A propagação da infecção pelo HIV vem sofrendo diversas modificações em seu perfil, sinalizando um processo de feminizacão da infecção, desnudando a condição da vulnerabilidade feminina frente ao HIV. A mulher em idade reprodutiva e infectada pelo HIV é confrontada, muitas vezes, com algumas situações difíceis e que a fragiliza. Assim, a maternidade que em nossa cultura parece ser um papel social esperado e valorizado pode se tornar ameaçada pela condição sorológica. Além disso, a infecção pelo HIV é algo que pode modificar toda a concepção de si mesma, já que a pessoa, sua identidade, é essencialmente definida pela forma como as coisas têm significado para ela e, neste sentido, o HIV pode dar um novo sentido a identidade. Este estudo busca conhecer como é o adoecimento pelo HIV nas narrativas de mulheres que são mães. Elas foram convidadas a narrar sobre suas vidas, em especial, sobre a condição de serem mães e infectadas pelo HIV. O estudo é de natureza qualitativa, realizado em um hospital escola do interior do estado de São Paulo com quinze mulheres mães que foram infectadas pelo HIV, no qual foram analisadas apenas dez entrevistas. A técnica utilizada para coleta de dados foi a entrevista narrativa e a análise foi feita com base nos estudos de Schütze (1977, 1983). Dentre os passos propostos por Schütze (1977, 1983), está a análise temática, na qual há categorias para cada entrevista narrativa, ordenadas em um sistema coerente de categorização geral para todas as entrevistas. Já na análise estruturalista, focalizam-se os elementos formais das narrativas. A análise opera via um sistema de combinações que inclui duas dimensões: uma é formada pelo repertório de possíveis histórias, do qual qualquer história acontecida é uma seleção, e a outra se refere às combinações particulares dos elementos da narrativa. No presente trabalho, utilizou-se a identificação dos elementos estruturais das narrativas e as categorias relativas à redução do conteúdo do trecho da narrativa transcrita. (adaptado de MISHLER, 1986; WELLER, 2007; GERMANO; SERPA, 2008). As entrevistas foram transcritas e delas foram extraídos os elementos que compunham uma história com começo, meio e fim, buscando compreender o sentido que cada participante atribuía a sua história enquanto mães e infectadas pelo HIV. Notou-se que a maternidade, tema principal de suas histórias, trouxe um novo significado para suas vidas e repercussões para suas identidades. Os relatos são permeados por momentos de tristeza, dificuldades e alegrias. Os resultados revelam esta ambivalência de sentimentos, mas também um movimento positivo com a vida, principalmente no que se refere aos cuidados com os filhos. A oportunidade de elaborar esses sentimentos, na narrativa, pode auxiliar a mulher a fazer uma reorganização da própria vida e oferecer sinalizações aos profissionais do tipo de atendimento que ela precisa receber / The spread of HIV infection has been suffering several modifications in its profile, signaling a process to feminize of the infection, denuding the condition of female vulnerability to HIV. Women with reproductive age and infected with HIV is confronted, often with some difficult situations and that weakens. So, motherhood that in our culture seems to be an expected and valued social role may become threatened by serological condition. In addition, the HIV infection is something that can change the whole design of herself, since the person, her identity it is essentially defined by how things have meaning to her and, in this sense, the HIV can give a new sense of identity. This study seeks to know how the HIV illness in narratives of women who are mothers is. They were invited to tell about their lives, specially, on the condition to be mothers and infected by the HIV. The study is qualitative in nature, carried out in a teaching hospital in the interior of São Paulo state with fifteen women mothers infected by HIV, in which only ten interviews were analyzed. The technique used for collecting data was the narrative interview and analysis was made on the basis of studies of Schütze (1977, 1983). Among the steps proposed by Schütze (1977, 1983), is a thematic analysis, in which there are categories for each narrative interview, ordered in a coherent general categorization system for all interviews. In the structuralist analysis, it was focused the formal elements of narrative. The analysis operates via a system of combinations that includes two dimensions: one in formed by the repertoire of possible stories, from which any story happened is a selection, and the other refers to the particular combinations of the elements of the narrative. In this study, we used the identification of structural elements of narratives and categories concerning the reaction of the content of the narrative excerpt transcribed. (adapted from MISHLER, 1986; WELLER, 2007; GERMANO; SERPA, 2008). The interviews were transcribed and were extracted the elements that made up a story with beginning, middle and end, seeking to understand the meaning that each participant attached to their story while mothers and infected with HIV. It was noticed that motherhood, the main theme of their stories, brought a new meaning to their lives and repercussions to their identities. The reports are permeated by moments of sadness, difficulties and joys. The result reveals this ambivalence of feelings, but also a positive movement to life, especially with regard to child care. The opportunity to develop these feelings, in the narrative, can help the woman doing a reorganization of life itself and provide signs to the professional of the service type that she needs to receive

