Through the life story narratives of Ethiopian women activists, this research explores the journey of Ethiopian women activists during three political and historical periods (1955–1974; 1974–1991; 1991–2015). Thus, the study proposes a new perspective on the forms of Ethiopian women’s activism and subsequently the different types of feminism emerging from their narratives. Through examination of how the activists reflect on, reconstruct and give meaning to their life stories, this research unravels that their activism is informed by feminist principles. It also exposes that it is shaped by a long history of resistance to patriarchy, which enabled women in traditional Ethiopia to negotiate a certain level of “autonomy and liberty”. Contrary to the general expectation, the research demonstrates that the process of modernization (read: westernization) came with its own structure based on western patriarchy, and reinforced local patriarchy. In this new, formalized patriarchy, the rights that women had negotiated through their resistance in earlier times were diminished. This study on women activists, categorized for the purpose of this research as pioneers, revolutionaries and negotiators, suggests that Ethiopian women activists have since adopted different forms of engagement that tend to improve the social, cultural, economic and political conditions of Ethiopian women. Consequently, I argue that, while Ethiopian women’s activism and feminism is firmly embedded in the history of resistance of previous generations of Ethiopian women, the form of activism varies according to the political and historical context in which the activists negotiate and adapt the way they act.

Bakgrund: För att skapa en så bra livskvalitet som möjligt för personen med demenssjukdom behöver vården och omsorgen ges utifrån ett personcentrerat förhållningssätt med personen i fokus istället för demenssjukdomen i sig. Levnadsberättelsen är ett betydelsefullt verktyg för att lära känna personen med demenssjukdom. Syfte: Att beskriva vårdpersonalens erfarenheter av att använda levnadsberättelsen inom särskilda boenden för personer med demenssjukdom.Metod: Kvalitativ intervjustudie med vårdpersonal på särskilda boenden för personer med demenssjukdom. Resultat: Levnadsberättelsen var viktig för att lära känna personen vilket var betydelsefullt för att planera omvårdnaden och bemöta personen på bästa sätt. Den kunde bidra till att bibehålla funktioner och vanor samt vara en hjälp vid samtal som kunde stimulera och väcka minnen. Levnadsberättelsen kunde också vara en hjälp för att förebygga och lindra BPSD. Utbildning och ett gott ledarskap sågs som framgångsfaktorer för ett väl fungerande arbete med levnadsberättelsen. Slutsats: Levnadsberättelsen är en förutsättning för att kunna bedriva personcentrerad vård inom särskilt boende för personer med demenssjukdom. Den är en hjälp för att kunna respektera personens vilja och önskemål samt för att kunna planera vården och omsorgen därefter. Utbildning av vårdpersonal samt goda chefsegenskaper har kunnat ses som framgångsfaktorer för ett lyckat arbete med levnadsberättelsen. / Background: In order to create as good quality of life as possible for the person with dementia, care need to be given based on a person-centered approach with the person in focus instead of the dementia itself. The life-story is important for getting to know the person with dementia. Purpose: To describe the health professionals experience of using the life-story in nursing homes for people with dementia. Method: Qualitative interview study with healthcare professionals experience of using life-stories in nursing homes for people with dementia. Results: The life-story was important in order to get to know the person, which was important for planning nursing and responding to the person in the best way. It could help maintain functions and habits as well as help in conversations that could stimulate and wake up memories. The life-story could also help to prevent and alleviate BPSD. Education and good leadership were seen as success factors for a well-functional work with the life-story. Conclusion: The life-story is a prerequisite for being able to conduct personal care in nursing homes for people with dementia. It is a help to respect the person's will and wishes, and by acting on the basis of the life-story, then plan the care. Education of health professionals and good management skills has been seen as success factors for successful work with the life-story.

