Submitted by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2014-02-13T16:01:17Z No. of bitstreams: 1 Ana Paula Silva da Conceição _ Tese.pdf: 1842744 bytes, checksum: e7263bef593ca8e9ecfd9a9f42dbd229 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2014-02-13T16:08:17Z (GMT) No. of bitstreams: 1 Ana Paula Silva da Conceição _ Tese.pdf: 1842744 bytes, checksum: e7263bef593ca8e9ecfd9a9f42dbd229 (MD5) / Made available in DSpace on 2014-02-13T16:08:17Z (GMT). No. of bitstreams: 1 Ana Paula Silva da Conceição _ Tese.pdf: 1842744 bytes, checksum: e7263bef593ca8e9ecfd9a9f42dbd229 (MD5) / O presente trabalho reflete a itinerância de uma relação implicada em termos formativos e profissionais com a educação infantil, mais precisamente com a ludicidade e o currículo enquanto tema e objeto de pesquisa, tomando a vida profissional e acadêmica da autora enquanto reflexão heurística e formativa, implicados à sua condição de sujeito engajado às causas da infância, às práticas de formação e mais precisamente aos cenários institucionais onde se pratica a educação de crianças. Os fundamentos epistemológicos desenvolvidos pautam-se na autobiografia como processo de expressão de si e de autoconstituição do sujeitoeducador que, refletindo a sua própria itinerância de aprendizagens, transforma-se e reflete a sua própria transformação. Essa itinerância vai desaguar na pesquisa de doutorado aqui explicitada, onde meu cenário de trabalho (Creche-UFBA), transforma-se no meu locus de produção da minha vida de educadora e do conhecimento em que estou implicada. Nesse sentido, acrescento que nesta pesquisa objetivo analisar as relações estabelecidas entre a minha história de vida de uma educadora e suas implicações com a educação das crianças, percebendo a necessidade de enfocar a narrativa autobiográfica no processo de formação e de autoformação. A partir das narrativas da minha memória lúdica e suas relações com a prática pedagógico-curricular, reflito como o lúdico se revela por minha práxis. Este estudo insere-se no desafio de mergulhar neste contexto, buscando nele, mais do que marcas das regras gerais de organização social e curricular, mas outras marcas da vida cotidiana, dos acasos e situações que constitui a história de vida do sujeito desse estudo refletido e refletindo-se. / ABSTRACT This paper reflects the roaming relationship involved in training professionals and early childhood education, specifically with the playfulness and the curriculum as a subject and object of research, taking the life of the author and academic thinking as heuristic and formative, involving the their status as subjects engaged in the causes of childhood, the training practices and more specifically the institutional settings where the activities of educating children. The epistemological efforts are guided in his autobiography as a process of self-expression and self-constitution of the subject-teacher who, reflecting their own roaming learning, it becomes and reflects its own transformation. This roaming is joined in the doctoral research considered here, where my work scenario (Kindergarten-UFBA), becomes the locus of my production of my life as an educator and knowledge that I am involved. Accordingly, I add that this study analyzes the relations between my life story of a governess and their implications for education of children, realizing the need to focus on the autobiographical narrative in the process of training and self. From the narratives of my memory and playful relations with the practice-teaching curriculum, and reflect the playfulness is revealed by my practice. This study is part of the challenge of diving in this context, searching in more than marks of the general rules of social organization and curriculum, but other brands of everyday life, the hazards and situations that constitute the life history of the subject of this study reflected and reflecting it. / RÉSUMÉ Ce document reflète la relation d'itinérance impliqués dans la formation de professionnels et de l'éducation de la petite enfance, en particulier avec le ludisme et le programme en tant que sujet et objet de recherche, en prenant la vie de l'auteur et de la pensée académique comme heuristique et de formation, impliquant la leur statut en tant que sujets engagés dans les causes de l'enfance, les pratiques de formation et plus spécifiquement au contexte institutionnel où les activités d'éducation des enfants. Les efforts épistémologiques sont guidés dans son autobiographie comme un processus d'auto-expression et d'auto-constitution du sujetenseignant qui, tenant compte de leur propre apprentissage de l'itinérance, il devient et reflète sa propre transformation. Cette errance est rejoint dans la recherche doctorale considéré ici, où mon scénario de travail (maternelle-UFBA), devient le lieu de ma production de ma vie en tant qu'éducateur et de la connaissance que je suis impliqué. En conséquence, je ajouter que cette étude analyse les relations entre mon histoire de vie d'une gouvernante et de leurs implications pour l'éducation des enfants, conscients de la nécessité de se concentrer sur le récit autobiographique dans le processus de formation et d'auto. D'après les récits de ma mémoire et les relations avec la pratique ludique-programme d'enseignement, et reflètent le ludisme est révélée par ma pratique. Cette étude fait partie du défi de la plongée dans ce contexte, la recherche dans plus de marques des règles générales d'organisation sociale et les programmes, mais d'autres marques de la vie quotidienne, les dangers et les situations qui constituent la vie de l'objet de cette étude reflète et en la réfléchissant.

