on the visitors mentioned above. The city gives a physical dimension to the travellers’ imagined fears, benefits, or concerns over future progress. Victorian London is thus one focus for a transformation affecting large segments of the nineteenth-century world, illustrating that modern industrial changes were ultimately perceived as being ambiguous and ambivalent forces.