Les enseignants d’une école publique de Fortaleza (Nordeste du Brésil), accompagnés en cela par un groupe de recherche universitaire, tentent de mettre en acte le principe de l’inclusion scolaire généralisée à tous les enfants en difficulté ou en situation de handicap, tel qu’il est garanti par le cadre législatif brésilien en charge de la mise en oeuvre de la nouvelle politique scolaire énoncée en 1988 par la dernière Constitution Fédérale de ce pays. Dans un premier temps, à travers une rapide histoire de l’école publique et de l’éducation spécialisée au Brésil, ainsi que d’une révision de littérature détaillée sur l’inclusion, il s’agit de mettre en évidence la toile de fond sur laquelle se détache cette action de formation continue dans une perspective inclusive. Dans un second temps, en s’appuyant sur l’oeuvre de Michel Foucault et, complémentairement, sur les réflexions de certains sociologues (Weber, Bourdieu, etc.), une ethnographie de cet accompagnement pédagogique, durant plus de deux ans, va montrer combien une action de formation à visée inclusive constitue une stratégie politique et, par conséquent, n’échappe pas aux relations de domination qui se rencontre dans quelque type de formation que ce soit, y compris de type “traditionnel“ qui paraît, soudain, condamnable. Dans un troisième temps, il s’agit de montrer comment certains “régimes de vérité“, certaines techniques disciplinaires et “technologies de soi“, qui traversent cette formation continue, contribuent à la production d’une multiplicité de savoirs et d’effets de subjectivation qui vont permettre l’émergence de sujets particuliers, qui se définissent en fonction de ce qu’ils ont retiré de cette expérience et en fonction du positionnement qu’ils ont adopté vis-à-vis d’elle. / Monitored in their pedagogical activities by a group of University researchers, the teachers of a public school in Fortaleza try to practice the principle of a generalized school inclusion to all children with special needs, such as is guaranteed by the Brazilian Constitution of 1988. In the first part of the study, through a brief account of both, the public school and special education in Brazil, as well as a careful bibliographical review about inclusion, it is presented the sociopolitical basis on which such an action of continuous formation for inclusion takes place. In the second part, based on the works of Michel Foucault and, complementarily, on the studies of classical sociologists (Weber, Bourdieu, etc.), an etnography of the pedagogical formation, which lasted more than two years, will show how a process of formation with the aim of inclusion constitutes in a political strategy. Therefore, it does not escape from the relations of domination that can be found in any other kind of the so-called “traditional” formation which, in the inclusion environment, is so condemned. In the third part, the study demonstrates how certain “regimes of truth”, disciplinary techniques, and “technologies of self”, which permeates all along the continuous formation, contribute to a production of multiple knowledge and effects of subjectivation that will allow the emergency of unique subjects that define themselves in function of what they took from that experience or in function of the positioning they adopted in regards to it.

This thesis is about participation in IT design. The problem background that I have outlined is that information technologies have far reaching consequences for societies and for individuals, and that the design of information technologies is one among many practices that shape the world in which we live. From a democratic point of view it is crucial that also women should be involved in these reality producing practices. In relation to this there are at least two stories about women’s participation in IT design; one about their absence from IT design, and one about their inclusion therein. Based on this problem background the purpose of my research is to critically explore participatory IT design practices, with a special focus on gender, power and knowledge. In order to fulfil the purpose I have three research questions: Who participated in the IT design practices? How did knowledge come into being in these practices? How was responsibility enacted? My frame of reference is based on two research fields. One is Participatory Design (PD) with its focus on practitioners as co-designers in IT design practices, and the other is feminist technoscience which focuses on theories, methods, approaches, knowledge processes, and gender in technoscience practices. These two frameworks shares an interest in power relations and democratic participation in IT design. My empirical material was gathered with the help of ethnographic methods, and comes from a large IT design project in a Swedish government agency. The project was an eGovernment project, and a central objective was to rationalise the business. My focus was some (women) administrative officers who participated as business process analysts. This material was analysed with the help of feminist technoscience methodologies, foremost agential realism and diffraction. My thesis is based on five research papers, and the results of these are discussed and related to the research questions and the purpose. Based on an expanded notion of IT design and of participation in IT design, I argue that the