A Música Popular Brasileira teve um papel fundamental na disseminação de mensagens contra o sistema político opressor que vigorou no Brasil entre 1964 e 1985. No período do regime militar, qualquer forma de manifestação contra o sistema vigente era considerada subversiva, e seus veiculadores poderiam sofrer sanções como censura, prisão, tortura, deportação, exílio e até a morte. Nesse contexto, muitos artistas foram perseguidos em nome da ordem nacional. Com o cerceamento cada vez mais implacável, restava aos artistas, principalmente, para efeito deste trabalho de pesquisa, aos compositores, buscar formas mais sutis de passar suas mensagens políticas. Uma das maneiras encontradas para furar o bloqueio da Censura foi por meio do uso da linguagem metafórica. Sob esse prisma, Chico Buarque de Hollanda se mostrou mestre. Ele era o artista mais perseguido da época, a ponto de sofrer pré-censura somente pelo fato de ser ele o compositor. Chico conseguia fazer com que suas letras, mesmo sofrendo cortes, ecoassem mensagens de repulsa ao sistema, e burlava de tal forma a Censura que uma de suas letras atingiu em cheio o então presidente da República sem que os militares percebessem. Neste trabalho de pesquisa, pretendemos verificar que tipo de mensagens havia nas músicas políticas de Chico Buarque. Partimos da concepção de que a MPB era uma depositária das angústias e da insatisfação dos compositores com o sistema vigente e de que a linguagem metafórica utilizada apontava para o momento presente sufocado pelo regime militar. Para tal, analisamos 20 músicas compostas por Chico Buarque de Hollanda com base no estudo de metáforas conceptuais desenvolvido por Lakoff & Johnson (2002). / The Brazilian musical movement known as MPB (Música Popular Brasileira Brazilian Popular Music) has had a fundamental role in getting across messages against the oppressive political system which prevailed in Brazil between the years of 1964 and 1985. During this period, any kind of manifestation against the military regime was considered subversive and its representatives could be subject to penalties such as censorship, prison, torture, deportation, exhile and even death. In this context, certain artists were persecuted in the name of national peace and order. Some, music composers mainly, could not help but try subtler ways of getting their political messages across. One of the ways to break the walls of the Brazilian Censorship was to use metaphoric language. In doing this, Chico Buarque de Hollanda has proven a genius. He was the most often persecuted artist at the time and his compositions were previously censored just because he was the one that had written them. Even though his lyrics had to be altered many times, Chico Buarque managed to make them echo the disgust towards the government; he was so good at fooling the censors that one of his songs actually caused the president serious harm without the military noticing. In this research, we intend to investigate what kind of messages are to be found in Chico Buarques political songs. Our starting point is that MPB can be seen as a repository of the composers anguish and dissatisfaction with the political regime at the time and that the metaphorical language present in the lyrics depicted that moment as suffocated by the military regime. In order to do so, we have based the analysis of 20 songs written by Chico Buarque de Hollanda on the study of conceptual metaphors developed by Lakoff & Johnson (2002).

A pesquisa objetiva conhecer os elementos que sustentam a política do território e da educação do Programa Brasil Quilombola (2008/2011), derivados da relação dialética entre economia e política, mediada pela cultura (Gramsci), sob a qual se desenvolve a análise da questão social quilombola. Materializa-se nas práticas sociais e pedagógicas da comunidade de São Miguel na Escola Municipal Manoel Albino Carvalho, Restinga Seca, Estado do Rio Grande do Sul. A abordagem metodológica é a qualitativa, com os recursos da observação participante, da aplicação de questionários (levantamento sócio econômico e educacional), e entrevista com 21 participantes. A interpretação dialoga com as contribuições gramscianas e de Munanga, Marx, Triviños, Benjamin, Gilroy e Freire. As principais contradições em relação ao Programa se referem à diminuição do orçamento, a partir do ano 2008, no tocante à demarcação e titulação do território. A decisão orçamentária vincula-se diretamente às decisões políticas. Economia e política não se separam. A comunidade obteve no ano de 2009 o Decreto de Desapropriação por Interesse Social, que não garantiu a titulação da área (11/2012). A educação escolar quilombola se concretizou no marco legal das Diretrizes Curriculares Nacionais para a Educação Escolar Quilombola, e o que a torna possível são os saberes práticos que brotam do território, das casas, das rodas de conversas e servem como ponto de partida para uma teoria da educação. Pelas narrativas e metáforas, temos a origem da comunidade onde o escravo da diáspora atua como negociador entre a tradição e a modernidade. Ser quilombola passa pelo processo de aprendizado que chega até a educação escolar. Aqui, não basta saber, ensinar, aprender. É preciso um saber fazer que unifique teoria/prática, casa/escola, ensino/aprendizagem, palavra/ação, oralidade/escrita, memória/experiência, domínio/emancipação. Os resultados demonstram que, no momento da escola ausente, os saberes da casa serviam como principal recurso para a aprendizagem. A escola como instituição é reivindicada pela comunidade para criar as condições de cidadania; se estrutura a partir das relações raciais que dominam o contexto social, produz avanços e, muitas vezes, desaprendizagens. A roda de conversa funciona como uma estratégia política em oposição ao sistema colonial que não permitia a participação do negro nas escolas. Sua dinamicidade potencializa os valores civilizatórios da cultura afro- brasileira onde o quilombola reconstrói de maneira criativa seu mundo existencial em sintonia com a memória da diáspora africana. Todos esses aspectos estabelecem o ponto de partida/chegada da interpretação e compreensão da educação escolar quilombola que precisa se dar na/com a comunidade tradicional em “rodas de conversa”. / The research aims to know the elements that support the policy of territory