O estudo teve como objetivo desvelar dilemas e possibilidades com que o docente universitário se defronta, revelando os paradoxos da sociedade do conhecimento. A abordagem metodológica constitui um estudo de caso qualitativo. A entrevista semiestruturada foi o instrumento utilizado, juntamente com as evidências dos documentos analisados. Os participantes do estudo são nove docentes com mestrado e/ou doutorado e com mais de dez anos de serviço, na ULBRA, Campus Cachoeira do Sul, escolhidos intencionalmente, pelos critérios de titulação e tempo de serviço no magistério superior. Os professores atuam nos Cursos de Administração, Biologia, Direito, Educação Física, Letras, Matemática, Odontologia, Pedagogia e Psicologia. Foram definidas como categorias referentes: sociedade do conhecimento, universidade e docência universitária, configurando o objeto de investigação e cinco categorias conceituais: paradoxos, compromissos e desafios, gestão da sala de aula, dilemas e possibilidades. Autores como Bauman, Chauí, Hargreaves, Morosini, Santos e Zabalza fundamentam o estudo. A construção teórica dos autores geram junto com os depoimentos dos docentes a confirmação da proposição de tese de que os dilemas e as possibilidades com que o professor se defronta na docência universitária são produzidos pelas contradições da sociedade do conhecimento, expressos nos paradoxos gestados pelo contexto político e social que interferem na dimensão profissional, pessoal e administrativa nos docentes universitários. Todavia inserem novas dimensões aos dilemas e possibilidades da docência, influenciando sua configuração: o modelo de universidade, a formação acadêmica, a área de conhecimento de origem do docente, a constituição e participação em redes. / This research intends to show the dilemmas and possibilities that the university teachers deal with, revealing the paradoxes of the knowledge society. As for the methodology, a qualitative case study was used as well as a semi structured interview and the evidences of the documents analyzed were the instruments for this study. The subjects were nine university teachers with master degree or and PhD with more than ten years of experience in teaching at ULBRA - Campus Cachoeira do Sul. They were chosen deliberately according to their curriculum and years of university teaching. The teachers work at the following courses: Business Administration, Biology, Law, Physical Education, Languages, Math, Odontology, Pedagogy and Psychology. The reference categories were: knowledge society, university, university teaching which constitute the objective of the investigation. Five conceptual categories were chosen: paradox, commitment and challenge, classroom management, dilemmas and possibilities. Authors such as Bauman, Chauí, Hargreaves, Morosini, Santos and, Zabalza were the references of this study. The theories proposed by the authors together with the subjects' testimonies confirm the thesis that the dilemmas and possibilities which the teachers confront in university teaching are produced by the contradictions of the knowledge society expressed in the paradoxes formed by the social-political context which interfere in the professional, social and administrative dimension of the respective teachers. However they insert new dimensions to the dilemmas and means of the teaching, affecting its configuration: the kind of university, the academic formation, the background of the teacher, the constitution and participation in networks.