administrative officers in the IT design project participated as central actors in the project. These administrative officers were able to participate within the context provided by various entangled sociomaterial practices, such as the project method, boundaries between business and IT, gendered divisions of labour, eGovernment, rationalisation, the project objectives, and an innovation practice. I also argue that in the project knowledge did not simply exist, but came into being as a result of entanglements of these sociomaterial practices, foremost the project objectives and the method. As a result of the reconfigured knowledge the administrative officers were removed to the periphery of the project. An additional argument is that with participation comes responsibility, and that responsibility is related to agency. Responsibility was enacted in and as a result of entangled sociomaterial practices. In this project the administrative officers were given and took a lot of responsibility within the boundaries provided by the sociomaterial practices, but they also worked to widen their agency and thus extend their responsibilities in the project. In relation to gender my argument is that the administrative officers in the project – who were women – participated as central actors, but they were also marginalised and made invisible. Thus in this IT design project women were included as central actors. As one of my contributions to PD and to feminist technoscience I want to underscore the importance of sociomaterial practices in IT design, such as IT design methods, and project objectives. These may act to restrict actors’ possibilities to act and to exert influence. Another is that knowledge in IT design practices come into being and are reconfigured as a consequence of intra-acting sociomaterial practices. Reconfigurations of knowledge might shift the power balance among actors in IT design projects and marginalise previously central actors. Responsibility too comes into being, or is enacted, in entangled sociomaterial practices. Furthermore responsibility in IT design is closely related to agency and participation, and widened agency might lead to extended possibilities to take responsibility. Additionally if positions in IT design are understood as fixed, they might make invisible more shifting and intricate professional relations and activities, and once these become visible, more women may become visible as central actors in IT design. A further contribution is that an expanded notion of IT design and participation might make women visible as central participants in IT design and in eGovernment. However, also central participants may become marginalised, as happened in this project.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / FundaÃÃo de Amparo à Pesquisa do Estado do Cearà / Monitored in their pedagogical activities by a group of University researchers, the teachers of a public school in Fortaleza try to practice the principle of a generalized school inclusion to all children with special needs, such as is guaranteed by the Brazilian Constitution of 1988. In the first part of the study, through a brief account of both, the public school and special education in Brazil, as well as a careful bibliographical review about inclusion, it is presented the sociopolitical basis on which such an action of continuous formation for inclusion takes place. In the second part, based on the works of Michel Foucault and, complementarily, on the studies of classical sociologists (Weber, Bourdieu, etc.), an etnography of the pedagogical formation, which lasted more than two years, will show how a process of formation with the aim of inclusion constitutes in a political strategy. Therefore, it does not escape from the relations of domination that can be found in any other kind of the so-called âtraditionalâ formation which, in the inclusion environment, is so condemned. In the third part, the study demonstrates how certain âregimes of truthâ, disciplinary techniques, and âtechnologies of selfâ, which permeates all along the continuous formation, contribute to a production of multiple knowledge and effects of subjectivation that will allow the emergency of unique subjects that define themselves in function of what they took from that experience or in function of the positioning they adopted in regards to it. / Os docentes de uma escola pÃblica de Fortaleza acompanhados em suas atividades pedagÃgicas por um grupo de pesquisa universitÃria, tentam colocar em prÃtica o princÃpio de inclusÃo escolar generalizada a todas as crianÃas em dificuldade ou com deficiÃncia, tal como à garantido pelo quadro legislativo brasileiro encarregado da execuÃÃo da nova polÃtica escolar enunciada em 1988 pela Ãltima ConstituiÃÃo Federal deste paÃs. Em um primeiro tempo, atravÃs duma rÃpida histÃria da escola pÃblica e da educaÃÃo especial no Brasil, assim como de uma cuidadosa revisÃo de literatura sobre a inclusÃo, trata-se de evidenciar o pano de fundo sociopolÃtico sobre o qual se destaca essa aÃÃo de formaÃÃo continua numa perspectiva inclusiva. Em um segundo tempo, apoiando-se sobre as obras de Michel Foucault e, complementarmente, sobre as reflexÃes de certos sociÃlogos (Weber, Bourdieu, ect.), uma etnografia desse acompanhamento pedagÃgico durante mais de dois anos, vai mostrar o quanto uma aÃÃo de formaÃÃo com vista inclusiva constitui uma estratÃgia polÃtica e, portanto, nÃo escapa Ãs relaÃÃes de dominaÃÃo que se encontra em qualquer outro tipo de formaÃÃo, inclusive de tipo âtradicionalâ e que parece, de repente, condenÃvel. Em um terceiro tempo, trata-se de mostrar como certos âregimes de verdadeâ, certas tÃcnicas disciplinares e âtecnologias do euâ, que atravessam essa formaÃÃo contÃnua, contribuam para a produÃÃo de uma multiplicidade de saberes e de efeitos de subjetivaÃÃo que vÃo permitir a emergÃncia de sujeitos particulares que se definem em funÃÃo do que eles retiraram dessa experiÃncia ou em funÃÃo do posicionamento que adotaram nela