Orientador: Maria Inês Freitas Petrucci dos Santos Rosa / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-25T20:42:43Z (GMT). No. of bitstreams: 1 Moretti_ReginaCeliaBatista_M.pdf: 4140725 bytes, checksum: 19052ece7fd2305834993d15080d3b84 (MD5) Previous issue date: 2014 / Resumo: Este trabalho de pesquisa aponta para possibilidades de integração curricular do Ensino Médio, em uma perspectiva interdisciplinar, a partir de experiências vividas e narradas por professores das disciplinas, Biologia, Química e Física, no contexto de um projeto, do Programa Institucional de Bolsas de Iniciação à Docência (PIBID), Ciências da Natureza: Integração Curricular no Ensino Médio. A questão formulada para essa pesquisa, a qual se constituiu em um referencial em torno do qual o trabalho se configurou, foi: Como uma experiência de um projeto de integração curricular interdisciplinar, no Ensino Médio, mobiliza identidades docentes ligadas às comunidades disciplinares? Foram fontes para este estudo, além das narrativas docentes, alguns textos de documentos oficiais e outros textos acadêmicos, analisados no intuito de perceber como professores podem ser interpelados sobre interdisciplinaridade e entendendo que tais textos, embora sejam significativamente marcados por intenções vindas de macro contextos, permeiam e são permeados por vozes vindas do micro contexto do cotidiano escolar. O andamento para produção desse trabalho, entre histórias e textos, foi realizado, metaforicamente, com olhar de um flâneur, um solitário que anda pela cidade em meio à multidão, sem se preocupar com as intencionalidades modernas do cenário urbano, consome o caminho a sua maneira, no seu tempo, vivendo experiências. As narrativas dos professores foram utilizadas como princípio, em uma perspectiva que privilegia a memória, inspirada em Walter Benjamim. Essas histórias contadas são adensadas em mônadas, compreendidas como uma forma de comunicação que ressignifica no presente, o papel das narrativas do passado, de comunicar experiências vividas. Nelas estão presentes marcas de conflitos nas identidades docentes e desafios, indicando as disciplinas como lugares de pertencimento e a interdisciplinaridade como objeto de choque. Esses professores especializados e que trabalham em um espaço-tempo distribuído em grades de horários, de acordo com cada uma das disciplinas, tiveram que, concomitantemente, se mobilizarem no sentido de inventarem outro espaço-tempo que possibilitasse um currículo integrado, para produção do projeto interdisciplinar. Em outras palavras, professores, como membros pertencentes às comunidades disciplinares, ao se chocarem com a interdisciplinaridade, experienciaram um momento de paralisação do que vinha acontecendo, rotineiramente, e tiveram oportunidade de mudar suas percepções sobre esse momento e sobre acontecimentos seguintes / Abstract: This research points to opportunities for curricular integration of high school in an interdisciplinary perspective from experiences narrated by teachers of disciplines, Biology, Chemistry and Physics in the context of a project, the Scholarship Program Initiation to Teaching (PIBID), Natural Sciences: Curriculum Integration in High School. The question formulated for this research was: As an experiment of a project of interdisciplinary curriculum integration, in high school, mobilizes teacher identities linked to disciplinary communities? It constituted a framework around which the work is set. We sought to also examine how teachers are challenged on interdisciplinarity in some texts of official documents and academic, understanding that such texts although significantly marked by welcoming intentions macro contexts, permeate and are permeated by voices from the micro context of everyday school life. The walk to produce this work, between stories and texts, was performed, metaphorically, with the look of a flâneur, a loner who walks the city in crowds without worrying about the intentions of the modern urban setting consumes the way your way, in his time, living experiences. The narratives of the teachers were used as a principle, in a perspective that prioritizes memory, inspired by Walter Benjamin. These stories are densified in monads, understood as a form of communication that rescues at present, the role of narratives of the past, to communicate experiences. In these markings are present conflict in the identities of teachers and challenges, indicating the disciplines as their places of belonging and interdisciplinarity as an object of shock. These specialized teachers and working in a space-time distributed scheduling in grids, according to each discipline, who had concomitantly mobilize in order to invent another space-time that would enable an integrated curriculum for production design interdisciplinary. In other words, teachers as members belonging to the disciplinary communities, to collide with interdisciplinary, experienced a moment of stoppage of what was happening routinely and had the opportunity to change their perceptions about this moment and on the following events / Mestrado / Ensino e Práticas Culturais / Mestra em Educação