Older Norwegian adults with an intellectual disability are today more integrated into society than earlier generations. Some represent the last of the generation that experienced and can talk about childhoods in central institutions and about living under the World War II Nazi regime. The closure of Norwegian institutions, which took place in the1990s, was based on social valuation theories. The post-closure situation for people with intellectual disabilities, their staff and local authorities was very different form what they had experienced previously, local authorities being responsible for providing person-centred services. This thesis examines whether life story work represents an effective approach to the person-centred support of older adults with an intellectual disability, through examining the impact of this work on services users (‘storytellers’) and their life story work supporters (‘interlocutors’). ‘The life story model of identity’ developed primarily by the American psychologist and professor Dan P. McAdams, is a major contribution to the thinking of this study. The model emphasises the importance of service providers’ understanding and knowledge of their service users’ life stories. A combination of critical realism and interpretative phenomenology analysis is advanced as a suitable joint philosophical framework for investigating the impact life story work has on both storytellers with intellectual disabilities (aged 45+) and on the interlocutors they personally chose from their staff group. The Delphi technique was used in a preparatory phase of interviews of six experienced life story workers from three different countries. A Participatory Action Research (PAR) approach was used to prepare the intervention, to develop the LSW programme and for pre- and post-interviews. 38 participants from day centres and residential settings in Norway took part in the study. The results indicate that even staff who had known storytellers for a long time learned new and valuable information. They came into possession of a better understanding of the service users’ behaviour and the interlocutors’ attitudes to service users were changed by the experience of carry out life story work with them. The interlocutors stated that they considered life story work to be ‘important’ in today’s services. The storytellers experienced increased feelings of safety and greater awareness of their abilities, life span (roots) and of themselves as a person (identity and personal development). They expressed pride in their life story work and appreciated the time they had spent talking and working alone with their interlocutors. Storytellers and interlocutors both said that life story work had brought them closer together and the love and appreciation they had for each other was a clear result of the time they had spent together. The eight week programme was, however, also challenging for the interlocutors who had problems finding the opportunity to conduct two hours work a week without interruption from other contextual influences.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study aims to dialogue with black teachers at the Federal University of Santa Maria (UFSM), trying to understand which pathways and mishaps were experienced by such teachers, until they came to teaching in higher education, and realize the extent to which social relations ethno racial and gender interfere with their teaching practices. The topic to be presented and dialogue in this study is related more broadly to research in education, taking as a guideline the education of ethnic-racial relations and educational proceedings brought by black women, teachers in higher education, especially in processes where experienced or not racism and discrimination in the education sector. In this sense, this present study assumes that Brazilian universities, today, are in a situation of inequality, where black students constitute themselves as a minority and when observing the teaching staff (as), the situation is even more alarming. Many studies have proven that data, which show racism - social, cultural and economic - that prevails in our society, such as Henriques (2002); Pine (2008); Queiroz (2001, 2002); Rosemberg (2008, 2009) Munanga (1999, 2006). With regard to gender issues, one has to refer the Scott studies (1995), Safiotti (2004), Blonde (1997, 2008). The results of this study, drawn from data collected from PROGEP and analysis of the life story of black self-declared Professor of UFSM, demonstrate the existing racial confinement in UFSM. The teacher narratives lead to evidence that social mobility and the experiences throughout life mean that many times, some people perceive blacks as "other", showing a gap between with this group. Thus, the gap created by their life experiences, makes understand prejudice and discrimination against the black as a class condition and not a condition of phenotype / brands, but recognizes the difference between black and white. In this sense, the study shows that the positioning presented by the teacher regarding racial ethnic issues, causes she to be positioned in the same way in the teaching practice. / Este estudo tem como objetivo dialogar com professoras negras da Universidade Federal de Santa Maria (UFSM), buscando compreender quais os percursos e percalços foram vivenciados por tais docentes, até chegarem à docência no Ensino Superior, e perceber em que medida as relações sociais étnico-raciais e de gênero interferem nas suas práticas docentes. A temática a ser apresentada e dialogada, neste estudo, está relacionada de maneira mais ampla com a pesquisa em educação, tendo como eixo norteador a educação das relações étnico-raciais e os processos educativos desencadeados por mulheres negras, professoras no Ensino Superior, sobretudo nos processos em que vivenciaram ou não o racismo e a discriminação no âmbito educacional. Neste sentido, o presente estudo pressupõe que as universidades brasileiras, ainda hoje, encontram-se em desigualdade de situação, onde os alunos negros constituem-se como minoria e, quando observado o quadro de professores(as), a situação fica ainda mais alarmante. Muitos estudos têm comprovado esses dados, que evidenciam o racismo social, cultural e econômico que predomina em nossa sociedade, como o de Henriques (2002); Pinheiro (2008); Queiroz (2001, 2002); Rosemberg (2008, 2009) Munanga (1999, 2006). No que diz respeito às questões de gênero, tem-se como referência os estudos de Scott (1995), Safiotti (2004), Louro (1997, 2008). Os resultados deste estudo, elaborado a partir dos dados coletados junto a PROGEP e da análise da trajetória de vida da professora autodeclarada negra da UFSM, demonstram o confinamento racial existente na UFSM. As narrativas da professora levam a evidenciar que a ascensão social e as experiências vivenciadas ao longo da vida fazem com que em muitos momentos, algumas pessoas perceba os negros como outros , demonstrando um distanciamento entre com este grupo. Diante disso, o distanciamento criado pela suas experiências de vida, faz com que compreenda o preconceito e a discriminação em relação ao negro como uma condição de classe e não uma condição de fenótipo/marcas, mas reconhece a diferença existente entre negros e brancos. Neste sentido, o estudo evidencia que o posicionando apresentada pela docente em relação as questões étnicos raciais, faz com que ela se posicione do mesmo modo na prática docente.