and education of Brazil Quilombola Programme (2008/2011), derivatives of the dialectical relationship between economics and politics, mediated by culture (Gramsci), which develops under the consideration of the question social quilombola. The research materializes in social and pedagogical practices of the community of São Miguel at the Municipal School Manoel Albino Carvalho, Restinga Seca, State of Rio Grande do Sul. The methodological is qualitative, with the resources of participant observation, the use of questionnaires (survey social economic and educational), and interviews with 21 participants. The interpretation dialogues with Gramscian and Munanga contributions, Marx, Triviños, Benjamin, Gilroy and Freire. The main contradictions related to the Program refer to the reduction of the budget, since 2008, regarding the demarcation and titling of territory. The budget decision is directly linked to political decisions. Economy and politics are inseparable. The community obtained in 2009 by the Decree of Condemnation by Social Interest, which did not guarantee the titling of the area (11/2012). The quilombola education materialized in the legal framework of the National Curriculum Guidelines for Quilombola school and what makes it possible is the practical knowledge that sprout from the territory, the houses, the conversation and serve as a starting point for a theory of education. By the narratives and metaphors, we have the origin of the community where the slave acts as negotiator between tradition and modernity. Being quilombola through the learning process that reaches the education. Here, it is not enough to know, teach, learn. It is necessary to unify theory / practice, home / school, teaching / learning, word / action, oral / written, memory / experience, domain / emancipation. The results show that, when absent from school, the knowledge of the house served as the main resource for learning. The school as an institution is claimed by the community to create the conditions for citizenship if structure from race relations that dominate the social context, and produces advances. The circle of conversation works as a political strategy in opposition to the colonial system that did not allow the participation of black in schools. Its dynamics enhances the civilizing values of african-Brazilian culture where quilombola creatively reconstructs its existential world in tune with the memory of the African. All these aspects make the point of departure / arrival of interpretation and understanding of school education quilombola who needs to give in / to the community in traditional "circle of conversation”.

O presente trabalho tem como objetivo investigar as possíveis interpretações para as indicações metafóricas de partitura do Noturno para Piano nº12 de Almeida Prado. A leitura de teorias sobre metáfora, aliada à pesquisa em outras obras do compositor e outros compositores pianistas, ampararam a reflexão sobre a interpretação das indicações metafóricas. Entrevistas com Almeida Prado foram consultadas em busca da compreensão do processo de evocação de imagens do compositor. Concluiu-se que o estudo aprofundado da obra, voltado para a busca de significados para as indicações metafóricas através da metodologia proposta, favoreceu a coerência e embasamento da interpretação juntamente à compreensão da individualidade e relatividade da interpretação musical. / The objective of the present stud is to investigate the possible interpretations of the metaphorical indications of Almeida Prado‟s Piano Nocturne nº12. The reading of theories about metaphor, allied with the research of other works by this composer and other pianist composers supported the reflection of the interpretation of the metaphorical indications. Interviews with Almeida Prado were consulted in pursuit of the comprehension of the image evocation process of the composer. It was concluded that a more profound study of the work, regarding the search of meanings of the metaphorical indications through the proposed methodology, favored the coherence and foundation of the interpretation, along with the comprehension of the individuality of musical interpretation.

The aim of this study was to look at English media football commentary and find out what metaphors are used and what purpose they serve. To this end, match reports of two Premier League matches in eight different English newspapers have been used. The metaphors found therein have been analysed and compared to current theories of metaphor forms and function. In these match reports both structural, ontological and orientational metaphors exist. They are drawn from a wide variety of source domains, although the domains of physical fight, military conflict and animal behaviour are particularly prominent. The function of metaphor in this context seems primarily to be to interpret facts in a way that make them palatable to the reader.

This thesis endeavors to intervene in the manner Plath’s maternity poems have been discussed by examining the psychological negotiations of identity that occurred while the speaker’s in Plath’s poems are pregnant with child. The method of this thesis is also a departure from the historicized criticism and interpretations of Plath’s poems that often conflate the experience of the speaker with the details of Plath’s life. This analysis will focus on the poems “Metaphors,” “You’re” and “Nick and the Candlestick” which feature subtle imagery that not only illustrate the speaker’s preoccupation with her own pregnancy but also constructs a metaphorical representation of the maternal body as the locus for the mother’s negotiation of identity. The different forms that the maternal body is represented through, from inanimate objects to a cavernous opening, allow the speaker to fully explore a broad gamut of emotions related to motherhood. The enlargement and reduction of the maternal body, the use of relational language and local instances of transformation are all motifs and conventions that the speakers in Plath’s poems use to navigate the shifting terrain of individual identity during and after maternity. In examining the more abstract poems related to maternity that depict the maternal body through metaphor, this article endeavors to explore the disparate sensations and experiences conveyed in Plath’s poetry.