Este estudo objetiva analisar materiais didático-digitais que acompanham livros de ensino de inglês para negócios, problematizando seus dizeres e as subjetividades produzidas para o aprendiz/futuro ou atual trabalhador do meio corporativo e sua relação com o discurso do neoliberalismo e o da globalização, os quais afetam de modo incisivo nosso momento contemporâneo. Pretendemos, sobretudo, desmistificar a representação do material pedagógico como um repositório de verdades científicas, livre de posicionamentos ideológicos, buscando promover uma atitude mais indagadora de professores e alunos frente aos materiais didáticos, em qualquer modalidade, impressos ou digitais. Interessa-nos investigar os imbricamentos discursivos, a noção de tecnologia implícita, a representação da língua inglesa e a variante do inglês sendo ensinada, dado que essas questões constituem os materiais analisados e incidem sobre as construções subjetivas. A hipótese que direciona este trabalho é a de que o discurso desses materiais digitais constrói subjetividades heterogêneas e contraditórias. Assim, o discurso que pretende inculcar um único modelo de sujeito apresenta fissuras que possibilitam momentos de resistência e de constituição de subjetividades não hegemônicas no mundo globalizado. Fundamentamos nossa análise nos conceitos da visão discursiva do sujeito (clivado e descentrado), formado no e pelo discurso (heterogêneo, polifônico, ideológico), perpassado por relações de poder (em que a resistência é constitutiva), aliando, portanto, nossa perspectiva discursiva às reflexões de Michel Foucault (1982, 1983, 1996a, 1997a, 1997b) acerca das relações de poder e saber, além da contribuição de Gilles Deleuze (1990a,b) sobre a sociedade de controle, na qual o poder é exercido de modo mais sutil e refinado, gerando uma modulação permanente do sujeito. Verificamos que o discurso pedagógico desses materiais digitais, formado a partir de dizeres hegemônicos dos discursos do neoliberalismo e da globalização, engendra um processo de subjetivação vigoroso, indicando ao sujeito como deve ser e agir no meio corporativo a fim de ser bem-sucedido. Por outro lado, esse mesmo discurso mostrou-se afetado por enunciados de práticas discursivas concorrentes, promovendo subjetividades contraditórias, mas não necessariamente em dissonância com os discursos hegemônicos. / This study aims at analyzing digital didactic materials which accompany books for teaching Business English, questioning their sayings and the subjectivities produced for the learner/future or present corporate worker and their relation to the discourses of neoliberalism and globalization, which deeply affect our contemporary moment. Most importantly, we intend to demystify the representation of the didactic material as a repository of scientific truths, free from ideological positionings, hoping to encourage teachers and students alike to be more questioning in relation to pedagogical materials, in any modality, printed or digital. We are interested in examining the articulation of discourses, the implicit notion of technology, the English language representation and the English variant that is being taught, since all these issues constitute the analyzed materials and affect the construction of subjectivities. The hypothesis which guides this work is that the discourse of these digital didactic materials constructs heterogeneous and contradictory subjectivities. Thus, the same discourse which intends to inculcate one model of subject presents ruptures which promote moments of resistance and the constitution of non-hegemonic subjectivities in the globalized world. We base our analysis on concepts of the discursive perspective, in which the subject (divided and decentered) is formed in and by discourse (heterogeneous, polyphonic, ideological), affected by power relations (in which resistance is implicit), adding to our discursive view Michel Foucaults (1982, 1983, 1996a, 1997a, 1997b) reflections about the relations between power and knowledge, besides Gilles Deleuzes (1990a,b) contribution on the society of control, in which power is exercised in a subtler and more refined way, generating a permanent modulation of the subject. We verified that the pedagogical discourse of these digital materials, formed by hegemonic sayings from the discourses of neoliberalism and globalization, engenders a vigorous process of subjectivation, indicating to the subject how he or she should be and act in the corporate environment in order to be successful. On the other hand, this same discourse revealed itself to be affected by enunciations from competing discursive practices, promoting contradictory subjectivities, but not necessarily out of tune with the hegemonic discourses.

