This work discusses a way of thinking the normative practices as a phenomenon better understood through a pragmatic account of social practices. We claim that an appropriate approach to normativity should accept the presence, in the normative creature, of natural capacities intrinsically related to norm-governed activities, especially what we call a normative attitude. Thus, we present a discussion on the rule-based account of normativity understood as a sort of intersubjective practice grounded in practical skills and learning processes as well. We also indicate why the pragmatic model appropriately fits with a connectionist model of cognition. Finally, we argue that normative practices should be understood primarily in terms of internal patterns, functionally defined, instituted as nonexplicit, non-conscious individual processes. The consequence is a practical, inferentialist, connectionist, and implicit approach to the normativity. / Este trabalho discute um modo de pensar as práticas normativas como um fenômeno melhor entendido através de uma explicação pragmática das praticas sociais. Afirmamos que uma estratégia apropriada para entender a normatividade deve aceitar a presença, nas criaturas normativas, de capacidades naturais intrinsecamente relacionadas às atividades governadas por normas, especialmente o que chamamos de atitudes normativas. Assim, apresentamos uma discussão de uma abordagem da normatividade baseada em regras entendidas como um tipo de prática intersubjetiva fundada em habilidades práticas e, também, em processes de aprendizado. Indicamos, então, por que um modelo pragmático se adéqua apropriadamente a um modelo conexionista de cognição. Finalmente, argumentamos que as práticas normativas devem ser entendidas primeiramente em termos de padrões internos, funcionalmente definidos, instituídos como processos individuais não explícitos e não conscientes. A consequência é uma explicação prática, inferencialista, conexionista e implícita da normatividade.

Submitted by William Justo Figueiro (williamjf) on 2015-07-09T22:25:06Z No. of bitstreams: 1 26b.pdf: 548409 bytes, checksum: dea18b68447228403a2b9f3bd80fe34f (MD5) / Made available in DSpace on 2015-07-09T22:25:07Z (GMT). No. of bitstreams: 1 26b.pdf: 548409 bytes, checksum: dea18b68447228403a2b9f3bd80fe34f (MD5) Previous issue date: 2014 / Nenhuma / Este trabalho investiga o naturalismo moral contemporâneo a partir das variadas formulações do argumento conhecido como a falácia naturalista, assim como do contraponto de algumas teorias não-naturalistas, em especial a de G. E. Moore. Parto da análise destas formulações do argumento no contexto formal da metaética contemporânea, buscando aferir a validade da falácia naturalista no contexto atual, bem como de seus limites na aplicação contra o naturalismo moral. Apresento então o naturalismo moral numa versão humeana, que sugere uma abordagem descritivista da moralidade, em oposição ao viés prescritivista. Trabalho as origens do naturalismo e apresento algumas posições em metaética a fim de melhor entender a situação contemporânea do debate moral no que tange à naturalização da ética, contrastando teorias da ação e do valor quanto ao tema da motivação e da normatividade morais. / This work addresses contemporary moral naturalism from the investigation of an array of formulations of the argument known as the naturallistic fallacy, as from the contrast of a few non-naturalistic theories, especially G. E. Moore’s. Proceeding from the analysis of such formulations of the argument in the formal context of contemporary metaethics, attempting to assert the validity of the naturallistic fallacy in the current context, as so its limits in its application against moral naturalism. Then I am going to present moral naturalism in a humean version, which suggests a descriptivist naturalism instead of a prescriptivist one. Such origins of naturalism will be worked with and some positions in metaethics to further understand of the contemporary situation of the moral debate concerning the naturalization of ethics will be presented, contrasting theories of action and of value on the matter of moral motivation and normativity.

Esta tese analisa as mudanças na morfologia das interações sociais na Penitenciária Feminina Madre Pelletier (RS), destacando os aspectos relativos aos controles formais e informais produzidos em meio aos jogos de poder pelos diferentes grupos que habitam a prisão. O estudo contempla o período entre 1990 e 2008 e desconstrói a percepção do encarceramento feminino centrado na singularidade, homogeneização e sujeição feminina frente a um único poder: o do Estado, deixando de considerar o poder disseminado entre indivíduos em suas diferentes posições na configuração prisional. Focamos a relação das mulheres com os delitos de drogas, na medida em que este delito tem redefinido a trajetória criminal feminina. Ao mesmo tempo, essa relação adentra a penitenciária e põe em circulação interesses e uma lógica mercantil sustentada pela violência entre grupos. As interações na sociedade prisional feminina passaram a se caracterizar pela instabilidade, pela presença de um código informal sustentado pelas presas, por ambivalências nos discursos e nas práticas relativas à mulher envolvida em delitos de drogas e, por extensão, à mulher. Rebeldia, micro poderes, sexualidade e ações coletivas definem as relações sociais entre as mulheres aprisionadas, longe dos antigos projetos da reabilitação da sociedade moderna. / This thesis analyses the morphological changes of the social institutions in the Women’s Prison of Madre Pelletier (RS), bringing out the aspects related to the formal and informal controls produced amid games of power by the different groups that dwell the prison. The study contemplates the period between 1990 and 2008, and deconstructs the perception of the women’s imprisonment centered on the singularity, homogenization and the women’s subjection against a single power: the State’s, not considering the power scattered among the individuals in their different positions in the prison setting. We focused on the women’s relation with the drug offenses, as they have redefined the women’s criminal trajectory. At the same time, this relation enters the prison and causes the circulation of interest, as well as, merchant logic sustained by the violence between groups. The interactions in the women’s prison society began to be characterized by the instability, by the presence of an informal code sustained by the imprisoned, by ambivalences towards the speeches and the practices related to the woman involved in drug offenses and, by extension, to the woman. Rebelliousness, micro powers, sexuality and collective actions define the social relations between imprisoned women, far from the old projects of the rehabilitation of the modern society.

