A partir d'une vingtaine de récits de vie de recherche auprès de patients en rémission d'un cancer, Virginie Poncelet tâche de répondre à la question suivante : la souffrance psychique joue-t-elle un rôle dans l'apparition d'un cancer ? L'auteur part de l'hyptohèse que le cancer est originé en première instance par des facteurs qui n'ont rien à voir avec la souffrance psychique mais que celle-ci créerait un terrain favorable au développement du cancer. Au fil des études de cas et du parcours d'auteurs ayant écarté un modèle hystérique (selon une grille de lecture symbolique) de compréhension de la maladie, elle construit progressivement un modèle qui puisse rendre compte du type et de la part de souffrance psychique impliquée dans l'apparition d'un cancer. Les sentiments d'inexistence et d'abandon, dans un contexte de rupture(s) ou d'impasse(s) existentielle(s), couplé à un sentiment d'impuissance ou à un état d'épuisement semblent jouer un rôle primordial dans la survenue d'un état dépressif explicite ou latent qui met alors à mal les régulations habituelles de l'organisme et laisse surgir la maladie dans un endroit fragilisé de l'organisme. / From some twenty people research life stories of patients in remission of cancer, Virginie Poncelet attempts to answer the following question : does psychic suffering play a part in cancer appearance ? The author starts from the hypothesis that the origin of cancer is in first place due to factors which have nothing to do with psychic suffering but this would create a propitious ground to cancer development. Along with the case studies et the course of authors who set aside un hysterical model (from a symbolical pattern) of disease comprehension, she constructs progressively a pattern which can give an account of type and part of psychic suffering involved in cancer appearance. Feelings of non-existence and giving up, in a context of existential(s) rupture(s) or impasse, along with a helplessness feeling or a state of exhaustion may play an important part in the advent of depressive state, explicit or latent, which then harms the usual regulations of organism and let rise disease in a fragilized place of organism.

A partir d'une position sociale d'origine relativement démunie en termes de capitaux économiques et culturels, la trajectoire sociale des éducateurs se caractérise par des mécanismes de reconversion dans lesquels l'acquisition de nouveaux capitaux culturels, sociaux et symboliques va être valorisée. On observe des phénomènes de rupture ou de prise de distance par rapport au destin social et à la socialisation primaire s'exprimant à travers des positions existentielles de refus. Le choix professionnel des éducateurs, le sens que prend ce choix et, consécutivement, la façon d'exercer leur métier, sont liés à leur expérience de vie et surtout à la représentation qu'ils ont de leur histoire de vie. A travers un processus que l'on peut qualifier de résilient, la relecture des expériences douloureuses de leur passé et le sentiment d'y puiser des ressources vont donner sens à leur nouvel investissement professionnel. Ce sens émane du désir et de la perspective de la transmission d'un « message de vie » aux bénéficiaires accompagnés, lesquels sont alors ressentis comme des semblables. L'identité narrative des éducateurs se construit, entre autres, selon un processus de résilience défini comme une façon de mettre sa vie en intrigue dans laquelle la promesse l'emporte sur la mémoire.

A partir d'une position sociale d'origine relativement démunie en termes de capitaux économiques et culturels, la trajectoire sociale des éducateurs se caractérise par des mécanismes de reconversion dans lesquels l'acquisition de nouveaux capitaux culturels, sociaux et symboliques va être valorisée. On observe des phénomènes de rupture ou de prise de distance par rapport au destin social et à la socialisation primaire s'exprimant à travers des positions existentielles de refus. Le choix professionnel des éducateurs, le sens que prend ce choix et, consécutivement, la façon d'exercer leur métier, sont liés à leur expérience de vie et surtout à la représentation qu'ils ont de leur histoire de vie. A travers un processus que l'on peut qualifier de résilient, la relecture des expériences douloureuses de leur passé et le sentiment d'y puiser des ressources vont donner sens à leur nouvel investissement professionnel. Ce sens émane du désir et de la perspective de la transmission d'un « message de vie » aux bénéficiaires accompagnés, lesquels sont alors ressentis comme des semblables. L'identité narrative des éducateurs se construit, entre autres, selon un processus de résilience défini comme une façon de mettre sa vie en intrigue dans laquelle la promesse l'emporte sur la mémoire.