Este estudo objetiva analisar materiais didático-digitais que acompanham livros de ensino de inglês para negócios, problematizando seus dizeres e as subjetividades produzidas para o aprendiz/futuro ou atual trabalhador do meio corporativo e sua relação com o discurso do neoliberalismo e o da globalização, os quais afetam de modo incisivo nosso momento contemporâneo. Pretendemos, sobretudo, desmistificar a representação do material pedagógico como um repositório de verdades científicas, livre de posicionamentos ideológicos, buscando promover uma atitude mais indagadora de professores e alunos frente aos materiais didáticos, em qualquer modalidade, impressos ou digitais. Interessa-nos investigar os imbricamentos discursivos, a noção de tecnologia implícita, a representação da língua inglesa e a variante do inglês sendo ensinada, dado que essas questões constituem os materiais analisados e incidem sobre as construções subjetivas. A hipótese que direciona este trabalho é a de que o discurso desses materiais digitais constrói subjetividades heterogêneas e contraditórias. Assim, o discurso que pretende inculcar um único modelo de sujeito apresenta fissuras que possibilitam momentos de resistência e de constituição de subjetividades não hegemônicas no mundo globalizado. Fundamentamos nossa análise nos conceitos da visão discursiva do sujeito (clivado e descentrado), formado no e pelo discurso (heterogêneo, polifônico, ideológico), perpassado por relações de poder (em que a resistência é constitutiva), aliando, portanto, nossa perspectiva discursiva às reflexões de Michel Foucault (1982, 1983, 1996a, 1997a, 1997b) acerca das relações de poder e saber, além da contribuição de Gilles Deleuze (1990a,b) sobre a sociedade de controle, na qual o poder é exercido de modo mais sutil e refinado, gerando uma modulação permanente do sujeito. Verificamos que o discurso pedagógico desses materiais digitais, formado a partir de dizeres hegemônicos dos discursos do neoliberalismo e da globalização, engendra um processo de subjetivação vigoroso, indicando ao sujeito como deve ser e agir no meio corporativo a fim de ser bem-sucedido. Por outro lado, esse mesmo discurso mostrou-se afetado por enunciados de práticas discursivas concorrentes, promovendo subjetividades contraditórias, mas não necessariamente em dissonância com os discursos hegemônicos. / This study aims at analyzing digital didactic materials which accompany books for teaching Business English, questioning their sayings and the subjectivities produced for the learner/future or present corporate worker and their relation to the discourses of neoliberalism and globalization, which deeply affect our contemporary moment. Most importantly, we intend to demystify the representation of the didactic material as a repository of scientific truths, free from ideological positionings, hoping to encourage teachers and students alike to be more questioning in relation to pedagogical materials, in any modality, printed or digital. We are interested in examining the articulation of discourses, the implicit notion of technology, the English language representation and the English variant that is being taught, since all these issues constitute the analyzed materials and affect the construction of subjectivities. The hypothesis which guides this work is that the discourse of these digital didactic materials constructs heterogeneous and contradictory subjectivities. Thus, the same discourse which intends to inculcate one model of subject presents ruptures which promote moments of resistance and the constitution of non-hegemonic subjectivities in the globalized world. We base our analysis on concepts of the discursive perspective, in which the subject (divided and decentered) is formed in and by discourse (heterogeneous, polyphonic, ideological), affected by power relations (in which resistance is implicit), adding to our discursive view Michel Foucaults (1982, 1983, 1996a, 1997a, 1997b) reflections about the relations between power and knowledge, besides Gilles Deleuzes (1990a,b) contribution on the society of control, in which power is exercised in a subtler and more refined way, generating a permanent modulation of the subject. We verified that the pedagogical discourse of these digital materials, formed by hegemonic sayings from the discourses of neoliberalism and globalization, engenders a vigorous process of subjectivation, indicating to the subject how he or she should be and act in the corporate environment in order to be successful. On the other hand, this same discourse revealed itself to be affected by enunciations from competing discursive practices, promoting contradictory subjectivities, but not necessarily out of tune with the hegemonic discourses.