A presente tese tem como objetivo específico a análise do atual discurso de legitimação da educação a distância via internet. Ante a expansão dos cursos on-line em nosso país, frequentemente esse fenômeno é caracterizado como um processo de democratização do ensino. No entanto, a imputação do adjetivo democratizante envolve não apenas a constatação do aumento de acesso proporcionado por esse meio, mas também lhe atribui uma qualidade moral. Ou seja, a proposição que afirma que o aumento de oferta de vagas promovido por essa modalidade constitui-se como um processo de democratização não se limita à expressão de um juízo factual, mas se apresenta como um juízo moral positivo, porquanto ser democrático constitua-se como um valor em nossa atualidade. Assim, mais do que adjudicar se esse processo é ou não um tipo de democratização posto que, para isso, fosse necessária certa concepção anterior de democracia que possibilitasse essa adjudicação , investigam-se, nesta tese, os elementos que sustentam essa proposição. Para tanto, verifica-se o que pode ser entendido como democratizante em dois sentidos: o quantitativo e o qualitativo. Com relação a este último, é analisado o contexto histórico e social a partir do qual a educação a distância via internet vem sendo considerada, em documentos oficiais brasileiros, como o novo paradigma educacional. Hoje, tal contexto recebe o nome genérico de Sociedade do Conhecimento, um construto conceitual que cada vez mais se expande e cria normatividades para os processos educativos quando o aprender por toda a vida converte-se no imperativo de um tempo em que o conhecimento é elevado à categoria de principal força produtiva. Porém, por seu turno, a denominada Sociedade do Conhecimento, que tem a educação a distância via internet como sua mais concreta manifestação, apresenta-se como a promessa de um futuro mundo melhor, onde os homens esclarecidos e criativos poderão conviver democraticamente na ágora tecnológica constituída a partir do desenvolvimento das novas tecnologias telemáticas. Dessa maneira, a Sociedade do Conhecimento apresenta-se como a nova utopia de nossos tempos. A partir da análise da afirmação de que o fenômeno da educação a distância via internet seja uma forma de democratização, são investigadas as relações entre educação, democracia e tecnologia na atualidade. / This study specifically aims to analyze the current efforts for the legitimization of elearning. Given the expansion of online learning programs in our country, this phenomenon is often characterized as a process of democratization of education. However, the imputation of the adjective \"democratizing\" involves not only an indication of the increased access provided by this means of learning, but also assigns it a moral quality. In other words, the proposition that states the increase in vacancies promoted by this learning method was established as a process of democratization is not restricted to the expression of a factual judgment, but is presented as a positive moral judgment, since \"being democratic\" is constituted as a value in our present time. Thus, in addition to adjudicating whether or not this process is a type of democratization - since that would require some previous conception of democracy that would enable such adjudication - this study investigates which elements support this proposition. For this purpose, we investigated what can be understood as democratizing in two senses: quantitatively and qualitatively. With regard to the latter, we considered the historical and social context from which e-learning has been considered in Brazilian official documents as \"a new educational paradigm\". Today, such context is generally known as \"Knowledge Society\" - a conceptual construct that increasingly expands and creates standards to educational processes whereas the \"learning for life\" concept is converted into the imperative of an age where knowledge is regarded as the major productive force. However, in turn, the so-called Knowledge Society, which has as its most concrete manifestation the e-learning, presents itself as the promise of a better world in the future, where instructed and creative men will be able to live democratically in the technological agora , raised from the development of new telematics technologies. Thus, the Knowledge Society presents itself as the new utopia of our times. Based on the analysis of the claim that the phenomenon of e-learning is a form of democratization, this study investigates the relationship between education, democracy and technology at the present time.

Estudo que aborda a relação entre o conhecimento e o consumo de marcas, com o propósito de avaliar sua exploração e seu impacto econômico, iniciando pelas questões da educação escolar e o seu papel formador de conhecimento. Como recurso foi utilizada a pesquisa bibliográfica de referência nas áreas de gestão do conhecimento, comunicação e gestão de marcas na sociedade do conhecimento, cujos pertinentes conceitos foram testados através do estudo de caso de um centro de educação extra-acadêmico com enfoque nas ciências humanas, fundado na cidade de São Paulo a Casa do Saber. Foi demonstrado que, sob certas condições, marcas ligadas à exploração econômica do conhecimento podem ser desenvolvidas, praticadas e comunicadas, e, ainda, que os benefícios do investimento em conhecimento não dependem apenas da sua utilização e compartilhamento em ambientes economicamente produtivos e competitivos. / Study that addresses the relationship between knowledge and brand consumption with the aim of evaluate its exploration and economic impact starting on the field of education and its role of knowledge formation. As a tool the reference bibliographic research on the fields of knowledge management, communication and brand management were used, whose relevant concepts have been tested through the case study of a center for non-academic education with an emphasis on the humanities, founded in the city of Sao Paulo the Casa do Saber. It was shown that under certain conditions, brands associated to economic exploitation of knowledge may be developed, communicated and practiced, and that the benefits of investment in knowledge not only depends on their use and sharing in economically productive and competitive environments.