Submitted by NATACHA KAJIMOTO null (kajimotofunai@hotmail.com) on 2016-05-30T22:58:10Z No. of bitstreams: 1 Dissertacao final.pdf: 1826550 bytes, checksum: d1781b876c7bcc6860dae8c2e334ef84 (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-05-31T19:39:57Z (GMT) No. of bitstreams: 1 kajimoto_n_me_mar.pdf: 1826550 bytes, checksum: d1781b876c7bcc6860dae8c2e334ef84 (MD5) / Made available in DSpace on 2016-05-31T19:39:57Z (GMT). No. of bitstreams: 1 kajimoto_n_me_mar.pdf: 1826550 bytes, checksum: d1781b876c7bcc6860dae8c2e334ef84 (MD5) Previous issue date: 2016-04-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Os primeiros japoneses chegaram a Marília em 1926 e, já em 1930, foi fundada a primeira associação japonesa nessa cidade, o Nikkey Clube de Marília. Em 1945, outra associação foi fundada, a Associação Esportiva e Cultural Okinawa de Marília (AECOM). Essas duas associações trouxeram contribuições essenciais para a disseminação da cultura japonesa e para a construção da identidade dos imigrantes em Marília e região. Nesse âmbito, esta pesquisa objetiva analisar como se deu o desenvolvimento dessas associações, em relação à cultura informacional, à memória e à identidade japonesa, uma vez que não foram identificados estudos sobre essa contribuição para a referida comunidade e para os brasileiros que vivem em Marília. Portanto, estuda-se o papel dessas associações na construção da identidade e da cultura japonesa em Marília, a partir dos relatos e da memória de seus participantes e dos documentos que constituem seus acervos. A pesquisa contempla uma abordagem qualitativa, de natureza exploratória, usando como procedimentos metodológicos a pesquisa bibliográfica e História Oral, além do estudo dos documentos que fazem parte do acervo histórico do Nikkey Clube de Marília e da Associação Esportiva e Cultural Okinawa de Marília (AECOM), que constituem o universo de pesquisa deste trabalho. Como resultado, apresentamos as motivações identificadas durante a pesquisa para a criação e manutenção das referidas associações no que se refere a cultura informacional que se desenvolveu a partir do relacionamento de imigrantes, seus descendentes e a comunidade local. / The first Japanese arrived in Marilia in 1926, and already in 1930, was founded the first Japanese association in this city, the Nikkei club Marilia. In 1945, another association was founded, the Sports and Cultural Association Okinawa Marilia (AECOM). These two associations brought essential contributions to the spread of Japanese culture and the construction of identity of immigrants in Marilia and region. In this context, this research aims to analyze how has the development of these associations, in relation to the information culture, memory and the Japanese identity, since they were not identified studies on this contribution to that community and to Brazilians living in Marilia. Therefore, studying the role of these associations in the construction of identity and Japanese culture in Marilia, from the reports and the memory of its participants and the documents that make up their collections. The research includes a qualitative approach, exploratory, using as methodological procedures to literature and oral history and the study of the documents that are part of the historical collection of the Nikkei club Marilia and Sports Association and Cultural Okinawa Marilia (AECOM) which constitute the universe for this work. As a result, we present the motivations identified during the research for the creation and maintenance of the association regarding the information culture that developed from immigrants relationship, their descendants and the local community.