Orientador: Dario Fiorentini / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-15T19:10:13Z (GMT). No. of bitstreams: 1 Melo_JoseRonaldo_D.pdf: 1682673 bytes, checksum: 97695c8b182307a564faabddcd32960e (MD5) Previous issue date: 2010 / Resumo: Neste estudo, investigamos como uma comunidade aprende e transforma suas práticas, sobretudo seus discursos e saberes sobre formação de professores de matemática num contexto de mudanças curriculares. A pesquisa foi realizada com a comunidade de professores e alunos que atuam no curso de formação de professores de matemática para Educação Básica da Universidade Federal do Acre (Ufac). Utilizamos como fontes de informações e obtenção de dados a abordagem metodológica, biografias de histórias de vida de professores e entrevistas realizadas com alunos, que foram analisadas a partir de uma aproximação da formação inicial e continuada do formador ao conceito de aprendizagem como participação em comunidades de prática. Essa análise foi, também, aprofundada a partir da perspectiva das relações de poder-saber presentes nos estudos foucaultianos. Para além dos objetivos relacionados inicialmente neste estudo, as narrativas de história de vida dos professores formadores, assim como as perspectivas teóricas adotadas, contribuíram, de um lado, para promover uma multiplicidade de possibilidades de se pensar a formação do formador e, de outro, para constituir um recurso valioso para as reflexões, análise e compreensão das práticas dos sujeitos pertencentes à comunidade estudada e que têm como referência as práticas de outras comunidades. Os resultados deste estudo apontam alguns caminhos de como os professores formadores são histórica e socialmente constituídos a partir dessas e nessas práticas, ocupando uma dupla posição: de sujeito enquanto objeto de si mesmo e de sujeito enquanto sujeitável ao poder disciplinar. Além disso, foi possível perceber que o currículo praticado nas instituições formadoras é de algum modo construído cotidianamente por todos que o compõem, e nesse processo, os sujeitos evidenciam suas crenças e deixam também suas marcas. Assim, os discursos que os professores formadores fazem circular parecem produzir efeitos e verdades que ultrapassam os domínios da sua atuação e se disseminam no espaço acadêmico, constituindo também o olhar e as práticas dos alunos em processo de formação, indicando que, apesar de todos os outros discursos que circulam no campo formativo, faz-se necessário para nós, enquanto pesquisador e professor formador, o desafio de encarar o desafio de provocar deslocamentos que, a partir de outros espaços e lugares, possibilitem lançar outros olhares em relação ao professor formador e sua formação, abrindo também a possibilidade de introduzir, nas práticas de formação docente, outras experiências, outros currículos, outras estratégias formadoras que, de algum modo, possam efetivamente contribuir para mudança da qualidade da formação do professor de matemática. / Abstract: In this study we investigate how a community of professors and students learn and transform their practices, especially their discourses and knowledge about teacher formation in a context of curriculum changes. The research had as subjects professors and students involved in the undergraduate course of mathematics for teachers of basic education offered by the Federal University of Acre. We employed the methodological approach of biographies of life histories to obtain information and data which were analyzed according to the concept of learning as participation in a community of practice focusing on initial and continued teacher's formation. The analyses also considered the perspectives of the power-knowledge relation present in Foucault's writings. Beyond the objectives initially established for this study, the narratives of life histories of the formation professors as well as the theoretical perspectives adopted contributed, for one, to uncover a multiplicity of possibilities of assessing the professor's own formation and, for the other, to build up a valuable resource for reflections, analyses, and understanding of practices, knowledge and learning of those subjects considered as members of the researched community which take as reference the practices of other communities. The results of the study point to some ways to understand how professors are historically and socially constituted by and in those practices, occupying a double position: subject as object of himself/herself, and subject as subjected to the disciplinary power. Moreover, they allowed the perception that the curriculum adopted in the formation institution is somehow daily built by all the subjects and that in this process they show their beliefs and leave their marks. Thus, the discourses that formation professors set in motion seem to produce effects and truths that move beyond their professional domains and disseminate in the academic environment also conforming the views and practices of students in the formation process; this indicates that, despite all the other discourses circulating in the formation field, it is necessary for us as researchers and formation professors to face the challenge of provoking dislocations which, from other spaces and places, would permit different views of the formation professors and their formation; that could open new avenues to introduce, in the teacher formation practices, other experiences, other curricula, other formation strategies which may contribute for a change in the mathematics teacher's formation. / Doutorado / Educação Matematica / Doutor em Educação