How Belly Dance practitioners in England construct a sense of self-identity, social-identity and identity-in-practice in a border-crossing Belly Dance ethnoscape is of interest for this research project. What kinds of identities-in-practice do Belly Dancers in England construct in order to authenticate their performance? By applying social theories of education and identity formation, in particular Holland et al’s “figured worlds” (2001), it is possible to critically frame the development of a practitioner’s Belly Dance identity over a period of time. The research presents the case that Belly Dance in England has an identifiable past and present practice, one that continually wrestles with ownership of what is apparently a Middle Eastern cultural export. Drawing from a literature based case study of two pioneering artists in the early 1980s, Hilal and Buonaventura, the research describes a distinctive English Belly Dance tradition and identities. There is an explanation of how the English Belly Dance form has since competed on the global stage. The research also describes how current inheritors of that tradition −Anne White, Caroline Afifi and Siouxsie Cooper are taken as case studies− appropriate and signal Egyptian Belly Dance as the dominant reference point from which to authenticate their dancing practice; whilst at the same time subverting the Orientalist paradigm underpinning the Belly Dance trope. Identifying “narratives of authenticity” enable the current generations of English Belly Dancers to form distinctive Belly Dancing identities-in-practice. Drawing from both social theories of education and identity formation and reflexive ethnographic modes of inquiry, Walk like an Egyptian examines Belly Dance in England as a translocated dance form, and the mechanisms which allow its authenticity are analysed. In answer to the research question it is possible for an English practitioner of Belly Dance to produce an authentic Belly Dance performance through the production of various narratives of authenticity, narratives which both borrow from and resist pre-existing narratives of authenticity.

During the Second World War, more than 22,000 Japanese Canadians were interned to various locations throughout Canada. While more than 60 years have passed since these events, there remains limited research on the impact that this event had on this group of people. Using McCubbin and Patterson’s (1983) Double ABCX model of family stress and adaptation as a framework, this study used historical narratives of 69 Japanese Canadians to gain insight into a) how Japanese Canadians coped with the challenges associated with their internment, and b) what resources they used during this same time period. The analysis of the coping strategies was done using a modified version of existing measures of coping strategies (Folkman, Lazarus, Dunkel-Schetter, DeLongis, & Gruen, 1986; Suedfeld, Krell, Wiebe, & Steel, 1997), and the analysis of resources was done using an adjusted version of Rettig’s (1995) and Tucker and Rice’s (1985) resource classification list. There were no statistically significant differences between Japanese Canadian men and women in their coping strategy use, but that there were differences between the Issei (first generation) and Nisei (second generation). The Issei used Self Control, Positive Reappraisal, and Denail more than the Nisei, while the Nisei used Seeking Social Support more than the Issei. A strong relationship between coping and resources was found; a relationship that has often been assumed, but never tested. The findings from this study also provided additional support for the usefulness of using both narratives and the Double ABCX model in research. / Arts, Faculty of / Social Work, School of / Graduate

Bullying has severe consequences for school-aged adolescents who have experienced repeated victimization and for the families as well. While there is a considerable body of research on bullying and its effects on victims, very little research has been devoted to studying the experiences and resistance of the targeted young people and their families in the bullying situations. The literature on bullying characterizes victims as unable to defend themselves; this depiction is limited, simplistic, and one-dimensional. This dissertation presents an alternate view, focusing on the experiences and responses of victims and their families. The thesis draws on a poststructural view and a response-based framework to present a new perspective on the victims of bullying—a perspective that contrasts with the common depiction of “helpless, powerless victims” and foregrounds the personal agency of young people who have responded to bullying. Data for this study was collected in the form of narratives from the families and eleven to fifteen year old school adolescents who have been targets of ongoing bullying. The sample consisted of four families and five adolescents. The interview questions were based on Allan Wade’s response-based approach. The participants’ narratives focused on their responses to bullying. Each narrative was read thoroughly for themes related to the skills and the knowledge adolescents have used in responding to peer aggression. Similarly, parents’ narratives were examined for themes of their responses to the bullying of their children. The conclusion from the findings indicated that the parents and adolescents responded to bullying in many small but prudent and resourceful ways.