The investigation concerns childrearing among settlers in the northern part of Sweden between 1850-1920. What were the attitudes of the adults towards children and what ideals were there for children's behaviour? By investigating childrearing I also intended to find which general values and norms there were in the settlers' society. When answering these questions it has turned out that the relationship between discourse, ideal norm and practice is of central importance. The source material has been taken mainly from ethnological archives. The specific elements in the settlers' way of bringing up children will be clear from a comparison with other methods from different times and different social systems. I have found it productive to refer to the discussion regarding various theories on the history of civilisation. The problems of historical translation constitute a central methodological issue in the comparison between different ways of bringing up children. I have tried to dissociate myself from the analysis of childrearing in different times which can be found in the thoughts of Philippe Aries and Norbert Elias. Michel Foucault represents a more unprejudiced history of civilisation and his thoughts about an older and a younger form of steering mechanism have turned out to be applicable in the case of historical change in the discourse and practise of childrearing. The childhood of the settlers' children can be divided into two separate periods; the liberal period of the child's first two or three years, and the time when discipline began. During the first period the child was entitled to have all its needs fulfilled. At the age of four or five a more rigorous discipline began. Flogging and fright were used and the purpose was to make the child obedient, humble and willing to work. Adults could openly express tenderness and kiss and fondle the infants. It is more difficult to interpret the language of tenderness where the older children are concerned, since adults did not express their feelings for them in words or gestures. The way the adults related to the children reveals, however, an attitude which deviates from the ideas of the Old Testament. This attitude, which existed on the level of practise, meant loving playfulness and respect. Discipline was used to teach the children proper behaviour in all areas of life, e.g. the social life with all its strict rules of etiquette. The difficulty in discovering the discipline which existed in the settlers' society, is linked to the fact that their idea of proper behaviour did not always correspond with the ideas of the middle class. The settlers taught their children to control their spontaneous feelings of distaste for dirt and uncleanliness. To openly demonstrate warm feelings for other people was also discouraged. By expressing feelings of shame, the children were taught to discipline their sexuality. Training in humbleness was also a training for life. Children who were in service had to learn the manners and the landless people were outside the reciprocity in the' settlers' society.

Inom denna uppsats har jag studerat stressrelaterad psykisk ohälsa. Syftet med min uppsats var att, ur ett socialpsykologiskt perspektiv, försöka finna insikt och förståelse inför ett problem som kan orsaka både ekonomiskt och själsligt lidande för samhälle och individ. Vidare syftade min uppsats till att finna ett komplement, till den nödvändiga fortsatta forskningen, rörande stressrelaterad psykisk ohälsa. Frågeställningen löd som följer: På vilket sätt beskriver och speglar människan, sina upplevelser, relaterade till den livsperiod, som genomsyrats av stressrelaterad psykisk ohälsa? Uppsatsens empiriska material består av intervjuer, vilka jag tolkat och analyserat utifrån ett hermeneutiskt perspektiv. Mitt resultat påvisar att; innan och under sin sjukdomsperiod befinner sig människor med stressrelaterad psykisk ohälsa inom ett icke-kommunikativt tillstånd, både gentemot andra människor, samt gentemot sig själva. Läkprocessen handlar om att lära nytt, att ändra på sig, samt att påbörja en utforskande livsberättelse. Berättandet blir till en del av läkprocessen eftersom den tillhandahåller självreflexiva element. Vidare påvisar mitt resultat att stress och utbrändhet kan relateras till arbetsplatsen, men att det även kan relateras till personliga egenskaper, fritiden eller/och de moderna samhällsstrukturerna. / In this paper I have studied stress-related mental illness. The aim of my essay was to, from a social psychological perspective, find insight and understanding for a problem that can cause both financial and psychological suffering for society and the individual. My aim was also to find a complement to further, necessary research on stress-related mental illness. Issue stated: How does people describe and reflect, their experiences, related to the life period, permeated by stress-related mental illness? The empirical material consists of interviews, which I interpreted and analyzed from a hermeneutic perspective. My findings are: before and during their period of illness, people with stress-related mental health problems, are in a non-communicative state, both towards others and towards themselves. The healing process is about learning new things, to change themselves, and begin to communicate their life story. The narrative becomes a part of the healing process because it provides self-reflexive elements. Further, my results demonstrate that stress and burnout may be related to the workplace, but it can also be related to personal characteristics, leisure or/and modern social structures.

