Esta pesquisa investigou histórias de vida e trabalho de costureiras autônomas das classes populares. O objetivo foi conhecer e analisar suas histórias de vida e trajetórias profissionais, em particular seus saberes do trabalho, na perspectiva de saber como se tornaram costureiras. Participaram da pesquisa quatro costureiras moradoras do município de Esteio, RS, com mais de 60 anos de idade, que trabalham há mais de quarenta anos com costura, confeccionando peças por encomenda, de forma autônoma e no espaço doméstico. Para tal, foi realizado um percurso metodológico inspirado nas histórias de vida e biografias formadoras, entrevista narrativa e entrevista reflexiva. Serviram de base, para este estudo os referenciais da ergologia sobre o debate de normas, os usos de si e os saberes Schwartz (2000, 2003), o conceito de artífice, Sennet (2013) e, sobre trajetórias profissionais, Franzoi (2006). Foram realizadas entrevistas narrativas com cada uma das costureiras. O estudo mostrou trajetórias profissionais marcadas por questões de classe e de gênero, pelo distanciamento da educação formal e do espaço industrial de produção e suas formas. A formação e o processo de se tornar uma profissional da costura - uma costureira - se deu através do aprendizado com outras mulheres e diretamente na atividade de trabalho. A curiosidade, a necessidade de subsistência e o reconhecimento do trabalho, pela outra pessoa e por si mesma, foram fundamentais no seu processo de profissionalização. A costura como autônoma, realizada no espaço doméstico, foi responsável por grande parte, senão toda, do orçamento familiar. As entrevistas demonstraram uma invisibilidade dos saberes do trabalho para as próprias trabalhadoras que, ao longo da sua vida de trabalho, convocaram e renormalizaram seus conhecimentos de forma inconsciente. Saberes tão complexos transmitidos pelas mulheres, aprendidos, produzidos e mobilizados na atividade de trabalho são naturalizados e pouco valorizados de forma explícita por elas. Percebeu-se uma relação muito íntima e indissociável entre a execução e a concepção na atividade de trabalho e muitas aproximações com o trabalho artesanal e com a ideia de artífice: “fazer é pensar”. A criatividade, as renormalizações, certa autonomia sobre o trabalho, estão muito presentes na atividade dessas costureiras autônomas, além de se verificar uma diversidade e quantidade de saberes que estão além daqueles que formalmente (CBO) identificam uma costureira. São histórias de vida duras e de muito trabalho. Dar voz a essas histórias de vida e trabalho, socializar estas experiências, significa visibilizar saberes do trabalho, a história de aprender o ofício da costura e outros saberes que fazem parte da vida de muitas mulheres no espaço privado. São saberes e potências que podem e devem ser compartilhados e visibilizados visando ampliar autorreconhecimento, emancipação e empoderamento das mulheres. / This study investigated story of life and work of independent seamstresses from popular classes. The objective was to understand and analyze their life stories and professional careers, particularly their work knowledge, trying to know how they become seamstresses. The participants were four seamstresses residents of Esteio, RS, with an average age of 62 years, acting as seamstresses for over forty years, working independently and from home. To achieve it, a methodological approach inspired by the stories of life and forming biographies, narrative interview and reflective interview was conducted. The basis for this study are the ergology’s references about the rules debate, uses of self and knowledge from Schwartz (2000, 2003), the concept of craftsman, Sennet (2013) and professional careers, Franzoi (2006). Narrative interviews were conducted with each of the seamstresses. The study found professional careers marked by class and gender issues and the distance from the formal education and from industrial production space. The formation and the process of becoming a sewing professional - a seamstress - was through learning from other women and directly in the work activity. Curiosity, the need for livelihoods and recognition of the work by others and for their self, were instrumental in their professionalization process. The sewing as an independent, held in the home, was responsible for much, if not all, of the family budget. Interviews demonstrated the invisibility of knowledge of work for the own workers who, throughout their working life, used and renormalized their knowledge unconsciously. So complex knowledge transmitted by women, learned, produced and mobilized in work activity are naturalized and undervalued. It was realized a very intimate and inseparable link between the implementation and design in the work activities and many approaches with craftsman and with the idea of architect: "make is think". Creativity, the renormalizations, certain autonomy on the job, are very present in the activity of these independent seamstresses, in addition to assessing a variety and quantity of knowledge that are beyond those formally (CBO) identify a seamstress. Are stories of hard living and a lot of work. Give voice to the stories of life and work, socialize these experiences means making visible that work knowledge, the history of learning the craft of sewing and other knowledge that are part of life for many women in the private space. Are knowledge and powers that can and should be shared aimed to increase the self-recognition, emancipation and empowerment of women.