Genom en holistisk syn, med utgångspunkt i vår uppfattning av entreprenörskap var från uppväxten gav vi oss ut på en så kallad Heffaklumpsjakt för att utveckla vår förförståelse för entreprenören. Via en kvadrohermeneutisk utgångspunkt och en abduktiv forskningsprocess tolkades tre livsberättelser med vad vi såg som riktiga entreprenörer. Utifrån livsberättelserna upptäckte vi egenskaper/beteenden som var viktiga för entreprenörernas framgång. De var oberoende, beslutsfattare, innovatörer, tävlare, människokännare och mentorer spelade roll för dem. Hur dessa egenskaper gav sig uttryck skilde sig hos de tre entreprenörerna. Vi insåg att det är orättvist att koppla egenskaperna till individer, egenskaperna är så pass breda och kan passa in på individer som inte direkt är entreprenörer. Däremot kan vi se att framkomna beteenden kan ge en god grund till entreprenörskap, men de är inte måsten hos en entreprenör. / Through a holistic outlook from out childhood and what we thought entrepreneurship was we tried to grasp the so called Heffalump. In that way we, were going to develop our preunderstanding about the entrepreneur. With a quadro-hermeneutics standpoint and an abductive research process three life stories were made with what we perceived as true entrepreneurs. From their life stories we came across characteristics/behaviours that were important for the success of the entrepreneurs. They were independent, decision makers, innovators, competitors, had high social skills and had help from mentors. These characteristics/behaviour expressed themselves in different manners with the entrepreneurs. We realized it would not be fair to connect them generally to all entrepreneurs since they are so wide and can fit many different types of people. We did, however realize that they instead of a requirement could make a good foundation for entrepreneurship.

This dissertation is the result of a masters research that aimed to understand how the musical formation of a music teacher focuses on teaching practices in basic education. This research was designed from two specific objectives: a) Identify formative experiences with music and teaching in the life stories of music teachers research participants (graduates of the Music course - Full Degree UFSM); and b) promote dialogue between formation and practice of music teachers in basic education. Data were stated on the oral narratives of life stories of teachers (ABRAHÃO, 2004; JOSSO, 2008; NÓVOA, 1992; OLIVEIRA, 2001, 20016; PERES, 2012; SOUZA, 2006) transiting between musical memories, and between the participants ' relationship with the music and with the teaching of music. Starting from an autobiographical approach, were punctuated the knowledge resulting from the experiences of students and music instruments promoting dialogues between these memories and the formations and acting teachers. With this integration of participants in understanding their own formations, the development of research was characterized as research-training (JOSSO, 2010), triggering processes of teacher's awareness about the formative experiences that they experienced. In the dialogues between participants, were revealed in the formation and knowledge identified periodizations and crucial moments (JOSSO 2004; 2010) in: pedagogical heritage themes (OLIVEIRA; PERES, 