Due to developments in visual technology, teachers and students are exposed to an increasing number of images in their everyday life, which also finds its way into the classroom. This study aims to contribute to further understanding of how knowledge and positions are constructed in visual meetings in the classroom by problematizing the discursive practice of visual art education in upper secondary school.  The study investigates how art teachers construct positions when talking about their choices of images for teaching and what kind of knowledge thereby is constructed as valuable. The study also analyzes how art teachers and students construct positions in visual meetings in the classroom and what kind of knowledge thereby is constructed as valuable.   The study is theoretically framed by theories and concepts in visual culture and Foucauldian discourse analysis. The concept visual meetings refers to how art teachers and students interact and make meaning when using images that the art teachers have chosen. The perspective of discourse analysis involves that classroom interactions are seen as expressions of knowledge and power in general and of prevailing views on visual art education in particular.  Data production is carried out through ethnography, which involves interviews with two art teachers and observations of eleven lessons in visual art classes at two upper secondary schools.  The results show that a dominating overall school discourse regulates how the art teachers and students are constructed as active/adult/experienced and passive/child/unexperienced subjects. One of the classroom practices is shown to prioritize position and knowledge constructions related to production of aesthetically pleasing images. The other classroom practice is shown to prioritize position and knowledge constructions related to image interpretation in terms of understanding cultures and contexts. Both classroom practices also show that despite the art teachers’ stated intentions in constructing independent and critically examining positions for the students, looking practices are formed in the classrooms that do not allow such positions for the students to any great extent.  The study concludes that the dominating discourses in these two classroom practices reveal régimes of truth that regulate what kind of knowledge constructions that are valued within these two examples of visual art education.

Ce mémoire propose une analyse critique du discours de l’enregistrement sonore à domicile (home recording). Dans la foulée des propos mettant de l’avant l’ «accessibilité» et la «démocratisation» de l’enregistrement sonore, ce mémoire analyse les relations de savoir/pouvoir produites et légitimées par le discours, ce qu’elles permettent et contraignent, autorisent et excluent. Le corpus à l’étude est issu de la presse musicale ainsi que de forums de discussion en ligne relevant de sites spécialisés. Les méthodes utilisées sont inspirées de l’approche du discours développées par Michel Foucault et de ce que Johnson et. al. (2004) appellent l’interprétation critique. L’analyse met en évidence les deux principaux sujets du discours de l’enregistrement sonore à la maison : les professionnels de l’enregistrement et les «pros» de l’enregistrement à domicile, deux groupes constitués d’hommes financièrement aisés. Les règles qui régissent l’enregistrement à domicile semblent reprendre, en les adaptant, celles régissant les studios professionnels. Ce mémoire suggère que la «démocratisation» telle qu'énoncée dans ce discours articule l'«accessibilité contemporaine» à certains savoirs et certaines technologies à des exclusions singulières – comme des femmes et des personnes de moyens limités – qui rendent ce discours possible. Être dans le vrai, dans ce discours, c’est échanger, argumenter, discuter et prescrire des façons de faire et de dire qui font des studios professionnels l’espace des normes et des légitimités. Mots clés: enregistrement, musique, maison, domicile, studio, démocratisation, technologie, l'analyse du discours, relations de pouvoir/savoir, Michel Foucault. / This thesis proposes a critical analysis of the discourse of home recording. It aims to question home recording's will to truth by investigating what makes its statements possible, or what is the system of rules that authorize certain things to be said within the discourse. Driven by enunciations regarding home recording's "accessibility" and "democratization", this thesis analyzes the power/knowledge relations that have been produced and legitimized within the discourse, as well as what they enable and constrain, allow and exclude. Music magazines and Internet discussion forums form the corpus of this