This is a qualitative study aiming to study stepparents’ view of the relationships within the stepfamily and their thoughts about what makes it work. It is based upon three stepmothers’ life stories focusing on their relationships with their stepchildren. The study is based on a symbolic interactionistic theory and explores the experiences and unique perceptions of these women in their life as stepparents. The main conclusions of this study are that it is important to begin your journey as a stepparent building a good relationship with the child, prior to acting as a co-parent. The stepmothers all describe different strategies to create a sense of common ground with the child. It is also important to feel support and mandate within oneself and from the family members to act as an important adult. Lack of support makes relationships within the stepfamily difficult. In the absence of clarity when it comes to being a stepparent, it seems that these stepmothers have created their own role, based on their ideas of "good parenting". Emotions play an important part when it comes to how relationships develop within the stepfamily.

This is a qualitative study aiming to study stepparents’ view of the relationships within the stepfamily and their thoughts about what makes it work. It is based upon three stepmothers’ life stories focusing on their relationships with their stepchildren. The study is based on a symbolic interactionistic theory and explores the experiences and unique perceptions of these women in their life as stepparents. The main conclusions of this study are that it is important to begin your journey as a stepparent building a good relationship with the child, prior to acting as a co-parent. The stepmothers all describe different strategies to create a sense of common ground with the child. It is also important to feel support and mandate within oneself and from the family members to act as an important adult. Lack of support makes relationships within the stepfamily difficult. In the absence of clarity when it comes to being a stepparent, it seems that these stepmothers have created their own role, based on their ideas of "good parenting". Emotions play an important part when it comes to how relationships develop within the stepfamily.

Vår yrkesmässiga erfarenhet som hälsopedagoger har fått oss intresserade av att undersöka den pedagogiska aspekten av det lärande som rehabiliteringsdeltagare gör som hälsobefrämjande aktivitet i samband med en arbetslivsinriktad rygg- och nackrehabilitering vid Svenska Rygginstitutet AB. Syftet med studien är att undersöka om och i så fall på vilket sätt en arbetslivsinriktad rygg- och nackrehabilitering bidrar till deltagarens lärande, insikter och befrämjande av hälsa. Fyra deltagare som genomgått en sådan rehabilitering intervjuades. Intervjuerna spelades in och transkriberades för vidare analys utifrån kvalitativ narrativ metod. Undersökningens resultat visar att upplägg där aktivt lärande betonas och informationsförmedling samt reflektion varvas med att praktiskt få prova på och erfara, gör förvärvande av såväl nya insikter och kunskaper som ökad förståelse möjligt och tillgängligt. Det har framträtt hur betydelsefull en uppmuntrande och bekräftande kontext är för att främja lärande och för att deltagare ska våga och vilja anta utmaningar och arbeta vidare med sina förmågor. God utbildning, som innefattar positiva känslor, kan sägas vara det som skapar förutsättningar för att lärande ska kunna ske och motivera till handling. Rehabilitering handlar om lärande och beteende som för att komma till stånd alternativt förändras behöver innehålla kunskap, insikter och handling samt positiv känsla. Därmed kan rehabilitering tolkas som lärandeprocess och pedagogisk verksamhet.

Syftet med denna uppsats är att undersöka jämställdheten inom den svenska idrottsrörelsen. Mer precist handlar det om att analysera kvinnliga idrottsutövares livsberättelser med fokus på jämställdheten inom det idrottsliga föreningslivet. Ambitionen är att belysa hur kvinnliga idrottare upplever och hanterar frågor som har med jämställdhet och idrott att göra på daglig basis i sin idrottsliga praktik. Ett flertal frågeställningar innehar en vital karaktär i den föreliggande studien: Upplever kvinnliga idrottsutövare att utvecklingen går åt ”rätt håll”, det vill säga att idrottslivet blir mer jämställt? Är det något eller några område som är särskilt förbisedda och/eller välutformade när det gäller jämställdhetsfrågor? Finns det några signifikanta skillnader mellan de olika idrotter som studerats, sett ur ett jämställdhetsperspektiv? Dessa frågor utgör bara ett par exempel på fundamentala frågeställningar i denna kontext.   För att söka svar på dessa frågor har en kvalitativ metod tillämpats med inriktning mot livsberättelse. I studien intervjuades tolv kvinnliga idrottare, från såväl elitidrotten som breddidrotten, vilka representerade sex olika idrotter, vilka är ishockey, fotboll, handboll, innebandy, volleyboll och vattenpolo. Av resultaten från den föreliggande studien framgår det bland annat att merparten av studiedeltagarna anser att utvecklingen går åt rätt håll, d.v.s. de uppfattar att sina respektive idrotter har blivit mer jämställda. Icke desto mindre betonar respondenterna att det emellertid finns mycket som behöver förbättras. / The purpose with this paper is to investigate gender equality in Swedish sports. More precisely, it is about analyzing female athlete’s life stories focusing on equality within female sports associations. The aim is to highlight how female athlete’s experience and handle issues related to gender and sports. There are a number of vital questions looked into in this paper: Are the female athlete’s experiencing that the development is moving in right direction, that is to say that sports life are becoming more equal? Is there any other area that is particularly neglected regarding gender equality? Are there any significant differences between the sports covered in this paper in terms of gender equality? These questions are just some examples of fundamental issues in this context.   In order to find answers to these questions, a qualitative method has been used focusing on life stories collected during interviews with twelve female, both elite and non-elite athlete’s from six different sports, which are ice hockey, soccer, handball, floor ball, volleyball and water polo. The results show that the majority feels that the development is going in the right direction, in other words they feel that their respective sports have become more equal. Nonetheless, the respondents however emphasizes that there is much that needs to be improved.