O objetivo dessa dissertação é revisar a produção dos pioneiros da Administração Escolar no Brasil, compreendendo o período de 1935 a 1968. Destacam-se enquanto pioneiros da Administração Escolar no Brasil: Anísio Spínola Teixeira; Antônio Carneiro Leão; José Querino Ribeiro e Lourenço Filho. Esses educadores se enquadram enquanto pioneiros da Administração Escolar brasileira, por serem os primeiros a produzir pesquisas sobre o tema. Suas produções sobre Administração Escolar se situam nos anos 1935 a 1968, quais sejam: Administração pública: administração e desenvolvimento (TEIXEIRA, 1935); Fayolismo na Administração de escolas públicas (RIBEIRO, 1938); Introdução à Administração Escolar (LEÃO, 1939); Ensaio de uma teoria de Administração Escolar (RIBEIRO, 1952); Pequenos Estudos Sobre Grandes Problemas Educacionais (Alguns aspectos do ponto de vista da Administração Escolar) (RIBEIRO, 1952); Racionalização do Sistema Escolar (RIBEIRO, 1954); Administração pública brasileira e a educação (TEIXEIRA, 1956); Que é Administração Escolar? (TEIXEIRA, 1961); Organização e Administração Escolar: curso básico (LOURENÇO FILHO, 1963); Natureza e função da Administração Escolar (TEIXEIRA, 1968). Foi realizado um estudo do contexto em que as obras foram produzidas, recuperando dados importantes para análise das obras. Como recurso metodológico utilizou-se o método da Análise de Conteúdo (BARDIN, 2011), produzindo categorias de análise, quais sejam: Administração Escolar; Administrador Escolar; Formação dos administradores escolares e Influências do modelo de Administração Escolar. A partir dos dados coletados pelas categorias aplicamos uma segunda análise identificando as metáforas organizacionais presentes nos modelos de Administração Escolar dos pioneiros. Para esta segunda etapa foram utilizadas as metáforas organizacionais propostas por Gareth Morgan (2006) e Jorge Adelino Costa (1996). A revisão possibilitou observar a proposição de um modelo misto de Administração Escolar, centrado nas questões sociológicas e racionais da escola. Observou-se também uma divergência entre os modelos de Administração Escolar propostos pelos pioneiros. Todos apresentam em seus estudos a influência do Movimento da Escola Nova. Anísio Teixeira apresenta um modelo concentrado na metáfora da escola como cultura e democracia, observando a influência da Filosofia Pragmática de John Dewey e das Teorias das Relações Humanas de Elton Mayo. Os demais pioneiros apresentam um modelo também misto, no entanto, abordando de forma mais enfática as questões da administração racional da escola, tendo influência dos estudos de Taylor e Fayol. As metáforas interpretadas para estes pioneiros são da escola como arena política, empresa, burocracia, cultura, democracia e anarquia. A aplicação das metáforas na interpretação dos modelos foi importante na superação da distinção desses estudos somente às influências empresariais que possuem. Observar as metáforas também nos revela as limitações e conseqüências desses modelos para a escola pública do presente. O estudo buscou contribuir para área de Administração e Política Educacional, abordando também sugestões de outros estudos a serem realizados neste campo. / The objective of this dissertation is to review the production of the pioneers of School Administration in Brazil, covering the period from 1935 to 1968. The highlights are as pioneers in School Administration in Brazil: Anísio Spinola Teixeira; Antônio Carneiro Leão; Querino José Ribeiro and Lourenço Filho. These educators fall as pioneers of Brazilian School Administration, by being the first to produce research on the topic. His productions on School Administration lie in the years 1935-1968, namely: Public Administration: Administration and development (TEIXEIRA, 1935); Fayolismo Administration in Public Schools (RIBEIRO, 1938); Introduction to Educational Administration (LION, 1939); Test of a theory of school administration (RIBEIRO, 1952); Small Studies Major Educational Problems (Some aspects from the standpoint of School Administration) (RIBEIRO, 1952); Rationalization of the School System (RIBEIRO, 1954); Brazilian public administration and education (TEIXEIRA, 1956); What is School Administration? (TEIXEIRA, 1961); School Organization and Administration: basic course (LOURENÇO FILHO, 1963); The Nature and Function of School Administration (TEIXEIRA, 1968). A study of the context in which the works were produced, recovering important data for analysis of the works was carried out. As a methodological approach we used the method of content analysis (BARDIN, 2011), producing categories of analysis, namely: School Administration; School Administrator; Training of school administrators and Influences of the School Administration model. From the data collected by the categories we apply a second analysis identifying the organizational metaphors present in models of School Directors of the pioneers. For this second step organizational metaphors proposed by Gareth Morgan (2006) and Jorge Adelino Costa (1996) were used. The review observed allowed the proposition of a hybrid model of school administration, focusing on sociological and rational school issues. We also observed a divergence between the models proposed by the pioneers School Administration. All come in their studies the influence of the New School Movement. Teixeira presents a metaphor focused on school culture and democracy as a model, noting the influence of the philosophy of John Dewey and Pragmatic Theories of Human Relations of Elton Mayo. Other pioneers also present a mixed model, however, addressing the most emphatic manner the issues of rational administration of the school, taking influence from the studies of Taylor and Fayol. The metaphors are interpreted for these pioneers of the school as a political arena, business, bureaucracy, culture, democracy and anarchy. The use of metaphors in the interpretation of the models was important in overcoming the distinction of these studies only to corporate influences they have. Observe the metaphors also reveals the limitations and consequences of these models for public school of this. The study sought to contribute to the area of Educational Administration and Policy, also addressing suggestions from other studies to be conducted in this field.