thesis. The methods used in this research are inspired by Michel Foucault's theory and method of discourse and by the approach known as critical interpretation (Johnson et al., 2004). This thesis' analysis shows that the government in home recording seems to be exerted by two main subjects: recording professionals and home recording "pros", who are overall characterized as well-off men. Moreover, the rules of home recording seem to be a replication and an adaptation to the home environment of the organizing principles of professional studios. This thesis suggests that "democratization" as enunciated and produced within and by the discourse of home recording articulates the discursive notion of a "contemporary accessibility" in terms of technology and knowledge to the exclusions – such as that of women and people of limited means – that make this discourse possible. These exclusions are legitimized through what is considered the "truth" within the discourse, as well as the norms and regulations established within it, which in turn follow the logic of the professional studio. Keywords: home, recording, studios, democratization, technology, discourse analysis, power/knowledge relations, Michel Foucault.

Lern- und Innovationsprozesse erfordern den Zugang zu externem Wissen und die Zusammenführung von Wissensbasen verschiedener Akteure und Akteursgruppen (u.a. Wirtschaft, Wissenschaft, öfffentliche Verwaltung, sowie weitere Innovationsträger). Wissenschafts- und Technologieparks (WTP) sind in diesem Zusammenhang ein wichtiges Instrument der wissensbasierten Regionalentwicklung, um konkrete Orte des Lernens und von Innovationen zu schaffen. Jedoch die relativ schwache Interaktion zwischen Unternehmen und Wissenschaft in diesen Innovationsräumen sowie die gleichzeitig zunehmend empirisch belegte Relevanz von globalen Wissensflüssen und Innovationsnetzwerken erfordern die Spezifizierung der maßgebenden Einflußfaktoren von Wissensbeziehungen. Mehrdimensionale Nähe- und Distanzbeziehungen kennzeichnen interorganisatorische Beziehungen des Wissensaustauschs und der Wissensgenerierung. Diese Arbeit analysiert die spezifischen Nähekonstellationen zwischen Unternehmen und wissenschaftlichen Einrichtungen in direkten sowie - durch Wissensnetzwerk-Management systematisch organisiert - in indirekten Wissensbeziehungen. Die konzeptionellen Ansätze der Proximity-Forschung sowie des Wissensmanagements bieten die Grundlage für die empirische Untersuchung der Wissensnetzwerke von Technologiefirmen in den WTP Berlin-Adlershof und Sevilla-Cartuja. Unterschiedliche Typen von Technologieunternehmen in Hinblick auf die Struktur und räumliche Dimension der Wissensbeziehungen zu Wissenschaft und Forschung stellen ein wesentliches Ergebnis der Arbeit dar. Die Arbeit belegt zudem die Funktion mehrdimensionaler Nähe in den Wissensbeziehungen. Des Weiteren wird die Organisation notwendiger und wichtiger Nähedimensionen durch Instrumente des Wissensnetzwerk-Managements aufgezeigt, um Wissensbeziehungen zu erschließen, zu aktivieren und nutzbar zu machen. Aufbauend auf den Ergebnissen werden Handlungsempfehlungen für das Management von WTP und weiteren räumlichen Innovationssystemen abgeleitet. / In the knowledge-based ecomomy, innovation is characterized by a dynamic and interactive learning process involving diverse actors; industry, science, public administration, as well as other entities and sub-systems. In this regard, science and technology parks (STP) have become a prominent instrument of regional governments to create specific localities of learning and innovation. However, empirical evidence increasingly points to rather weak local industry-academia interaction in STPs in specifically and the equivalent importance of local and non-local connections as roots of knowledge diffusion and innovation more generally. Multi-faceted proximity determines the multi-scalar process of knowledge sourcing and knowledge interaction. This dissertation thesis analyses the specific proximity configurations given in direct ties and organized through knowledge network management (KNM) in STP resident firms’ indirect linkages to scientific knowledge sources. The theoretical approaches of the proximity framework and knowledge management provide the analytical framework for the empirical analysis of egocentric knowledge networks to academia of high-technology firms located in the Berlin-Adlershof and Seville-Cartuja science parks. Based on this theoretical and methodological framework, I identify distinct types of knowledge-seeking STP resident companies in regard to the quality, form and geography of interactive ties to science. Furthermore, the thesis sheds light on the specific proximity configurations relevant in successful industry-academia knowledge relations. Furthermore, it reveals the underlying mechanisms of specific KNM instruments organizing necessary and critical proximities in order to forge, activate and harness knowledge networks on distinct geographical scales. Based on the analysis’ findings, specific policy recommendations for the management of STPs and other kinds of territorial innovation systems are developed.