Esta tese origina-se da pesquisa de doutoramento realizada por meio do projeto de extensão Conversas entre professores: a prática como ponto de encontro, outra forma de pensar a formação e os currículos praticados no município de Queimados/RJ com professoras da rede municipal. Seu objetivo é pensar uma Epistemologia de Formação Contínua fundamentada no trabalho em sala de aula, na troca de experiências, nas histórias de vida e nos saberes experienciais enredados na vida cotidiana apontando/desinvisibilizando a complexidade que faz parte da vida e do processo de formação que é contínuo assim como os usos e a importância das narrativas nesse processo. Desenvolve-se a partir de uma metodologiapolítica que envolve os cotidianos das salas de aula, as rodas de conversa com narrativas de experiências e de histórias de vida. Defende que a formação se dá continuamente, ou seja, é um processo que começa com o nascimento e se tece por toda a vida dos sujeitos. Para isso, discute tanto a importância das memórias de vida como dispositivo de autoformação, pensando por que o exercício de autoconhecimento é tão importante nessa trajetória quanto a importância que o compartilhamento de experiências, por meio das narrativas, tem na formação contínua. Considera a ideia de que as políticas oficiais de educação se tecem a partir dos embates cotidianos entre diferentes grupos, ou seja, não há uma política separada da prática, há políticaspráticas, o que significa que todas as ações desenvolvidas pelos praticantes das escolas são também fruto de decisões e convicções políticas e expressam valores e objetivos também políticos. Traz ainda discussão acerca do que vem sendo dito em textos oficiais de políticas públicas para a formação continuada no Brasil e de que forma esses textos vêm sendo lidos e usados no município de Queimados. Pretende se apresentar como uma políticaprática contra-hegemônica, que desinvisibliza os cotidianos escolares mostrando que o que parece posto como política de formação contínua é um processo de embates que se tece coletivamente e cotidianamente. Pratica um exercício da suspeita que tem mostrado que há outras maneiras de produzir políticaspráticas de formação que estão enredadas às histórias de vidas das professoras / This thesis has its origin in the doctoral research Conversas entre professores: a prática como ponto de encontro, outra forma de pensar a formação e os currículos praticados carried out with Municipal Public School teachers in Queimados, Rio de Janeiro. The main purpose of this investigation is to envisage a Continuing Education Epistemology based on the classroom praxis and the exchange of teachers life experiences in professional and non-professional backgrounds, de-invisibilizing life and continuing education complexity. It also makes evident the importance of narratives for the comprehension of the process itself. Standing on a methodology/policy that embraces classroom life and teachers narratives about their own experiences inside and outside classrooms contexts, this work supports that life memories are a crucial element of self-formation likewise sharing such memories among peers. It considers the notion that public educational policies are not conceived apart from teachers daily practices. Instead, they are practices-policies woven from the clash among different groups with their own political convictions, therefore expressing their political values and objectives. This study also brings to light what has been stated about Continuing Education in official documents in Brazil and how the concepts in such documents have been understood and applied to teachers practices in Queimados. Presenting itself as counter-hegemonic practices-policies that de-invisibilize school life, this work shows public education policies as a daily, collective intertwined process of disputes, understanding that there are new ways to produce practices-policies of (self)formation which entangle teachers life stories