A pesquisa objetiva conhecer os elementos que sustentam a política do território e da educação do Programa Brasil Quilombola (2008/2011), derivados da relação dialética entre economia e política, mediada pela cultura (Gramsci), sob a qual se desenvolve a análise da questão social quilombola. Materializa-se nas práticas sociais e pedagógicas da comunidade de São Miguel na Escola Municipal Manoel Albino Carvalho, Restinga Seca, Estado do Rio Grande do Sul. A abordagem metodológica é a qualitativa, com os recursos da observação participante, da aplicação de questionários (levantamento sócio econômico e educacional), e entrevista com 21 participantes. A interpretação dialoga com as contribuições gramscianas e de Munanga, Marx, Triviños, Benjamin, Gilroy e Freire. As principais contradições em relação ao Programa se referem à diminuição do orçamento, a partir do ano 2008, no tocante à demarcação e titulação do território. A decisão orçamentária vincula-se diretamente às decisões políticas. Economia e política não se separam. A comunidade obteve no ano de 2009 o Decreto de Desapropriação por Interesse Social, que não garantiu a titulação da área (11/2012). A educação escolar quilombola se concretizou no marco legal das Diretrizes Curriculares Nacionais para a Educação Escolar Quilombola, e o que a torna possível são os saberes práticos que brotam do território, das casas, das rodas de conversas e servem como ponto de partida para uma teoria da educação. Pelas narrativas e metáforas, temos a origem da comunidade onde o escravo da diáspora atua como negociador entre a tradição e a modernidade. Ser quilombola passa pelo processo de aprendizado que chega até a educação escolar. Aqui, não basta saber, ensinar, aprender. É preciso um saber fazer que unifique teoria/prática, casa/escola, ensino/aprendizagem, palavra/ação, oralidade/escrita, memória/experiência, domínio/emancipação. Os resultados demonstram que, no momento da escola ausente, os saberes da casa serviam como principal recurso para a aprendizagem. A escola como instituição é reivindicada pela comunidade para criar as condições de cidadania; se estrutura a partir das relações raciais que dominam o contexto social, produz avanços e, muitas vezes, desaprendizagens. A roda de conversa funciona como uma estratégia política em oposição ao sistema colonial que não permitia a participação do negro nas escolas. Sua dinamicidade potencializa os valores civilizatórios da cultura afro- brasileira onde o quilombola reconstrói de maneira criativa seu mundo existencial em sintonia com a memória da diáspora africana. Todos esses aspectos estabelecem o ponto de partida/chegada da interpretação e compreensão da educação escolar quilombola que precisa se dar na/com a comunidade tradicional em “rodas de conversa”. / The research aims to know the elements that support the policy of territory and education of Brazil Quilombola Programme (2008/2011), derivatives of the dialectical relationship between economics and politics, mediated by culture (Gramsci), which develops under the consideration of the question social quilombola. The research materializes in social and pedagogical practices of the community of São Miguel at the Municipal School Manoel Albino Carvalho, Restinga Seca, State of Rio Grande do Sul. The methodological is qualitative, with the resources of participant observation, the use of questionnaires (survey social economic and educational), and interviews with 21 participants. The interpretation dialogues with Gramscian and Munanga contributions, Marx, Triviños, Benjamin, Gilroy and Freire. The main contradictions related to the Program refer to the reduction of the budget, since 2008, regarding the demarcation and titling of territory. The budget decision is directly linked to political decisions. Economy and politics are inseparable. The community obtained in 2009 by the Decree of Condemnation by Social Interest, which did not guarantee the titling of the area (11/2012). The quilombola education materialized in the legal framework of the National Curriculum Guidelines for Quilombola school and what makes it possible is the practical knowledge that sprout from the territory, the houses, the conversation and serve as a starting point for a theory of education. By the narratives and metaphors, we have the origin of the community where the slave acts as negotiator between tradition and modernity. Being quilombola through the learning process that reaches the education. Here, it is not enough to know, teach, learn. It is necessary to unify theory / practice, home / school, teaching / learning, word / action, oral / written, memory / experience, domain / emancipation. The results show that, when absent from school, the knowledge of the house served as the main resource for learning. The school as an institution is claimed by the community to create the conditions for citizenship if structure from race relations that dominate the social context, and produces advances. The circle of conversation works as a political strategy in opposition to the colonial system that did not allow the participation of black in schools. Its dynamics enhances the civilizing values of african-Brazilian culture where quilombola creatively reconstructs its existential world in tune with the memory of the African. All these aspects make the point of departure / arrival of interpretation and understanding of school education quilombola who needs to give in / to the community in traditional "circle of conversation”.

O presente trabalho tem como objetivo investigar as possíveis interpretações para as indicações metafóricas de partitura do Noturno para Piano nº12 de Almeida Prado. A leitura de teorias sobre metáfora, aliada à pesquisa em outras obras do compositor e outros compositores pianistas, ampararam a reflexão sobre a interpretação das indicações metafóricas. Entrevistas com Almeida Prado foram consultadas em busca da compreensão do processo de evocação de imagens do compositor. Concluiu-se que o estudo aprofundado da obra, voltado para a busca de significados para as indicações metafóricas através da metodologia proposta, favoreceu a coerência e embasamento da interpretação juntamente à compreensão da individualidade e relatividade da interpretação musical. / The objective of the present stud is to investigate the possible interpretations of the metaphorical indications of Almeida Prado‟s Piano Nocturne nº12. The reading of theories about metaphor, allied with the research of other works by this composer and other pianist composers supported the reflection of the interpretation of the metaphorical indications. Interviews with Almeida Prado were consulted in pursuit of the comprehension of the image evocation process of the composer. It was concluded that a more profound study of the work, regarding the search of meanings of the metaphorical indications through the proposed methodology, favored the coherence and foundation of the interpretation, along with the comprehension of the individuality of musical interpretation.