O objetivo deste trabalho é realizar uma análise lingüística de narrativas de mães ouvintes acerca da experiência de nascimento e criação de um filho surdo. No Brasil, calcula-se que 95% das pessoas que nascem surdas ou que se tornam surdas nos primeiros anos de vida são provenientes de famílias ouvintes que, normalmente, demoram alguns anos para perceber a falta de audição de seus filhos. Muitos pais ouvintes não têm um histórico de surdez na família e, por vezes, nunca tiveram contato com uma pessoa surda. Desconhecem, portanto, as particularidades da surdez e, na maioria das vezes, a enxergam como uma deficiência. Para agravar a situação, grande parte da comunidade médica, talvez inadvertidamente, enfatiza para os pais uma visão patológica da surdez ao centrar-se na questão da perda da audição. Sem informações e acreditando que seus filhos são deficientes, muitos pais ouvintes deixam de interagir com as crianças; ou restringem sua interação à satisfação de algumas necessidades básicas da criança, usando sinais caseiros para expressar que está na hora de comer, dormir ou brincar, por exemplo. Ainda que muitos estudos (Crocker, 2004; Gregory & Knight, 1998; Lane, Hoffmeister & Bahan, 1996) descrevam o chamado período de luto período no qual as mães ouvintes descobrem a surdez dos filhos e se comportam como se o filho que esperavam tivesse, de fato, morrido o presente trabalho se concentra nas estratégias que as mães ouvintes desenvolvem para sair desse período e se relacionar com seus filhos. As principais referências metodológicas utilizadas nesta pesquisa foram os estudos sobre narrativas desenvolvidos por Bruner (1990, 1995, 2004), Gee (1985, 1989, 2005), Labov (1967, 1997, 2001) e Ong (2006). Além disso, também embasaram este trabalho estudos desenvolvidos na Lingüística Cognitiva que se referem ao uso de metáforas no discurso cotidiano (Lakoff & Johnson,1980; Oakley, 2005; Talmy, 2000). Para a formação do corpus desta pesquisa, foram realizadas entrevistas com mães ouvintes de crianças surdas, seguindo os procedimentos de história oral propostos por Meihy (1991, 2005, 2007). Considerando asparticularidades da língua oral, as narrativas que compõem o corpus desta pesquisa foram transcritas de modo a ressaltar os ritmos, intermitências e estruturas, característicos do discurso oral e divididas em unidades entoacionais (Chafe, 1994), estrofes (Gee, 1989) e grandes histórias (Bell, 1988). Essa transcrição originou um modelo de apresentação de narrativas orais que buscou privilegiar os contornos da língua oral e enfatizar a interação entre pesquisador e entrevistado presente na situação particular da entrevista. A análise das narrativas mostrou que as mães ouvintes se valem de metáforas a fim de atribuir significados à sua experiência. A análise também mostrou a eficácia do modelo desenvolvido no que tange à evidenciação da estrutura dada pelas entrevistadas às suas narrativas, bem como no que diz respeito à interação e aos processos de negociação de tomada de turnos de fala entre os participantes da entrevista. / This research proposes a linguistic analysis of narratives by hearing mothers about their experience of giving birth to and raising a deaf child. In Brazil around 95% of people being born deaf or who become deaf at early ages come from hearing families, who often do not notice the deafness of their children for some time. Most hearing parents have no deafness in their families and have never had contact with deaf people. Therefore, they do not know the specificities of deafness and tend to see it as disability. One thing that can make this situation even worse is that most doctors give parents a pathological view of deafness by focusing only on the hearing handicap. Because of the lack of information and the belief that their children are disabled, many hearing parents stop interacting with them or constrain their interaction to the use of home signs expressing things like time to eat, time to go to bed or time to play. Even though much research (Crocker, 2004; Gregory & Knight, 1998; Lane, Hoffmeister & Bahan, 1996) describes the so-called mourning period when hearing mothers find out their childrens deafness and behave as if their child whom they had been expecting, indeed, died this research focus on the strategies developed by hearing mothers to overcome this period and start relating to their child. The main references for this research were studies on narratives developed by Bruner (1990, 1995, 2004), Gee (1985, 1989, 2005), Labov (1967, 1997, 2001) e Ong (2006) and studies on metaphors of everyday language developed within the Cognitive Linguistics framework. In