O estudo teve como objetivo desvelar dilemas e possibilidades com que o docente universitário se defronta, revelando os paradoxos da sociedade do conhecimento. A abordagem metodológica constitui um estudo de caso qualitativo. A entrevista semiestruturada foi o instrumento utilizado, juntamente com as evidências dos documentos analisados. Os participantes do estudo são nove docentes com mestrado e/ou doutorado e com mais de dez anos de serviço, na ULBRA, Campus Cachoeira do Sul, escolhidos intencionalmente, pelos critérios de titulação e tempo de serviço no magistério superior. Os professores atuam nos Cursos de Administração, Biologia, Direito, Educação Física, Letras, Matemática, Odontologia, Pedagogia e Psicologia. Foram definidas como categorias referentes: sociedade do conhecimento, universidade e docência universitária, configurando o objeto de investigação e cinco categorias conceituais: paradoxos, compromissos e desafios, gestão da sala de aula, dilemas e possibilidades. Autores como Bauman, Chauí, Hargreaves, Morosini, Santos e Zabalza fundamentam o estudo. A construção teórica dos autores geram junto com os depoimentos dos docentes a confirmação da proposição de tese de que os dilemas e as possibilidades com que o professor se defronta na docência universitária são produzidos pelas contradições da sociedade do conhecimento, expressos nos paradoxos gestados pelo contexto político e social que interferem na dimensão profissional, pessoal e administrativa nos docentes universitários. Todavia inserem novas dimensões aos dilemas e possibilidades da docência, influenciando sua configuração: o modelo de universidade, a formação acadêmica, a área de conhecimento de origem do docente, a constituição e participação em redes. / This research intends to show the dilemmas and possibilities that the university teachers deal with, revealing the paradoxes of the knowledge society. As for the methodology, a qualitative case study was used as well as a semi structured interview and the evidences of the documents analyzed were the instruments for this study. The subjects were nine university teachers with master degree or and PhD with more than ten years of experience in teaching at ULBRA - Campus Cachoeira do Sul. They were chosen deliberately according to their curriculum and years of university teaching. The teachers work at the following courses: Business Administration, Biology, Law, Physical Education, Languages, Math, Odontology, Pedagogy and Psychology. The reference categories were: knowledge society, university, university teaching which constitute the objective of the investigation. Five conceptual categories were chosen: paradox, commitment and challenge, classroom management, dilemmas and possibilities. Authors such as Bauman, Chauí, Hargreaves, Morosini, Santos and, Zabalza were the references of this study. The theories proposed by the authors together with the subjects' testimonies confirm the thesis that the dilemmas and possibilities which the teachers confront in university teaching are produced by the contradictions of the knowledge society expressed in the paradoxes formed by the social-political context which interfere in the professional, social and administrative dimension of the respective teachers. However they insert new dimensions to the dilemmas and means of the teaching, affecting its configuration: the kind of university, the academic formation, the background of the teacher, the constitution and participation in networks.