Esta pesquisa investigou histórias de vida e trabalho de costureiras autônomas das classes populares. O objetivo foi conhecer e analisar suas histórias de vida e trajetórias profissionais, em particular seus saberes do trabalho, na perspectiva de saber como se tornaram costureiras. Participaram da pesquisa quatro costureiras moradoras do município de Esteio, RS, com mais de 60 anos de idade, que trabalham há mais de quarenta anos com costura, confeccionando peças por encomenda, de forma autônoma e no espaço doméstico. Para tal, foi realizado um percurso metodológico inspirado nas histórias de vida e biografias formadoras, entrevista narrativa e entrevista reflexiva. Serviram de base, para este estudo os referenciais da ergologia sobre o debate de normas, os usos de si e os saberes Schwartz (2000, 2003), o conceito de artífice, Sennet (2013) e, sobre trajetórias profissionais, Franzoi (2006). Foram realizadas entrevistas narrativas com cada uma das costureiras. O estudo mostrou trajetórias profissionais marcadas por questões de classe e de gênero, pelo distanciamento da educação formal e do espaço industrial de produção e suas formas. A formação e o processo de se tornar uma profissional da costura - uma costureira - se deu através do aprendizado com outras mulheres e diretamente na atividade de trabalho. A curiosidade, a necessidade de subsistência e o reconhecimento do trabalho, pela outra pessoa e por si mesma, foram fundamentais no seu processo de profissionalização. A costura como autônoma, realizada no espaço doméstico, foi responsável por grande parte, senão toda, do orçamento familiar. As entrevistas demonstraram uma invisibilidade dos saberes do trabalho para as próprias trabalhadoras que, ao longo da sua vida de trabalho, convocaram e renormalizaram seus conhecimentos de forma inconsciente. Saberes tão complexos transmitidos pelas mulheres, aprendidos, produzidos e mobilizados na atividade de trabalho são naturalizados e pouco valorizados de forma explícita por elas. Percebeu-se uma relação muito íntima e indissociável entre a execução e a concepção na atividade de trabalho e muitas aproximações com o trabalho artesanal e com a ideia de artífice: “fazer é pensar”. A criatividade, as renormalizações, certa autonomia sobre o trabalho, estão muito presentes na atividade dessas costureiras autônomas, além de se verificar uma diversidade e quantidade de saberes que estão além daqueles que formalmente (CBO) identificam uma costureira. São histórias de vida duras e de muito trabalho. Dar voz a essas histórias de vida e trabalho, socializar estas experiências, significa visibilizar saberes do trabalho, a história de aprender o ofício da costura e outros saberes que fazem parte da vida de muitas mulheres no espaço privado. São saberes e potências que podem e devem ser compartilhados e visibilizados visando ampliar autorreconhecimento, emancipação e empoderamento das mulheres. / This study investigated story of life and work of independent seamstresses from popular classes. The objective was to understand and analyze their life stories and professional careers, particularly their work knowledge, trying to know how they become seamstresses. The participants were four seamstresses residents of Esteio, RS, with an average age of 62 years, acting as seamstresses for over forty years, working independently and from home. To achieve it, a methodological approach inspired by the stories of life and forming biographies, narrative interview and reflective interview was conducted. The basis for this study are the ergology’s references about the rules debate, uses of self and knowledge from Schwartz (2000, 2003), the concept of craftsman, Sennet (2013) and professional careers, Franzoi (2006). Narrative interviews were conducted with each of the seamstresses. The study found professional careers marked by class and gender issues and the distance from the formal education and from industrial production space. The formation and the process of becoming a sewing professional - a seamstress - was through learning from other women and directly in the work activity. Curiosity, the need for livelihoods and recognition of the work by others and for their self, were instrumental in their professionalization process. The sewing as an independent, held in the home, was responsible for much, if not all, of the family budget. Interviews demonstrated the invisibility of knowledge of work for the own workers who, throughout their working life, used and renormalized their knowledge unconsciously. So complex knowledge transmitted by women, learned, produced and mobilized in work activity are naturalized and undervalued. It was realized a very intimate and inseparable link between the implementation and design in the work activities and many approaches with craftsman and with the idea of architect: "make is think". Creativity, the renormalizations, certain autonomy on the job, are very present in the activity of these independent seamstresses, in addition to assessing a variety and quantity of knowledge that are beyond those formally (CBO) identify a seamstress. Are stories of hard living and a lot of work. Give voice to the stories of life and work, socialize these experiences means making visible that work knowledge, the history of learning the craft of sewing and other knowledge that are part of life for many women in the private space. Are knowledge and powers that can and should be shared aimed to increase the self-recognition, emancipation and empowerment of women.