This study examines how Latina school leaders' narratives of experiences lead to understanding the prevailing underrepresentation problem of Latinas in educational administration ranks in Arizona. The analyses of two principals and two superintendents' Latina/womanist narratives of lived experiences are interpreted and reflected in themes of aspirations, support systems, and barriers encountered in preparation for and performance of leadership duties. The study was conducted over a one-year period in urban and rural K-12 school settings. A mujerista perspective complemented a qualitative narrative-inquiry approach. Narrative findings divulged the poise displayed and conflicts experienced by participants in leading schools and staff; the confidence in influencing students' learning opportunities; and insight on ways of understanding Latina leaders challenges and contributions. Most important, interpretation of findings showed how culture, gender, race, and class shaped knowledge, power, and relationships that intersected in leadership practices. The sharing of capabilities as school administrators of the Latinas profiled herein disclosed and validated their diverse knowledge and experiences as advocates to meet the needs of all children, schools, and communities. Salient findings from the mujerista perspective of Latinas' professional experiences suggest means of achieving change and recommendations for future research to improve recruitment, professional development, mentoring, promotion, and retention in order to value Latinas' contributions and strengthen the leadership workforce in Arizona. With increases in demographic diversity foreshadowing the future challenges of education, participants emphasized the important contributions Latina leaders make as principals and superintendents in K-12 schools.

This thesis is a novel that takes formal cues from works such as Italo Calvino’s Invisible Cities and Georges Perec’s Life: A User’s Manual. The work takes two separate forms in its chapters; the first being more traditional narrative chapters that follow a set of characters as they explore the surreal landscape of the titular Hotel, and the second are akin to flash fiction pieces that describe individual rooms in the Hotel. Together the narrative attempts to address issues of class and the way that capitalism subsumes people’s identities, as well as the potential of the natural world using leftist politics as a lens for this critique. / Includes bibliography. / Thesis (M.F.A.)--Florida Atlantic University, 2020. / FAU Electronic Theses and Dissertations Collection

The ex-gay movement in the United States has, for the last three decades, argued that there can be "freedom from homosexuality." Available movement narratives shape how individuals struggling with homosexual desires understand their past, present and future. To gain insight into the identity work of people involved in the movement, those who have left and those who exist on the margins, I engaged in collected 31 semi-structured interviews, engaged in participant observation of an ex-gay conference and conducted a narrative analysis of movement narratives. In three journal article style manuscripts, I discuss my findings concerning the narrative identity work of each group.

Orientador: Marcelo Augusto Totti / Resumo: O estudo busca conhecer as narrativas da comunidade indígena Nambikwara Katitaurlu no estado do Mato Grosso, local onde se faz presente uma escola em seu território imemorial. Essa escola foi conquistada por meio da luta do povo indígena, que conseguiu a implementação de três salas de aulas anexas da rede estadual na área Vale do Guaporé, Terra Indígena Sararé, aldeia Central. A ideia desse trabalho é conhecer as narrativas e propor métodos e técnicas de aprendizagem e ensino a partir do conhecimento das necessidades dos escolares bem como da comunidade, dialogando, assim, os conhecimentos científicos que fazem parte da vida cotidiana da comunidade ao qual essa etnia está inserida. Os primeiros resultados possibilitaram observar que o processo de educação escolar indígena ainda pouco pesquisado, considera a realidade sociocultural dos indígenas, a falta de conhecimento das narrativas, a utilização do livro didático em escolas e salas de aulas indígenas denota esse processo de distanciamento da cultura escolar das necessidades da comunidade. O percurso metodológico se sustenta em Willis (1991) que buscou atrelar os conhecimentos científicos à realidade social e cultural dos escolares. Desse modo, tendo como ferramentas a análise documental, levantamento bibliográfico, etnografia e as narrativas, faremos um mapeamento que permita compreender a cultura, isso possibilita que os alunos indígenas reconheçam suas realizações pela interação dos conhecimentos da sua história, aos quai... (Resumo completo, clicar acesso eletrônico abaixo) / Mestre

This proposed interactive panel brings together teachers and teacher educators from northern, middle, and southern states in the U.S. and Canada to explore, highlight, and value pre-service and in-service teachers and teacher educators’ reflective narratives in working with ELs. Our panel explores the often-discounted stories of our teachers. This interactive session will engage participants into discussion around how fellow researchers and teachers effectively used “narrative” as reflective and effective practice in their current and future work with English learners, including ELs with disabilities. The findings have important implications for the improvement of our own and peer institutions’ teacher preparation programs.