Orientador: Luis Geraldo Pedroso Meloni / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Engenharia Eletrica e de Computação / Made available in DSpace on 2018-08-12T14:13:27Z (GMT). No. of bitstreams: 1 Barros_RodolfoMirandade_D.pdf: 3358378 bytes, checksum: 28711b77b7671e26607ab34f00bd982c (MD5) Previous issue date: 2008 / Resumo: O ensino de Cálculo tem sido objeto de questionamento em diversos fóruns em função das dificuldades apresentadas pelos alunos na sua aprendizagem. Inserida neste contexto, esta pesquisa teve como objetivo utilizar metáforas e recursos multimídia na elaboração de material didático de cálculo, visando a melhoria do processo de ensino e aprendizagem desta disciplina. A pesquisa baseou-se nas perspectivas da cognição corporificada ou incorporada (Embodied Cognition), mais especificamente nos trabalhos de Lakoff e Núñez, e no paradigma teórico-metodológico de David Ausubel, intitulado Aprendizagem Significativa. Vale ressaltar que esta pesquisa não pretendeu abandonar os conceitos desenvolvidos por Newton e Leibniz sobre o Cálculo, mas sim buscar um mecanismo para auxiliar no processo de ensino e aprendizagem desta disciplina. A pesquisa culminou com o desenvolvimento de metáforas, sendo que estas foram aplicadas na apresentação dos conteúdos da Soma de Riemann e nos Teoremas de Green, Stokes e Gauss, e também com a formalização da composição das metáforas, com a definição de um processo de desenvolvimento de metáforas e com o desenvolvimento de uma ferramenta para criação, armazenamento e recuperação das metáforas, notas de aula e elementos das metáforas. Para validar os resultados desta pesquisa, foi realizado um estudo de caso com alunos de cursos de engenharia e ciência da computação, onde se pôde avaliar que o emprego das metáforas permite uma maior compreensão e maior confiança no aprendizado por parte dos alunos. / Abstract: The teaching of Calculation has been object of diverse questioning in forums in function of the difficulties presented for the pupils in its learning. Inserted in this context, this research has as objective to use metaphors and multimedia resources in the elaboration of the Calculation's didactic material, aiming the improvement in the instruction process and learning in this discipline. The research was based on the perspectives of the embodied cognition, more specifically in the works of Lakoff e Núñez and in the David Ausubel's theoric/methodologic paradigm, entitled Significant Apprenticeship. In this way is better to stand out that this research did not intend to abandon the concepts developed by Newton and Leibiniz on the Calculation, but instead to search a mechanism to help the process of educations and learning on this discipline. The research culminated with the development of metaphors, being that these had been applied in the presentation of the Riemann Sum's contents and the Green, Stokes and Gauss's Theorems, And also to formalize the metaphor's composition, with the definition of a development of metaphor's process and the a tool development for metaphor's reation, storage and retrieval, notes from class and metaphor's elements. To the results validation of this research it was accomplished a study of case, with pupils of Engineering and Computer Science's Courses, where it could be perceived that the use of the metaphorsallows to a bigger understanding and a greater confidence in the learning by the pupils. / Doutorado / Telecomunicações e Telemática / Doutor em Engenharia Elétrica

Increasingly, eGovernment (the use of ICTs in order to achieve better government) is moving its focus from web presence and electronic service provision to striving for an interoperable public sector. Interoperability refers to the ability for information exchange across organizational borders, concerning technology as well as business aspects. Policy for such change has been formulated and implementation is currently taking place in many government sectors. In such programs there is a strong need for coordination with regard to the way in which interoperability is to be implemented. Interoperability work requires coordination, as it is a complex endeavour because of the interrelatedness of information systems, public services, departments and organizations, as well as policies, constraints and regulations. In order to achieve interoperability, architectural approaches are increasingly used in the public sector to try to coordinate interoperability work. One such approach, Enterprise Architecture (EA), is becoming increasingly influential. EA has been defined as an overview of the complete business processes and business systems, both in terms of how they overlap and their interrelatedness. However, previous research show that state-of-the-art EA is seldom fully applied in practice. Previous research has also proposed that information infrastructures and architectures should be seen as evolving dynamically during the implementation process through changing relationships between actors. The implementation of IS architecture for interoperability is thus seen as an evolving process of social production. As the research field is still immature further research on the evolution of public information infrastructures and architectures is needed, as well as how the strategic alignment of handling of goals, and ambiguities in implementation is done.   This thesis hence addresses the challenges of implementing national public sector interoperability as an evolving process by addressing the research question: How is interoperability interpreted and enacted by different actors in public sector implementation?   In order to approach the research question, an interpretive case study is performed. The case studied in this thesis is from the implementation of the Strategy for eHealth in Sweden, where healthcare is mainly publicly funded, and catered for by 20 county councils (who mainly focus on healthcare, and 290 municipalities (who also cater for a great deal of other public services). The case is an example of how interoperability is implemented, from the early stages of outlining a general picture of goals and requirements, to the formulation of a strategy and an architecture. This case is also an example of how EA influences an interoperability program through enterprise thinking.   The research uses an interpretive case study approach influenced by Actor-Network Theory (ANT). ANT is used as a toolbox for telling stories about technology in practice, as emergent in socio-material relations. A number of complementary qualitative methods are used. These include semi-structured interviews, observations and document analysis, with the foremost part of the empirical material being first-hand.   