This thesis centres on a narrative inquiry of the life stories of teachers in Post Compulsory Education with the aim of exploring how the ‘self’ is constructed within discursive environments. The study adopts a dialogical approach to narrative identity formation as an ongoing process of becoming within the life course. Grounded in social construction theory (Gergen 2009), the study acknowledges that identity is fluid and determined by context; self-creation is therefore both a collective and individual endeavour situated within the social and cultural context. The research design centres on an in-depth study of four teachers in the exploration of the meanings constructed from autobiographical memories; in addition, the study explores how narrative meanings are mediated within the organisational and political context of being a teacher. The study adopts a psychosocial perspective (McAdams 2006) to life stories and the analysis of narrative construction is conducted through the lens of dialogical self theory with the aim of exploring the multivoiced nature of the self based on a diversity of self-positions (Hermans 2001). Narrative identities are therefore viewed as relational, individuals position themselves within the stories they tell in relation to a particular audience; individuals are also positioned by the social and cultural environment in which they are embedded. The study contributes to current knowledge in relation to the crucial role emotions play in the dialogical construction of the self; findings indicate that early emotionally charged autobiographical memories play a significant role in defining individuals’ moral educational values within their teaching role. Emotions were also central to placing individuals in a field of tension in reconciling their personal values within the current organisational and political environment that imposes constraints on teachers’ professional practice. The study concludes that in order to sustain the moral purpose of teachers’ professional practice, there is a need for the dialogical renewal of the self through transformative discourse.

A considerable number of students undertaking pre-registration nurse education in the UK are international students from Zimbabwe. The aim of this study is to listen to their narratives in order both to understand their experiences and to make suggestions for improving their educational management. The context from which the Zimbabwean students have migrated is discussed, outlining the current Zimbabwean educational and health care systems; prevailing social mores, religion and kinship ties; and the more recent sharp economic downturn in the Zimbabwean economy and the effects of the prevalence of HI VIA IDS in Southern Africa. Nine pre-registration nursing students from Zimbabwe attending one UK university, and one further respondent who had qualified as a nurse and was practising in the same locality were recruited to take part in life-history interviews. The interviews covered experiences in Zimbabwe leading to migration to the UK; accounts of arriving in the UK and challenges experienced in starting the course, working in health care settings as placements, and becoming reconciled to life in the UK. Factors prompting migration to the UK are reported to include the emphasis on education as a means of social mobility; the economic crisis, and the disruption of family ties by the HIV epidemic. Educational courses for nursing are the means to prevent their aspirations for professional occupation floundering on current economic and political instability in Zimbabwe, rather than a positive career choice. The reliance of the NHS on internationally-recruited students to cover shortfalls in labour in the UK contributes to this process. Experiences upon arrival in the UK include problems with visas, immigration officials and banking facilities. Zimbabwean students find it challenging to adapt to self-directed learning styles, to combine studying in a context without their familiar domestic help, and under financial pressure to remit monies home. They also report experiences of racism both in the college and in placement settings. Despite these challenges the next step seems more likely to be to work in nursing in the UK and to bring family to join them when financially possible. These life-histories have implications for the educational management of Zimbabwean nursing students at the level of the University, the University International Office, the School of Nursing and Midwifery, the individual nurse tutor, and the local NHS placement settings. They also have implications for the future prospects of Zimbabwe after the Mugabe regime.