order to constitute the corpus of the present study, interviews with hearing mothers of a deaf child were conducted following the procedures of oral history proposed by Meihy (1991, 2005, 2007). Taking into account the peculiarities of oral language, the narratives which make up the corpus of this research were transcribed to reflect the rhythms and structures typical of oral speech, and divided into intonational units (Chafe, 1994), strophes (Gee, 1989) and stories (Bell, 1988). This transcription gave origin to a model of oral narrative presentation that highlights the peculiarities of oral speech and emphasizes the interaction between the researcher/interviewer and the person interviewed. The analysis of the narratives showed that hearing mothers use metaphors in order to give meaning to their experience. This analysis also showed the effectiveness of the model developed for this study in relation to both the observation of structure built into the narration by the interviewee and the interaction and processes of negotiation of turn-takings between the participants of the interview.

Making it possible for persons with Alzheimer‟s disease (AD) to retain a sense of identity and personal worth during the process of the disease poses a great challenge to caregivers. The objective of the study was to investigate if the view of life of persons with AD could be understood in the frame of their life story and to elucidate the role of view of life in connection to their sense of identity. The view of life of an individual is defined as a conception of reality, a central system of values and a basic emotional attitude.Twenty-one persons with mild to moderate stages of AD were interviewed about their life story and their view of life. The narratives were interpreted using a phenomenological hermeneutic method.Despite their cognitive deterioration it was possible to understand the view of life of the participants in the frame of their life story. Their view of life was not erased by the disease. No exceptional characteristics that could be traced to AD were found in the participants‟ view of life. Their view of life seemed to guide them towards selecting mainly emotionally powerful and value-oriented memories. The origins of their present central values and basic emotional attitude were interpreted to have been established already in early life. A sense of meaningfulness and continuity when looking back on life was also expressed. Despite progressive memory loss and cognitive deterioration, the participants‟ view of life was interpreted as a vital aspect of their sense of identity.The study implicates that knowledge of the view of life of persons with AD is valuable for confirming and supporting their sense of identity.

In the western world, Islam has been interpreted based on stereotypes of muslims. The stereotype image leads to the fact that many Muslims in Sweden today are forced to face Islamophobia and preconceptions about Islam's meaning. To enhance the image of Islam, lived religion as field of research is useful as it opens the opportunity to study people's lived experiences of religious traditions beyond religious institutions and doctrines. The field can show how religious traditions are expressed in people's everyday lives by lifting the voices of individuals which are not otherwise noted. Lived Islam is thus an area that highlights Muslims' living experiences of Islam in their daily lives. In this essay, lived Islam is studied as it may occur among individuals who define themselves as women and Muslims in Karlstad, Sweden. The aim is to enhance the image of Islam and raise female experiences of Islam. This will broaden the already existing research spectra that usually takes an androcentric perspective. The women's experiences are investigated through life stories interviews. Based on a material perspective on religion, the paper examines how Islam is manifested and expressed through material practices, objects, and different phenomena in the women’s everyday life. The result shows that Islam is described as a framework of how life is interpreted and expected to be lived. Islam is expressed in form of material practices like for example regular prayers, but also as an approach to the outside world. Lived Islam in Karlstad, as it can be expressed among individuals who define themselves as women and Muslims can be said to mean a perspective that encompasses all content in life. The Muslim women in the paper are positive about their life’s in Karlstad, but some elements can also complicate everyday life, such as meetings with preconceptions about Islam and the Muslim woman.