O objeto deste estudo foi a identidade organizacional de uma academia científica no campo da Enfermagem, pautado na representatividade e no significado de uma academia científica na configuração de uma identidade profissional, ao considerar uma analogia nos processos de constituição das academias referenciadas. Contemplou aspectos teórico-conceituais no que se referiu à historicidade do conceito de academia, valendo-se da pesquisa documental e dos princípios da análise de conteúdo para interpretação dos dados. Descrever a identidade profissional dos membros de uma academia científica, analisar as implicações desta identidade e discutir os significados e representações de uma academia científica na Enfermagem brasileira e sua visibilidade internacional, foram os objetivos do estudo. Concluiu que a academia científica é uma organização profissional, cujo diferencial está no capital humano arrebanhado para seu interior, o modo como foi selecionado e os motivos pelos quais se encontram e se mantém juntos. A identidade profissional dos membros de uma academia científica deve ser ampla em competências e habilidades profissionais, além de agregar diferentes capitais simbólicos, trazendo implicações diretas em sua constituição. Na Enfermagem brasileira, identificou-se um movimento pela criação de uma Academia Brasileira de Enfermeiros, mas não que não foi avante por razões particulares aos seus integrantes; a existência de uma Academia Brasileira de Especialistas em Enfermagem, que pelo seu processo de criação não se caracteriza como uma academia segundo os princípios da Escola Platônica; e a criação e fundação Academia Brasileira de História da Enfermagem, cujos objetivos estabelecidos no Estatuto, inferem ser a organização, uma possível agente de mudança comportamental em relação ao campo da História. Entendeu-se que através do estudo da História da Enfermagem, identificamos, analisamos e compreendemos os avanços da profissão na sociedade, além de subsidiar e instrumentalizar a própria elaboração da identidade profissional da Enfermagem e a formação de seu habitus. Avaliou-se que a identidade profissional do membro de uma academia científica é sustentáculo fundamental aos propósitos da organização, ainda que nos exemplos citados neste estudo, o aspecto de irmandade e/ou confraria não tenha sido esquecido em alguma fase do processo de criação e fundação das academias aqui referidas. A visibilidade remete a expansão das fronteiras, na medida em que participam de eventos nacionais e internacionais na área, ratificando e fortalecendo os dados resultantes de pesquisas, além de aumentar a rede de relações sociais. Todos os atores sociais devem estar devidamente e suficientemente instrumentalizados, histórico, cultural e tecnicamente, para fazer manter as conquistas de seus precursores, e angariar novas posições no (in)constante campo da saúde. A divergência intelectual faz parte do conhecimento, onde ele é sempre relativo, ao supor um ponto de vista específico, certos instrumentos, e também os limites da pessoa humana. Ratifica-se a importância de considerar que o pesquisador é um intérprete, fazendo uma leitura discursiva influenciada pelos seus sentimentos, sua posição, suas experiências e vivências, e a sua interpretação nunca será absoluta e única, mas produzirá seu sentido. / The study object was the organizational identity of a scientific academy in the field of nursing, based on the representativeness and the meaning of a scientific academy in setting up a professional identity, to consider an analogy in the processes of formation of academies references here. Contemplated in the theoretical and conceptual aspects that referred to the historicity of the concept of the academy, drawing on archival research and the principles of content analysis to data interpretation. Describe the professional identity of members of a scientific academy, examining the implications of this identity and discuss the meanings and representations of a scientific academy in nursing in Brazil and its international visibility, were the objectives of the study. Concluded that the scientific academy is a professional organization, whose differential is rounded up to the human capital inside, how it was selected and the reasons who remain together. The professional identity of members of a scientific academy should be broad in expertise and professional skills, as well as adding different symbolic capital, bringing direct implications in its constitution. Nursing in Brazil, we identified a movement for the creation of a Brazilian Academy of Nursing, but that was not forward for reasons peculiar to its members and the existence of a Brazilian Academy of Experts in Nursing, which by its process of creation is not characterized as an academy under the principles of Platonic School, and the creation and founding the Brazilian Academy of Nursing History, whose goals established in the Statute, be infer the organization, a possible agent of behavioral change regarding the field of history. It would appear that by studying the history of nursing, identify, analyze and understand the progress of the profession in society, in addition to supporting development and orchestrate their own professional identity of nursing and the formation of their habitus. It was found that the professional identity of a member of a scientific academy is vital mainstay of the organization\'s purposes, although the examples cited in this study, the aspect of fellowship and / or guild has not been forgotten in some stage of the process of creating and foundation Academies stated here. Visibility refers to expanding the frontiers, to the extent that participate in national and international events in the area, confirming and strengthening the data resulting from research and improves the network of social relations. All social actors should be properly and sufficiently exploited, historical, cultural and technically, to preserve the achievements of their predecessors, and to build new positions in the (in) constant field of health. The disagreement is part of intellectual knowledge, where it is always relative, to assume a specific point of view, certain instruments, and also the limits of the human person. It confirms the importance of considering that the researcher is an interpreter, making reading a discourse influenced by their feelings, their position, their experiences and their interpretation will never be absolute and unique, but it will produce its effect.