No description available.

Research on storytelling in counseling and psychotherapy with children has typically involved literary and metaphoric techniques that foster client change. There is limited research on the efficacy of telling one's personal life story as a counseling technique, especially in the school setting. The purpose of this study was two-fold: (l) to describe and implement a technique for school counselors to use in individual counseling sessions to foster resilience in children and, more specifically, (2) to explore the effectiveness of telling one's life story and creating a personal life book as a counseling technique to improve two characteristics of resilience -- internal locus of control and perceived coping resources. The research question that guided this study was: To what extent is telling one's life story and creating a life book an effective counseling technique for fostering resilience in children who have experienced loss? A sample of fifty children from two elementary schools (grades 4-6) who had experienced a significant loss were randomly assigned to one of three groups: (1) the experimental group who received the life book technique, (2) a control group of students who received other individual counseling, or (3) a control group who received no counseling at all. Two constructs of resilience in children were measured: (1) internal/external locus of control (Children's Nowicki-Strickland Internal-External Locus of Control Scale) and (2) perceived coping resources (Coping Resources Inventory Scales for Educational Enhancement). Pre-test/Posttest analyses of data following the six-week experimental period were conducted using ANOVA statistical procedures. Quantitative results indicated that, statistically, the life book technique was no more or no less effective in improving internal locus of control or coping resources than either other individual counseling techniques or no counseling at all. However, qualitative evaluation of the technique offered support for the effectiveness of the life book technique as indicated by the life book participants who experienced change in a positive direction on both instruments and the unanimous positive evaluations of the life book participants and participating counselors. Therefore, while the life book technique was not found to be statistically significant in fostering resilience, the positive implications of qualitative analysis warrant further research to explore the life book technique as a school counseling practice to foster positive client change. / Ed. D.

Life stories were constructed for three young women from Appalachia to explore their mathematics experiences as students in public schools of the region. Data sources included interviews, school records, and a self-drawn chart of estimated mathematics ability for each year, from kindergarten through twelfth grade. A cross-case analysis revealed similar characteristics among the three women including shyness, difficulty with middle school mathematics and with high school geometry, the choice not to take a mathematics course in the last year of high school, and an awareness of a negative Appalachian stereotype. The mathematics education received by all the women was inadequate as demonstrated by their self-created graphs, their life story accounts, and their initial difficulties in making the minimum required score on the Praxis I Mathematics test. Their subsequent successes in graduating from college can be attributed to their own motivation and tenacity in addition to the encouragement of their families and some teachers. Connections to Standards-based reform in mathematics education include questions about the teaching and learning of geometry and about opportunities for students, especially females, to participate in mathematical discourse throughout their school mathematics experiences, a situation impacted by their expressed shyness and by overt and subtle incidences of gender and racial biases. Appalachian cultural connections seem to be an aspect of fatalism which influences attribution of natural ability versus effort and, in some instances, a climate of male dominance. Connections to the problems of education in rural poverty included a number of ineffective teachers, a situation exacerbated by a sense of social stratification within the Appalachian culture and a reluctance to challenge school or teacher practices. As for learning preferences, the women tended to favor teachers who offered good explanations and who demonstrated caring, which highlights an emphasis placed on relationships within the Appalachia culture. Determining the degree of influence of the Appalachian culture on the education, especially in mathematics, of these three young women was difficult to ascertain. The factors of culture, socioeconomic levels, and rural isolation combined with the effects of race, gender and ethnicity in the individual to impact the opportunities to a quality education. / Ph. D.