2011; ARROYO, 2012, reflections of teachers in their practices (ARROYO, 2013); lesson from the student and experiences with the music education (SOUZA, 2008; SUBTIL, 2007 and 2005; LOURO, 2008; DEWEY, 2011; PEREIRA, 2014) discussing the children's relationships with music (RAMOS, 2002; PONSO, 2011; PEDRINI 2013; WERLE, 2015); discussions about the University and relations with practice (MATEIRO, 2009 and 2003; PENNA, 2010). Horizontal/comparative analysis (BOLÍVAR; DOMINGO; FERNÁNDEZ, 2001) resulted in two transversal dialogues: 1. The time in independent learning (NÓVOA, 2009; JOSSO, 2010; 2006 and 2004); 2. Profile of professor of music: a project under construction (JOSSO, 2004 and 2007). I hope, with this research, expand the design on the formation of music teacher in basic education, including life experiences related to teaching and music to their teachings. / Esta dissertação é resultado de uma pesquisa de mestrado que teve como objetivo compreender como a formação musical de um professor de música incide em suas práticas docentes na educação básica. Tal pesquisa foi delineada a partir de dois objetivos específicos: a) Identificar experiências formativas com a música e com a docência nas histórias de vida dos professores de música (egressos do curso de Música – Licenciatura Plena da UFSM) participantes da pesquisa; e b) Promover diálogos entre as formações e as atuações de professores de música na educação básica. Os dados foram produzidos nas narrativas orais de histórias de vida de professores (ABRAHÃO, 2004; JOSSO, 2008; NÓVOA, 1992; OLIVEIRA, 2001; 2016; PERES, 2012; SOUZA, 2006), traçando caminhos entre memórias musicais, e entre a relação dos participantes com a música e o ensino da música. Por meio de uma abordagem (auto)biográfica, foram pontuados os conhecimentos resultantes de suas experiências enquanto alunos de instrumentos e música, promovendo diálogos entre estas memórias e as formações e atuações docentes. Em decorrência desta inserção dos participantes na compreensão de suas próprias formações, o desenvolvimento da investigação foi caracterizado enquanto pesquisa-formação (JOSSO, 2010), desencadeando processos de conscientização do professor sobre as experiências formativas vivenciadas. Nos diálogos entre os participantes, foram revelados conhecimentos na formação e identificadas periodizações e momentos cruciais (JOSSO 2004; 2010) em temáticas como: herança pedagógica (OLIVEIRA; PERES, 2011; ARROYO, 2012), reflexos de professores em suas práticas (ARROYO, 2013); aula a partir do aluno e experiências com o ensino da música (SOUZA, 2008; SUBTIL, 2007; 2005; LOURO, 2008; DEWEY, 2011; PEREIRA, 2014,) discutindo as relações das crianças com a música (RAMOS, 2002; PONSO, 2011; PEDRINI 2013; WERLE, 2015); discussões sobre a universidade e relações com a prática (MATEIRO, 2009; 2003; PENNA, 2010). A análise horizontal/comparativa (BOLÍVAR; DOMINGO; FERNÁNDEZ, 2001) resultou em dois diálogos transversais: 1. O tempo na autoformação (NÓVOA, 2009; JOSSO, 2010; 2006; 2004); e 2. Perfil do professor de música: um projeto em construção (JOSSO, 2007; 2004). Espero, com esta pesquisa, ampliar a concepção sobre a formação do professor de música atuante na educação básica, integrando experiências de vida, relacionadas ao ensino e à música, às suas docências.