Foresight has been increasingly acknowledged as a valuable policy-making process. It has evolved from informing policies about key technological fields that would be of outmost importance in the future to (re)orienting and opening up policies towards societal needs. The wide application of foresight would benefit from a common evaluation and assessment framework that hardly exists today. This would facilitate the identification of good practices irrespective of case-specific objectives while it would also allow for benchmarking and coordination of policies for socio-economic development. Such a common assessment framework would require a higher level of reference, i.e. the attainment of generic goals, beyond the specific objectives of each case. This higher level of reference is offered by the commonly agreed goal of the EU to become 'the most competitive and dynamic knowledge-based economy in the world' by also promoting participatory governance in ensuring sustainable development. Apart from their case-specific impacts, foresight exercises have wider impacts in terms of networks creation, actors' alignment, knowledge diffusion and creation, or promoting public engagement in policy-making. Thus, the two 'pillars' of the 'knowledge society' and 'participatory governance', are both relevant and feasible to become the generic level of goals where a common foresight impact assessment framework can be based. The thesis argues that such an assessment framework can be built based on the main features and pre-conditions of more participatory, 'knowledge societies' and the broader impacts of foresight systems. To this end, it starts with exploring the main features of modern societies and the pre-conditions of what may be called in future 'more participatory knowledge societies'. Then follows the examination of foresight literature to better understand the main functions and impacts of foresight systems and identify relevant areas of contribution in relation to more participatory, 'knowledge societies'. The foresight impact assessment framework is eventually built inspired by relevant frameworks and concepts of socio-economic and research programme evaluation in order to adequately address the challenges faced in foresight evaluation. Its validity is then tested through case studies. The case study analysis demonstrates the comprehensiveness of the framework and further refines the main hypotheses and associated success factors, leading to certain foresight principles to be taken on board for foresight exercises to contribute to more participatory, 'knowledge societies'.

This study investigates information inequality and poverty in the province of KwaZulu-Natal in South Africa. Its purpose is to explore and elucidate strategies for public libraries to support the alleviation of this type of inequality and poverty within their communities. In Chapters 1 and 2, in-depth discussions of information inequality and poverty are presented. An historical perspective of libraries in South Africa is presented in Chapter 3. The theoretical framework used for this study is explained in Chapter 4. This research is based mainly on the critical theories of Pierre Bourdieu, Paolo Freire, Martha Nussbaum, and Shiraz Durrani. In addition, a new integrative approach to information inequality and poverty based on this critical theoretical framework is presented. Chapter 5 will explain the qualitative research design and methodology of this study. A rationale for choosing to conduct two case studies is provided. The choice of constructivist, critical paradigms are explained as is the decision to use a quantitative survey to supplement the design. In Chapter 6, uMhlathuze municipality and the case study libraries is discussed in depth. The findings of the data collection are presented, collated under five main themes based on the main research questions. Chapter 7 interprets and discusses the research findings in three primary analytic categories. An explanation of the steps to apply the new integrative approach to information inequality and poverty is provided. Final conclusions for addressing the problem is presented in Chapter 8 along with recommendations for libraries wishing to alleviate information inequality and poverty. / Thesis (PhD)--University of Pretoria, 2016. / Information Science / PhD / Unrestricted

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.