Syftet med studien är att ta del av erfarenheterna bland några elever på introduktionsprogrammet som inte nått målen för årskurs 9 i svenska i grundskolan. Studien skulle ge svar på bland annat hur eleverna upplevt skolans försök att hjälpa dem nå målen. Andra frågor som skulle besvaras var om eleverna hade egna funderingar kring vad skolan kunde ha gjort för att främja lärandet, om de känt sig inkluderade och delaktiga samt om de hade övriga erfarenheter från grundskoletiden som har varit av betydelse för dem. En kvalitativ metod användes och genom livsberättelser framkom de vuxna informanternas erfarenheter. Två intervjuer genomfördes med de tre deltagarna. Resultatet visar att trots skolans insatser så nåddes inte målen. Informanterna anser att skolan hade kunnat göra mera genom att ge dem bekräftelse, lyssna på dem, ge dem mera hjälp och att inte alla elever med olika behov av stöd ska sitta i samma grupp. De berättar om rädsla att framstå som dumma och att de känt ett utanförskap. Slutligen så kan det konstateras att ur informanternas perspektiv så har skolan inte levt upp till sina åtaganden enligt skollagen, Salamancadeklarationen och Barnkonventionen genom att inte anpassa den ordinarie skolmiljön, inte låta eleverna vara delaktiga och framförallt genom att inte upprätta åtgärdsprogram. / The aim of this study is to examine a few adult students’ experiences from compulsory school where they did not achieve the goals in Swedish. The study was also supposed to point out if the students had any thoughts about how the school could have supported their learning, if they felt included and involved and if they had other experiences from compulsory school. Two interviews were made with the three respondents. A qualitative method was used and the data is collected from their life stories. The result shows that despite the school’s efforts, the respondents did not achieve the goals. The respondents talk about their need of corroboration, that the teachers should have listened to them, given them more help and the unsuitability to put all the students with learning difficulties in the same room. The respondents talk about fear of looking stupid and a feeling of exclusion. From the respondents’ perspective it is obviously that the school did not undertake its responsibility according to the Swedish school law, the Salamanca Declaration and Convention on the Rights of the Child by adjusting the ordinary environment in the classroom, letting the respondents be involved and most of all, by ignoring their duty to write åtgärdsprogram, i.e. individual programmes for higher achievement.

Sammanfattning Högkänslighet är något som på senare år arbetat sig in i media och blivit ett ämne värt att tala om. Högkänsliga individer tar in fler intryck från sin omgivning och bearbetar dem på ett djupare plan än vad andra gör. Dessa personer har även lätt att känna av andra individers känslor och sinnesstämning och blir lätt överstimulerade vid för mycket yttre eller inre stimuli. Enkelt beskrivet är dessa människor lite extra känsliga för saker som sker. De spenderar mycket tid med sina egna tankar som ständigt processar intryck, men visar även på stor empatisk förmåga och är duktiga på att uppmärksamma detaljer. Genom livsberättelser delges människors personliga erfarenheter och upplevelser om högkänslighet. Varje berättelse är unik och har tillfört kunskap till studien. Syftet med forskningen har varit att undersöka hur högkänsliga individer väljer att utrycka sin identitet och hur den formas och förändras. Studien är baserad på tre livsberättelseintervjuer med högkänsliga kvinnor. Varje intervju har transkriberats och analyserats vilket redogörs i ett tematiskt resultat. Varje intervju tillförde ny information gällande hur högkänsliga personer uttrycker sin identitet men gemensamma drag kunde även urskiljas. Ett av de främsta dragen var känslan av att vara oförstådd eller annorlunda. Vid kontakt med fenomenet högkänslighet delade de även en känsla av lättnad att äntligen veta varför man är annorlunda. Resultatet visar att det behöver göras mer forskning inom området och att det undersöks hur högkänslighet kan ses som en del i identitetsskapandet. / Abstract High Sensitivity is a personality trait that has, in recent years, worked its way into the media and become a subject worth talking about. Highly Sensitive individuals take in more impressions from their surroundings and process them at a deeper level than other people. People who are Highly Sensitive have an increased understanding of other people’s feelings and tempers but easily become overstimulated by too much external or internal stimuli. In simple terms, these individuals are extra sensitive to things that happen around them. They spend a