Made available in DSpace on 2014-06-11T19:24:18Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-09-04Bitstream added on 2014-06-13T19:51:51Z : No. of bitstreams: 1 silva_mfg_me_rcla.pdf: 571993 bytes, checksum: f882ba06eebe56583e235ad6932a3e6a (MD5) / Este trabalho teve como tema de investigação os saberes docentes na história de vida de professores de educação física, tendo como recorte do problema de estudo buscar os saberes que estão presentes nas trajetórias de vida pessoal e profissional desses docentes e que influenciam na construção da sua identidade docente. No âmbito desse contexto os objetivos tiveram como ênfase (a) apontar os elementos constitutivos da docência que auxiliam na delimitação da identidade do professor e (b) identificar os saberes docentes presentes nas trajetórias de vida pessoal e profissional do professor de educação física. Na busca dessas respostas escolheuse como caminho a pesquisa de natureza qualitativa, do tipo descritiva, utilizando como técnica a história de vida na forma de entrevista narrativa não estruturada e semi-estruturada. O tratamento dos dados pautou-se pela análise de conteúdo dos depoimentos colhidos de 4 (quatro) professores (participantes) da educação básica (ensino fundamental I e II) da rede pública e privada da cidade de Rio Claro. O tempo de exercício profissional desses participantes oscilou de 3 (três) a 4 (quatro) anos e de 20 (vinte) a 26 (vinte e seis) anos, caracterizando um ciclo de vida que vai da fase da entrada e perpassa as fases da estabilização, diversificação e serenidade. Os elementos constitutivos da docência abarcaram práticas culturais (sociais, pedagógicas, morais) e práticas docentes decorrentes de uma socialização pré-profissional e uma socialização profissional formadora de um habitus social. Esse habitus apareceu vinculado a um corpo de saberes que perpassa o processo de escolarização formando o habitus de aluno e, posteriormente, o habitus de professor composto pelas ações didáticas, héxis corporal e postura profissional. Portanto, um habitus que se constitui na própria identidade do professor. Entretanto o corpo... / This research aims to investigate the teaching knowledge in the story of life of teachers of physical education, focusing on the study of the problem of seeking the knowledge that is present in the trajectories of personal and professional lives of such teachers and influence the construction of the teacher identity. Within this context, the objectives were to focus on (a) point out the constitutive elements of teaching that help define the identity of the teacher and (b) identify the teaching knowledge present throughout the trajectories of personal and professional life of a physical education teacher. In search of such answers, the qualitative nature path was chosen, the descriptive type, using as technique the story of life in the form of unstructured and semi-structured narrative interview. The data handling was based on the analysis of the content of the statements collected from 4 (four) teachers (participants) of basic education (elementary school I and II) from the public and private schools in the city of Rio Claro. The period of professional practice of such participants ranged from 3 (three) to 4 (four) years and 20 (twenty) to 26 (twenty six) years, featuring a life cycle that runs from the entry stage and goes through stages of stabilization, diversification and serenity. The constitutive elements of teaching encompassed cultural practices (social, educational, moral) and educational practices resulting from a pre-professional socialization and professional socialization that creates a social habitus. This habitus appeared linked to a body of knowledge that permeates the schooling process, forming the student habitus and, later on, the teacher habitus composed by didactic actions, body héxis and professional attitude. Therefore, a habitus that constitutes the very identity of the teacher. However the body of knowledge that makes up the teacher's identity can be identified... (Complete abstract click electronic access below)

Submitted by Samuel Campos de Pontes (samu.violino@gmail.com) on 2017-09-15T15:07:44Z No. of bitstreams: 1 Dissertação_Final_Samuel.pdf: 1111910 bytes, checksum: 97f2329fb78c73d2073d19bdb07c15ac (MD5) / Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-09-15T15:15:56Z (GMT) No. of bitstreams: 1 pontes_sc_me_ia.pdf: 1111910 bytes, checksum: 97f2329fb78c73d2073d19bdb07c15ac (MD5) / Made available in DSpace on 2017-09-15T15:15:56Z (GMT). No. of bitstreams: 1 pontes_sc_me_ia.pdf: 1111910 bytes, checksum: 97f2329fb78c73d2073d19bdb07c15ac (MD5) Previous issue date: 2017-06-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Partindo do trabalho realizado pela professora Shinobu Saito com o método Suzuki, esta pesquisa se propõe a refletir a respeito do ensino de música em nossa época, considerando os diversos aspectos desta metodologia e as implicações dessas ideias para o processo de ensino/aprendizagem. Para isso, considera-se a cultura japonesa e a visão de Suzuki acerca da Música e da Educação; o processo de Desenvolvimento Humano, na ótica de Vigotsky e algumas características do mundo contemporâneo. Esses aspectos aparecem no texto em contraponto com a História de Vida de Shinobu Saito, principal representante do método no Brasil. / Based on the work of the teacher Shinobu Saito with the Suzuki method, this research proposes to reflect on the teaching of music in our time considering the different aspects of this methodology and the implications of these ideas for the teaching/learning process. For this, one consider the japanese culture and Suzuki's vision of Music and Education; The process of Human Development, in Vygotsky's view and some characteristics of the contemporary world. These aspects rise in the text in counterpoint with the Life Story of Shinobu Saito, the main agent of the method in Brazil.