Title of this master thesis is “But what are you doing? Working with young people in difficult life situations focusing on the life stories.” Through practical knowledge theory, I will try to find ways to depict knowledge that cannot be fully explained in models or methods. I want to highlight what my career is about. I'm not a social worker, I'm not a therapist, a bit of an behaviourist, but without an exam. I do this by showing how I work with the individual's life stories, helping young people in vulnerable life situations to gain an understanding of their skills, abilities and interests. I have a narrative starting point in my work. By this I mean that through my conversations with young adults and their networks, are interested in how people use and relate to their life stories. I have also given some examples of how I use fictional stories like as a mask, to help the individual reflect on their own life situation. Through conversations with young adults and professional partners I have tried to show how I work for the individual to own his own process. / Genom praktisk kunskapsteori försöker jag finna vägar att gestalta den kunskap som inte fullständigt kan förklaras i modeller eller metoder. Jag vill belysa vad min yrkesroll går ut på. Jag är inte socionom, jag är inte terapeut, lite beteendevetare, men utan examen. Jag gör detta genom att visa hur jag arbetar med individens livsberättelser, hjälper unga i utsatta livssituationer att få syn på sina färdigheter, förmågor och intressen. Jag har i mitt arbete en narrativ utgångspunkt. Med det menar jag att genom mina samtal med unga och deras nätverk är intresserad av hur människor använder och förhåller sig till sina livsberättelser. Jag har också givit några exempel på hur jag använder fiktiva berättelser som mask, för att hjälpa individen att reflektera kring den egna livssituationen. Genom samtal med unga vuxna och professionella samverkansparter har jag försökt visa hur jag arbetar för att individen ska äga sin egen process.

This thesis explores the working lives of British Born South Asian Ethnic Minorities (BB SAEMs), critiquing the homogenous identities ascribed to them in previous research. Its methodology is life-story interviews analysed using Nvivo. This identified four hybrid categories emerging from two cultures. I fitted myself neatly into just one. However the reflexive analysis required in good qualitative research led me to realise that I fitted into not one, but all four categories, and into others not yet recognised. At this point, my thesis had to take a new turn. An auto-ethnographic, moment-by-moment study led to an ‘unhybrid categorisation of hybridities’ acknowledging ‘fuzziness and mélange, cut ‘n’ mix, and criss and crossover’ where identity is a complex-mix, always in flux. I conclude not only with this new theory of identity formation in the working lives of BB SAEMs, but also by arguing that by imposing the requirement to categorise, research methods lead to over-simplification and misunderstanding.

Les raves, les free parties et les teknivals, sont des fêtes techno à l'origine d'une panique morale en France. L'histoire sociale de ces phénomènes est celle d'une répression d'État. Nous avons tâché de saisir (l'essence de) l'expérience de ces fêtes, compte tenu d'un marqueur temporel et biographique : l'événement marquant (Michèle Leclerc-Olive, 1997). Il s'est agi dans un premier temps, pour des teuffeurs volontaires, et membres de Sound Systems, de se raconter dans le cadre d'entretiens biographiques. Puis, dans un deuxième temps, d'identifier, .avec notre aide, ce qui a orienté, et décidé de leur parcours. Leur vie ne fut-elle que délire ? Jouissance esthétique ? Un « activiste » techno n'est-il marqué que par la fête ? Les récits de vie de Marc, de Fabrice, de Marie-Sophie et de Gino, nous ont permis de répondre à ces questions / Raves, free parties and teknivals are techno parties that, in France, are the origin of moral panic. Their social history and phenomena are those of state suppression. This thesis attempts to catch (the essence of) the experience of these parties given a temporal and biographical event: The notewor1hy event (Michèle Leclerc-Olive, 1997). ln the first place the ravers and other voluntary members from Sound Systems told about themselves within the frame of biographical interviews. Then, as a second step, the goal was to identify, with our help, what guided and decided their path. Was their life only a "blast"? An aesthetically pleasing? Would a techno "activist" be marked only by celebration? Life stories of Marc, Fabrice, Marie­ Sophie and Gino helped us to bring a clear answer to these questions