lot of time with their own thoughts and constantly process impressions. However, these individuals also show a great empathic ability and tend to pay attention to small details. People’s personal experiences of High Sensitivity can be communicated through life stories. Every story is unique and has brought insight to the study. The aim of the research at hand was to investigate how the Highly Sensitive individuals choose to express their identity and how it is formed and changed. The study is based on qualitative research through life story interviews with three Highly Sensitive women. Each interview has been transcribed and analysed thoroughly leading to a thematic conclusion. Each interviewee came with new information on how the High-Sensitive individuals express their identity, nevertheless a few common qualities could be distinguished. One of the common features that the interviewees shared, was the feeling of not being fully understood or feeling different than the rest. Another trait they all shared was the relief when finally learning the underlying reason they felt different, as they came in contact with the phenomenon of High Sensitivity and could identify themselves having this personality trait. The result of this study shows that more research in the area is needed to better understand the individual perceptions and feelings. How High Sensitivity can be identified as a part of identity creation must also be further explored to gain deeper understanding in this field.

Esta pesquisa buscou desenvolver um estudo em antropologia simbólica sobre o processo de autoformação do sujeito a partir da análise de um material de ficção autobiográfica. Este material foi elaborado com base no resgate e registro escrito de memórias da própria autora da pesquisa e teve seu início na escrita do memorial acadêmico, que forneceu elementos propícios para a compreensão do processo de formação de um eu-aprendiz. A ficção autobiográfica analisada, escrita anteriormente à pesquisa, tem como personagem principal a menina Alice, que vive suas aventuras em narrativas fantásticas, cujo simbolismo propicia uma análise fenomenológica sobre as emoções e experiências que, ao longo da vida, permitiram a formação do sujeito-autor deste trabalho, considerando-o mais do que um produto do meio social ou ambiental, mas um ser em constante formação, fruto também das suas escolhas e de suas próprias leituras do mundo. As experiências vividas e representadas no mundo simbólico de Alice consideram como parte de sua criação o contato com alguns mestres, que por meio da palavra e do convívio orientaram desejos e influenciaram escolhas ao longo da vida da autora. Para compreender a relação entre mestre e aprendiz vivida por Alice, partimos para o resgate de histórias de vida de dois mestres que tiveram papéis decisivos para a autora. Buscamos encontrar na autobiografia ficcional conexões entre estas histórias de vida, por via da mitohermenêutica, tentando entender como estas vidas foram sendo construídas e em que momento estas pessoas passaram a ser mestres e a autora, aprendiz. Uma busca sobre o eu e o outro que se constitui em mim. / This research aimed to develop an anthropological study about the subject`s self-formation process from the analysis of an autobiographical fiction. This material was elaborate based on the very author`s rescue and written record of memories and had its beginning on the writing of an academic memorial, providing favorable elements for the comprehension of the self-learner formation process. The autobiographic fiction analyzed was written before the research, has as its main subject the girl called Alice, that lived her adventures in fantastic narratives, whose symbolism foments an phenomenological analysis in the experiences and emotions that, during life, allowed the formation of this author-subjects work, considering herself more than a social and environmental media, but someone in constant formation, also a result of her choices and her own readings of the world. The experiences lived and represented in Alice`s symbolic world, consider, as part of her creation, the contact with some masters that through orality and acquaintanceship, determined desires and influenced choices along the authors life. To understand the relation between master and apprentice played by Alice, we start from the rescue of life stories of two masters that had decisive parts for the author-subject. We seek to find connections between these life stories in the fictional autobiography, via mitohermeneutics, trying to understand how these lives were being constructed and in what moment these people passed to be masters, and the author, apprentice. A search about the self, and the other that is constituted in me.