Orientador: Samuel de Souza Neto / Banca: Glauco Souto Ramos / Banca: Flávia Medeiros Sarti / Resumo: Este trabalho teve como tema de investigação os saberes docentes na história de vida de professores de educação física, tendo como recorte do problema de estudo buscar os saberes que estão presentes nas trajetórias de vida pessoal e profissional desses docentes e que influenciam na construção da sua identidade docente. No âmbito desse contexto os objetivos tiveram como ênfase (a) apontar os elementos constitutivos da docência que auxiliam na delimitação da identidade do professor e (b) identificar os saberes docentes presentes nas trajetórias de vida pessoal e profissional do professor de educação física. Na busca dessas respostas escolheuse como caminho a pesquisa de natureza qualitativa, do tipo descritiva, utilizando como técnica a história de vida na forma de entrevista narrativa não estruturada e semi-estruturada. O tratamento dos dados pautou-se pela análise de conteúdo dos depoimentos colhidos de 4 (quatro) professores (participantes) da educação básica (ensino fundamental I e II) da rede pública e privada da cidade de Rio Claro. O tempo de exercício profissional desses participantes oscilou de 3 (três) a 4 (quatro) anos e de 20 (vinte) a 26 (vinte e seis) anos, caracterizando um ciclo de vida que vai da fase da entrada e perpassa as fases da estabilização, diversificação e serenidade. Os elementos constitutivos da docência abarcaram práticas culturais (sociais, pedagógicas, morais) e práticas docentes decorrentes de uma socialização pré-profissional e uma socialização profissional formadora de um habitus social. Esse habitus apareceu vinculado a um corpo de saberes que perpassa o processo de escolarização formando o habitus de aluno e, posteriormente, o habitus de professor composto pelas ações didáticas, héxis corporal e postura profissional. Portanto, um habitus que se constitui na própria identidade do professor. Entretanto o corpo... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research aims to investigate the teaching knowledge in the story of life of teachers of physical education, focusing on the study of the problem of seeking the knowledge that is present in the trajectories of personal and professional lives of such teachers and influence the construction of the teacher identity. Within this context, the objectives were to focus on (a) point out the constitutive elements of teaching that help define the identity of the teacher and (b) identify the teaching knowledge present throughout the trajectories of personal and professional life of a physical education teacher. In search of such answers, the qualitative nature path was chosen, the descriptive type, using as technique the story of life in the form of unstructured and semi-structured narrative interview. The data handling was based on the analysis of the content of the statements collected from 4 (four) teachers (participants) of basic education (elementary school I and II) from the public and private schools in the city of Rio Claro. The period of professional practice of such participants ranged from 3 (three) to 4 (four) years and 20 (twenty) to 26 (twenty six) years, featuring a life cycle that runs from the entry stage and goes through stages of stabilization, diversification and serenity. The constitutive elements of teaching encompassed cultural practices (social, educational, moral) and educational practices resulting from a pre-professional socialization and professional socialization that creates a social habitus. This habitus appeared linked to a body of knowledge that permeates the schooling process, forming the student habitus and, later on, the teacher habitus composed by didactic actions, body héxis and professional attitude. Therefore, a habitus that constitutes the very identity of the teacher. However the body of knowledge that makes up the teacher's identity can be identified... (Complete abstract click electronic access below) / Mestre

abstract: The purpose of this study is to explore the lived experiences of African American women in pursuit of doctoral degrees in the southwest, their challenges and motivations, and plans for the their next chapter. Drawing from critical race theory and a sociocultural framework, this qualitative study uses Dan McAdams' Life Story Interview (McAdams, 2005) to explore the journeys of these high achieving minority women and how achievement is conceptualized in their stories. Particular emphasis is placed on their critical events, challenges, and alternative futures. Seven separate themes (parental support and advocacy in early education, improved experiences among other African American students, perseverance through struggles/experiences led to purpose, poor department support, family support, impact of spirituality, and relocation and desire to give back) emerged that address three main research questions. Implications for findings and suggestions for future research are offered. / Dissertation/Thesis / Ph.D. Educational Psychology 2013