The purpuse of my study was to investigate how two preschool teachers creates mening around musik throughout their lives. I wanted to see which experiences thats been meaningful for both their private and professional relationship to music that they have today, if they diverge, and if it´s necessary to have a god relationship to music before their education and their start as a professional preschool teacher. I used life story by interviews as a method which means the participant tells me about their lives, how they experienced, understood and interpreted their world. I have analysed the stories through a whole perspective with focus on the content to understand what experience throughout their lives that´s been especially meaningful in creating the relation that they have to music today. In my study, I have seen that meaningful experiences has been formed by encouraged, stimulated and supported environments and a joyful communion. I have seen that my participants private experiance reflects on their profession, and it also shows that these experiances can come at anytime and anywhere. / Syftet med min studie var att undersöka hur två pedagoger har skapat mening kring musik under hela sitt liv. Jag ville se vilka erfarenheter som varit betydelsefulla för den relation som de har till musiken både privat och i sin yrkesroll som förskollärare idag, om de skiljer sig åt, och om det är nödvändigt att ha bra relation till ämnet innan utbildning och yrkesstart. Jag har använt mig utav livsberättelseintervju som metod vilket innebär att respondenten berättar om sitt liv, hur hen har upplevt, uppfattat och tolkat sin värld. Jag har analyserat berättelsen genom ett helhetsperspektiv med fokus på innehållet för att förstå vilka erfarenheter genom hela livet som varit meningsfulla för respondenterna i skapandet av sin nuvarande relation till musik. I min studie har jag sett att de meningsfulla erfarenheterna som mina respondenter har erfarit har kantats av en uppmuntrande, stimulerande och stöttade miljö, och en glädjefylld samvaro. Jag har sett att respondenternas privata erfarenheter som det skapats mening kring formar yrkesprofessionen, den visar också att respondenten kan få erfara positiva meningsfulla erfarenheter vid olika tider och i olika kontexter.

Bakgrund: Cirka 40 % av de som lider av en demenssjukdom i Sverige bor på särskilt boende. Omvårdnaden som ges bör enligt Socialstyrelsen vara personcentrerad vilket innebär att personens upplevelse sätts i centrum.   Syfte: Att beskriva undersköterskors erfarenheter av personcentrerad omvårdnad för personer med demenssjukdom på särskilt boende.   Metod: En kvalitativ design med semistrukturerade intervjuer. Intervjuerna analyserades med en kvalitativ innehållsanalys som grund.   Resultat: Studien visar två kategorier och fem subkategorier. Den första kategorin är levnadsberättelsens betydelse för personcentrerad omvårdnad där flera erfarenheter av att arbeta utifrån levnadsberättelsen beskrivs. Den andra kategorin är en känsla av otillräcklighet där undersköterskornas vilja att göra mer men inte kunna beskrivs.   Slutsats: Undersköterskornas erfarenheter visar att en väl ifylld levnadsberättelse ger förutsättningar för att ge en god personcentrerad omvårdnad. Informationen som framkommer i levnadsberättelsen gör det möjligt att skräddarsy omvårdnaden kring personen med demenssjukdom. Det finns även en känsla av otillräcklighet hos undersköterskorna och tidsbrist är en bidragande faktor. / Background: About 40 % of the persons suffering from dementia in Sweden lives in nursing homes. According to the National Board of Health and Welfare, the care ought to be person-centred, which means that the person is the centre of the care.  Aim: To describe the experiences of assistant nurses working with person-centred care for people with dementia living in nursing homes.  Method: A qualitative design with semi-structured interviews. The interviews were analyzed with qualitative content analysis.  Result: The outcome of the study shows two categories and five subcategories. The first category is the significance of life story for person-centred care where several experiences to work based on the life story are described. The second category is a feeling of inadequacy where the nursing assistants describes a desire to do more but not be able to.  Conclusion: The nursing assistants experience that a prerequisite to be able to provide a good person-centred care is a life story with a lot of information. The information about the person enables the nursing assistant to customize the care of the person with dementia. There are also feelings of inadequacy expressed by the nursing assistants.