Auf der Grundlage politischer Dokumente der indischen Regierung und der UNESCO-Archive in Paris wird in dieser Dissertation versucht, die Dynamik zu skizzieren, die der Entscheidung zugrunde lag, in den 1950er Jahren in einen technologieintensiven Modernisierungsmodus in Indien zu investieren. Dabei wird kurz auf die Politik eingegangen, die hinter der Gründung der Indian Institutes of Technology (IITs) stand, insbesondere des IIT Kharagpur (1950, IIT-Status 1951) und des IIT Bombay. Das zentrale Argument dieser Dissertation ist, dass die IITs in den 1950er Jahren Symbole eines aufstrebenden und selbstbewussten Nationalstaates waren und dass sie im Kleinen die umfassenderen Fragen widerspiegelten, mit denen ein neu unabhängiger sozialistischer postkolonialer Staat zu kämpfen hatte. Dazu gehörten Debatten darüber, welche Art von technologischem Entwicklungspfad eingeschlagen werden sollte, Debatten über die Autonomie der IITs, in denen sich allgemeinere Auseinandersetzungen um die Kontrolle zwischen Bundes- und Provinzregierungen widerspiegelten, und Debatten darüber, wie ein Gleichgewicht zwischen Leistung und gleichberechtigtem Zugang über Kasten und Klassen hinweg hergestellt werden sollte. Durch die Verknüpfung von Archivmaterial über die IITs mit umfassenderen Fragen, mit denen sich der indische Nationalstaat konfrontiert sah, argumentiere ich, dass die IITs sowohl als Symbole des Nationalismus als auch als Entwicklungsinstrument betrachtet werden sollten. Diese Arbeit ist die erste, die sie als Symbole des indischen Nationalismus betrachtet. Darüber hinaus wird untersucht, wie bestimmte Arten der Technologie im Einklang mit den umfassenderen Zielen und Transformationen im postkolonialen Staat angepasst und andere abgelehnt wurden. Ich adaptiere die Idee der kritischen Knotenpunkte der Globalisierung und konzentriere mich auf den internationalen Technologietransfer als einen Raum der Verhandlung, Übersetzung und Übertragung. Ich verwende das Konzept als Objektiv, um den Technologietransfer als einen technopolitischen Raum der Verhandlung, Übersetzung und Umwandlung zu untersuchen, aber auch als ein Portal der Globalisierung, das den Fluss von Ideen, Investitionen und Menschen über Zeit und Raum hinweg ermöglicht. Ich argumentiere, dass eine klare Linie zwischen den kolonialen Entscheidungen zur Übernahme bestimmter Formen von Technologie und Definitionen von Entwicklung und deren Institutionalisierung im postkolonialen Staat gezogen werden kann und dass dies die Grundlage für Indiens Erfolg in einer technologisch vermittelten Dienstleistungsindustrie bildete.:TABLE OF CONTENTS

Our society has become a society of knowledge. The answer to the question of how to reduce unemployment has become more and more unified: education. In this case, higher education, meaning college and university. With this disposition in our society, how does it affect the students? How does this change of society and our universities affect the students of these institutions?In this study we have chosen to examine the choices of students in universities in several Swedish cities. We wanted to compare choices students made from educations which lead to a professional degree and students who were undertaking studies from a higher-education course which were not attached to a professional degree. We sent surveys to six different programs and courses, three from each category.Because our examination paper concerned choices we used rational choice as a concept and we were also interested in how the students social class interacted with the choices they made. We also used Bourdieu’s idea of habitus, along with his concept of field and capital.The results we uncovered showed us that social class played little part in how students made their choices. We could also see that most of the students from the professionally attached educations were more inclined to have employment as the main reason for studying. The students who studied higher education course were not as high in this opinion but still in a majority. The results also showed that to get educated in their field, to get the proper knowledge required were less important than just getting the job.This points to a risk that students in our society will, to a greater extent than before, only use education as a stepping stone for employment. The knowledge gained will not be as important as the employment that comes after. Knowledge will in this way take a second place to employment and if this trend continue maybe educations made for knowledge and not employment will be seen as unnecessary.