Ce mémoire propose une analyse critique du discours de l’enregistrement sonore à domicile (home recording). Dans la foulée des propos mettant de l’avant l’ «accessibilité» et la «démocratisation» de l’enregistrement sonore, ce mémoire analyse les relations de savoir/pouvoir produites et légitimées par le discours, ce qu’elles permettent et contraignent, autorisent et excluent. Le corpus à l’étude est issu de la presse musicale ainsi que de forums de discussion en ligne relevant de sites spécialisés. Les méthodes utilisées sont inspirées de l’approche du discours développées par Michel Foucault et de ce que Johnson et. al. (2004) appellent l’interprétation critique. L’analyse met en évidence les deux principaux sujets du discours de l’enregistrement sonore à la maison : les professionnels de l’enregistrement et les «pros» de l’enregistrement à domicile, deux groupes constitués d’hommes financièrement aisés. Les règles qui régissent l’enregistrement à domicile semblent reprendre, en les adaptant, celles régissant les studios professionnels. Ce mémoire suggère que la «démocratisation» telle qu'énoncée dans ce discours articule l'«accessibilité contemporaine» à certains savoirs et certaines technologies à des exclusions singulières – comme des femmes et des personnes de moyens limités – qui rendent ce discours possible. Être dans le vrai, dans ce discours, c’est échanger, argumenter, discuter et prescrire des façons de faire et de dire qui font des studios professionnels l’espace des normes et des légitimités. Mots clés: enregistrement, musique, maison, domicile, studio, démocratisation, technologie, l'analyse du discours, relations de pouvoir/savoir, Michel Foucault. / This thesis proposes a critical analysis of the discourse of home recording. It aims to question home recording's will to truth by investigating what makes its statements possible, or what is the system of rules that authorize certain things to be said within the discourse. Driven by enunciations regarding home recording's "accessibility" and "democratization", this thesis analyzes the power/knowledge relations that have been produced and legitimized within the discourse, as well as what they enable and constrain, allow and exclude. Music magazines and Internet discussion forums form the corpus of this thesis. The methods used in this research are inspired by Michel Foucault's theory and method of discourse and by the approach known as critical interpretation (Johnson et al., 2004). This thesis' analysis shows that the government in home recording seems to be exerted by two main subjects: recording professionals and home recording "pros", who are overall characterized as well-off men. Moreover, the rules of home recording seem to be a replication and an adaptation to the home environment of the organizing principles of professional studios. This thesis suggests that "democratization" as enunciated and produced within and by the discourse of home recording articulates the discursive notion of a "contemporary accessibility" in terms of technology and knowledge to the exclusions – such as that of women and people of limited means – that make this discourse possible. These exclusions are legitimized through what is considered the "truth" within the discourse, as well as the norms and regulations established within it, which in turn follow the logic of the professional studio. Keywords: home, recording, studios, democratization, technology, discourse analysis, power/knowledge relations, Michel Foucault.