In order to understand interoperability implementation in the public sector I examine the background to eGovernment implementation, by contrasting conceptualizations of eGovernment evolution to contemporary theories of public policy implementation. It is shown that, during the last decade, stage models have been used as tools for describing, predicting and directing the evolution of eGovernment.  The stage model approach has been criticized for presenting a linear development which has little empirical support and delimits the understanding of eGovernment development as a dynamic process. Newer stage models have started to take this criticism into consideration and alternative models on eGovernment have also been developed. Consequently, eGovernment implementation is in this thesis perceived as a process in which technologies, policies and organizations are in a process of mutual shaping, where policymaking and policy implementation are intermingled. Implementing interoperability is hence not a matter of disseminating a policy that is to be implemented in every setting exactly as stated on paper, but a process in which the goals and means of interoperability are constantly being negotiated. Also, EA has been proposed as an approach to treat technology and business in the public sector as interrelated. However, since previous research show that state-of-the-art EA is seldom fully applied in public sector practice, the concept of enterprise thinking is developed in this thesis. Enterprise thinking is intended to be a concept that describes EA as a contemporary zeitgeist which in practice is adopted in varying ways.   The results of the thesis show how interoperability in eHealth was roughly outlined before implementation although still containing conflicts and ambiguities. Central to this thesis is the controversy of defining “the enterprise”, as the health care sector was delimited as one enterprise, which became increasingly problematic during implementation. This to a large extent concerned municipalities, whose business area stretched much wider than just the health care sector, and hence the definition of the enterprise became problematic. Another central aspect was legal obstacles to cooperation, as there was a clash between the values of efficiency and patient privacy as a result of a new law that had been implemented in order to allow for information sharing. The legal grounds for sharing information proved to be problematic, which lead to that several involved actors perceived that a large portion of the patients in health care could not benefit from interoperability as their information could not be shared despite this law. The legal challenges also dampened the enthusiasm for the eHealth program as a whole.    The program had also outlined a technology architecture before implementation. This architecture was however treated in conflicting ways, both as a blueprint (something to be implemented) and a tool for communication (as a way of discussing what was to be implemented). For instance, several municipalities perceived that the planned infrastructure was unsuitable to their business needs (as it did not meet the requirements of other actors in eGovernment), and thus questioned it, using it as a tool for communication rather than a blueprint. Meanwhile, other actors argued that the blueprint had already been decided, and thus needed to be implemented.  The case also shed light on the use of informal networks, outside traditional bureaucracy, as a means to deal with interoperability. Such networks were used in order to align actions and perceptions of a large number of autonomous municipalities. This revealed issues concerning local decision as knowledge of, and resources for, ICT and architectural work was lacking in several municipalities. Also, as the networks lacked formal power no decisions could be taken jointly, but in the end had to be negotiated locally. This made coordinated decision making hard as the processes were lengthy and often lacked clear incentives. Furthermore, ambiguous feedback from national authorities, as well as an overall lack of understanding among local actors, concerning what was legal to do in terms of procurement and information sharing, complicated the situation further. These findings are summarized in four main conclusions;   The process of defining which organizations are to be made interoperable, or what is to be considered as “the enterprise”, is a political process which might be brought into question and require re-negotiations throughout implementation, as the drawing of boundaries of “the enterprise” can be filled with conflict.   Different perspectives on an enterprise, from different architectural viewpoints, are often described as complementary, and it has previously been shown that different architectural metaphors can be used by different actors during implementation. However, in practice, different use of metaphors for architectures can open up for discussion and conflict. These may not only be different, but may also contradict other actors’ use of metaphors, since different metaphors might clash.   Interoperability work can be a novel task for some local governments. Therefore, there is a need for negotiation and to establish forms of formal decision making and informal dissemination because such structures might be lacking. It should be anticipated that implementation might be slow because of a lack of understanding about interoperability programs (particularly in terms of something other than ICT). In addition, there may be few forums for coordinated decision making, or there may be obstructions in the form of prior formal and legal arrangements.    Enterprise thinking is interconnected with Enterprise Architecture as a zeitgeist for interoperability work. It draws upon EA as an ideal, whilst acknowledging that public organizations are influenced by this zeitgeist, although practical conditions might not allow for adoption of an EA approach. Enterprise thinking thus refers to the notion of EA as an ideal, not as a specific way of applying EA.  Enterprise thinking has a process focus on interoperability. ICT, business goals, and work practices are perceived as interconnected, and hence need to be treated from a holistic perspective. How this is approached is, however, dependent upon the context in which it is implemented.   Further research efforts could approach how enterprise thinking affects interoperability work in the long run with a longitudinal approach. Also, as this thesis has shown how the use of different architectural metaphors can clash, further research could focus on the positive and negative effects of negotiations being initiated by such conflict. From a project management perspective the risks and benefits of using smaller projects as “enrolment devices” for interoperability programs, where an architecture cannot be pushed but is voluntary, should be of interest. Furthermore the use of EA as an ideal which cannot be fully followed in several public settings, although might intentionally be used as a guiding light, is interesting for further research.  For instance, it would be of interest to see how the rhetoric of EA may be applied in practice in order to legitimate programs. This is of interest as to examine to which extent the use of such concepts influence actual practice, or if they are only “empty words”. The conceptualization of enterprise thinking proposed in the conclusions of this thesis can be used in further research. Indeed, they could be useful for investigating different approaches, influenced by EA, in different contexts. For instance, it may be of interest to countries that might not share the same institutional characteristics of Sweden, but are influenced by enterprise thinking in different ways. This would be of interest for outlining different practical approaches to enterprise thinking. Also, the further development in Sweden specifically could be of interest, as other sectors are at the time of writing preparing their own interoperability programs, and aim to benefit from the lessons learned in the healthcare sector. / I ökande utsträckning har e-förvaltningens (användningen av IKT för att förbättra verksamheten i offentlig sektor) fokus förflyttats från webb-närvaro och elektroniska tjänster mot att sträva efter en interoperabel offentlig sektor. Interoperabilitet avser möjligheten för informationsutbyte över verksamheters olika gränser, vilket innefattar teknologiska såväl som organisatoriska aspekter. Policys för sådana förändring har utarbetats och implementeras för närvarande i flera offentliga organisationer. I sådana program finns det ett starkt behov av samordning gällande det sätt på vilket interoperabilitet skall genomföras. Interoperabilitetsarbete kräver således samordning, eftersom det är en komplex uppgift på grund sammanvävda informationssystem, offentliga tjänster, organisationer, policys, begränsningar och regler. För att uppnå interoperabilitet används arkitekturella tillvägagångssätt alltmer inom den offentliga sektorn, för att försöka samordna arbetet. Ett sådant tillvägagångssätt, Enterprise Architecture (EA), har fått ett ökande inflytande. EA har definierats som en översikt av hela affärsprocesser och affärssystem, både vad gäller hur de överlappar med varandra och hur de hänger samman. Dock visar tidigare forskning att EA i praktiken sällan tillämpas fullt ut. Tidigare forskning har också påvisat att informationsinfrastrukturer och arkitekturer bör ses som dynamiskt framväxande under implementeringsprocessen, genom förändrade relationer mellan aktörer. Implementering av informationssystemsarkitektur för interoperabilitet bör därmed ses som en framväxande och socialt producerad process. Då forskningsområdet fortfarande är omoget behövs ytterligare forskning om framväxten av offentliga informationsinfrastrukturer och arkitekturer, samt hur strategisk sammanjämkning av mål och oklarheter i implementeringen sker.   Denna avhandling behandlar därför utmaningarna som finns i implementeringen av interoperabilitet i offentlig sektor, som en framväxande process, genom att behandla frågeställningen: Hur tolkas och sätts interoperabilitet i praktiken av olika aktörer under implementering i offentlig sektor? För att närma sig frågeställningen utförs en tolkande fallstudie. Fallet som studerats i denna avhandling är från implementeringen av strategin IT-strategin för vård och omsorg (eHälsostrategin) i Sverige, där vården i huvudsak är offentligt finansierad, och tillhandahålls av 20 landsting (som huvudsakligen fokuserar på sjukvård), och 290 kommuner (som också tillhandahåller en mängd andra offentliga tjänster). Fallet är ett exempel på hur interoperabilitet implementeras, från de tidiga skeden då en generell bild av mål och krav målas upp, till utformningen av en strategi och en arkitektur. Detta fall är också ett exempel på hur EA påverkar ett interoperabilitetsprogram via ”enterprise thinking”. En fallstudie genomförs med en tolkande ansats, influerad av Actor-Network Theory (ANT). ANT används som en verktygslåda för att berätta historier om teknik i praktiken, som framväxande genom sociomateriella relationer.  Merparten av det empiriska materialet har samlats in i förstahand och ett antal kompletterande kvalitativa metoder används. Dessa metoder inkluderar semi-strukturerade intervjuer, observationer och dokumentanalys. För att förstå interoperabilitetsimplementering i offentlig sektor undersöker jag bakgrunden till implementation av e-förvaltning, genom att kontrastera begreppsbildningar av hur e-förvaltningen växer fram mot samtida teorier om implementation i offentlig sektor. Jag påvisar att under det senaste decenniet har stegmodeller använts som verktyg för att beskriva, förutsäga och styra utvecklingen av e-förvaltning. Denna typ av modeller har kritiserats då de framhåller en linjär utveckling som har bristande empiriskt stöd och begränsar förståelsen för e-förvaltningens framväxt som en dynamisk process. Nyare stegmodeller har börjat ta hänsyn till denna kritik och alternativa modeller på e-förvaltning har också utvecklats. Följaktligen ses i denna avhandling implementeringen av e-förvaltning som en process där teknik, policy och organisationer är i en ständig process av ömsesidig påverkan, där policyskapande och policyimplementering är sammanvävt. Att implementera interoperabilitet är därför inte en fråga om att sprida en policy som skall genomföras av varje aktör så som det står angivet på pappret, utan en process där mål och metoder för interoperabilitet ständigt omförhandlas. EA har föreslagits som ett tillvägagångssätt för att behandla teknik och verksamhet som integrerade. Dock, eftersom tidigare forskning visar att EA sällan tillämpas fullt ut i praktiken i offentlig sektor, så utvecklas begreppet enterprise thinking i denna avhandling. Enterprise thinking är avsett att vara ett koncept som beskriver EA som en samtida tidsandan som i praktiken närmas på olika sätt. Resultaten i avhandlingen visar hur interoperabilitet i e-hälsa skisserades ut grovt innan implementeringen, i en bild som innehöll konflikter och tvetydigheter. Centralt för denna avhandling är problematiken i att definiera verksamheten (”the enterprise”), då hälso- och sjukvårdssektorn var avgränsad som en verksamhet, vilket blev allt mer problematiskt under implementeringen. Detta berörde till stor del kommuner, vars verksamhetsområde sträcker sig mycket bredare än bara hälso- och sjukvården. Därmed blev definitionen av verksamheten problematisk. En annan central aspekt var juridiska hinder för samverkan, då det fanns en konflikt mellan värdena effektivitet och patientens integritet. Detta var delvis en följd av en ny lag som hade införts just i syfte att möjliggöra informationsutbyte. De rättsliga grunderna för att dela information visade sig vara problematiska, vilket ledde till att flera inblandade aktörer uppfattade att en stor del av patienterna i vården inte kunde dra nytta av interoperabilitet, eftersom deras information inte kunde delas trots denna lagändring. De rättsliga utmaningarna dämpade också entusiasmen för eHälsoprogrammet som helhet.    Programmet hade också skisserat ut en teknikarkitektur innan implementeringen. Denna arkitektur behandlades dock på motstridiga sätt, både som en ”ritning” (en klar bild av vad som skulle genomföras) och som ett verktyg för kommunikation (som ett sätt att diskutera vad som skulle genomförts). Till exempel uppfattade flera kommuner att den planerade infrastrukturen var olämpliga för deras verksamhetsbehov (då den inte uppfyllde kraven från andra aktörer inom e-förvaltning), och ifrågasatte därmed den genom att använda arkitekturen som ett verktyg för kommunikation snarare än en ritning. Samtidigt menade andra aktörer att man redan hade tagit beslut om denna ritning och att den därmed skulle följas. Fallstudien kastar också ljus på användningen av informella nätverk, utanför den traditionella byråkratin, som ett sätt för att arbeta med interoperabilitetsfrågor. Sådana nätverk användes i syfte att sammanjämka åtgärder och uppfattningar hos ett stort antal självstyrande aktörer. Detta visade på en problematik gällande lokalt beslutsfattande och resurser gällande IKT och arkitekturellt arbete, då kompetenser och erfarenheter för detta saknades hos flera kommuner. Relaterat till detta är att i de nätverk där diskussionerna fördes saknades även formell makt, och inga beslut kunde fattas gemensamt därigenom. I slutändan var man istället tvungna att diskutera de frågor som togs upp där lokalt. Detta gjorde samordnat beslutsfattande svårt eftersom processerna var långa och ofta saknade tydliga incitament. Dessutom fanns en problematik i att nationella aktörer ofta gav tvetydig respons på frågor, samt en allmän brist på förståelse bland lokala aktörer, gällande vad som var lagligt att göra beträffande upphandling och informationsutbyte. Detta komplicerade situationen ytterligare. Dessa resultat sammanfattas i fyra huvudsakliga slutsatser; 1. Processen med att definiera vilka organisationer som skall göras interoperabla, eller vad som ska betraktas som ”verksamheten”, är en politisk process som kan ifrågasättas och kräva omförhandlingar under implementeringen, eftersom hur man definierar gränserna kring ”verksamheten” kan vara konfliktfyllt. 2. Olika perspektiv på en verksamhet, från olika arkitekturella perspektiv, beskrivs ofta som komplementära, och det har tidigare visats att olika arkitekturella metaforer kan användas av olika aktörer under implementeringen. I praktiken kan dock olika användning av arkitekturella metaforer öppna upp för diskussion och konflikt. Dessa är inte nödvändigtvis bara annorlunda och komplementära, utan kan också motsäga andra aktörers användning av metaforer, då olika metaforer kan kollidera. 3. Interoperabilitetsarbete kan vara en ny uppgift för lokala aktörer. Det finns därför ett behov av förhandlingar och att upprätta former för formellt beslutsfattande och informell ”spridning” av information eftersom strukturer för detta kan saknas. Detta kan vara en långsam process på grund av bristande förståelse för interoperabilitetsprogram (särskilt i fråga om att de skulle handla om något annat än bara IKT). Dessutom finns ibland få (om ens några) forum för samordnat beslutsfattande, och det kan även finnas formella och legala hinder för detta. 4. Enterprise thinking (”verksamhetstänkande”) är sammankopplat med Enterprise Architecture, som är en tidsanda för interoperabilitetsarbete. Det bygger på EA som ett ideal, då offentliga organisationerna påverkas av denna tidsanda, men att praktiska förutsättningar kanske inte möjliggör att man antar en EA-strategi. Enterprise thinking hänvisar således till EA-begreppet som ett ideal, och är alltså inte ett specifikt sätt att tillämpa EA. Enterprise thinking har ett processfokus på interoperabilitet. IKT, verksamhetens mål och arbetsrutiner ses som sammanlänkade och måste därför behandlas utifrån ett helhetsperspektiv. Hur man närmar sig detta i praktiken är dock beroende på i vilken kontext det implementeras. Vidare forskning skulle kunna behandla hur enterprise thinking påverkar interoperabilitetsarbete på lång sikt, med en longitudinell ansats. Då denna avhandling visar på hur användningen av olika arkitekturella metaforer kan kollidera föreslås ytterligare forskning som fokusera på de positiva och negativa effekterna av att förhandlingar initieras av sådana konflikter. Från ett projektledningsperspektiv kan riskerna och fördelarna med att använda mindre projekt som symboler för att få med flera aktörer i interoperabilitetsprogram fokuseras. Detta är i synnerhet intressant i arkitekturprogram där en arkitektur inte kan tvingas på aktörerna, men att implementation är frivillig. Användning av EA som ett ideal som ofta inte kan följas fullt ut i offentlig sektor, men avsiktligt användas som en ledstjärna, är intressant för vidare forskning. Till exempel skulle det vara intressant att se hur EA-retorik kan tillämpas i praktiken för att legitimera program. Det är av intresse att undersöka i vilken utsträckning användningen av dessa begrepp påverkar verksamheten, eller om de bara är tomma ord. Begreppet enterprise thinking föreslås som användbart för vidare forskning. Det kan vara användbart för att undersöka olika tillvägagångssätt, influerade av EA, i olika kontexter. Exempelvis kan det vara av intresse att se till länder som inte har samma institutionella egenskaper som Sverige, men påverkas av enterprise thinking på olika sätt. Detta skulle vara av intresse för att undersöka på vilka olika sätt enterprise thinking närmas i praktiken. Även den fortsatta utvecklingen i Sverige kan vara av särskilt intresse, då andra sektorer i skrivande stund förbereder egna interoperabilitetsprogram och ämnar dra nytta av lärdomar från arbetet inom vårdsektorn.