<p>Many reports infer that questions of HBT and homophobia are either poorly addressed or not addressed at all in schools today. This study is based on interviews with teachers of students aged 13 to 15. It is an inquiry to the teacher's thoughts about, knowledge of, and sense of responsibility to inform students of the subjects 'Queer', 'HBT', and 'Homophobia'. Who is responsible for educating the students regarding these subjects and what do teachers think about including these subjects in their curriculum? How do the teachers describe their knowledge of the subjects? Do they require further knowledge themselves in order to educate others in a proper way? The study is grounded in queer theories. This study shows that teachers do have some knowledge and are interested in teaching the subjects. Unfortunately the subject matter presently lacks support and status in schools and as a result is left behind.</p>

<p>Sarah Kane’s first play Blasted (1995) has often been read in a normative and biographical way by critics, authors and previous researchers. This essay makes a supplementary close reading of Blasted from gender and genealogical perspectives and utilizes theoretical works by Judith Butler, Luce Irigaray and Michel Foucault. My study makes clear that the characters different positions in language and talk create and maintain a power imbalance between them. Efforts to change and develop one’s individual position in language and talk are being made throughout the play since it is the only way to bring about a change in the social power structure. A fact that in turn also subsequently punishes those efforts. By analyzing the tools of representation, Kane points out a direct link between a violent power imbalance in a couples relationship and the violence of a war zone. In Blasted, it is revealed how violence in a private situation is mirrored in a situation of public violence and how the public violence, in turn, crawls back to the private zone and there repeats itself. By forcing one of the main characters to regress back to the infancy of language and from there alter the ability to act within the framework of human interrelations, Kane demonstrates how a change in social structures can be made, and as is shown in this essay, this indicates that a knowledge of how the social structures are being maintained and how they in turn can be disarranged, is what is required to create an opportunity for change.</p>

The purpose of this thesis is to study some of the everyday interactional processes that take place in a special teaching group of children diagnosed with AD/HD. This group operates in an elementary school in a Swedish multicultural neighborhood. The starting point of the study is that AD/HD is much more than a neuropsychiatric diagnosis in the school’s pedagogical practice. The diagnosis contributes to shape many of the complex processes related to identity, socialization and learning that take a central place in the group’s daily interaction. The thesis combines an ethnomethodological and intersectional approach to analyze the everyday interactional and conversational practices, as well as various institutional and social categorization processes, of importance to the group. The study is based on a one-year ethno-graphic fieldwork and focus mainly on field notes and video recordings collected during different teaching activities. The thesis explores how the teachers accomplish different arrangements and practices to meet the pupils’ special educational needs. By analyzing these arrangements and practices the study shows how teachers and pupils establish meaning and understanding of “the problematic pupil with AD/HD” in everyday interaction and in conversation. The focus is upon the role that practices like descriptions, categorizations, and identity attributions, play in the interaction between members of the group when they negotiate positions in terms of normativity and resistance. Also important is how the institutional ordering between teachers and the pupils is related to social orderings along the lines of disability, ethnicity, class and gender. The analysis shows how the everyday arrangements and practices applied in the group, in combination with the daily production of meaning, generate different selection and stigmatization processes that school and special teaching ideologies were trying to prevent. The study stress the need for new pedagogical approaches to increase the understanding of those processes, as well as the articulation of new pedagogical alternatives that better respond to pupils with special educational needs. / Pojkar i behov av särskilt stöd - en studie om maskulinitet, särbehandling och socialisation i särskilda undervisningsgrupper

Many reports infer that questions of HBT and homophobia are either poorly addressed or not addressed at all in schools today. This study is based on interviews with teachers of students aged 13 to 15. It is an inquiry to the teacher's thoughts about, knowledge of, and sense of responsibility to inform students of the subjects 'Queer', 'HBT', and 'Homophobia'. Who is responsible for educating the students regarding these subjects and what do teachers think about including these subjects in their curriculum? How do the teachers describe their knowledge of the subjects? Do they require further knowledge themselves in order to educate others in a proper way? The study is grounded in queer theories. This study shows that teachers do have some knowledge and are interested in teaching the subjects. Unfortunately the subject matter presently lacks support and status in schools and as a result is left behind.

The purpose of the study is to investigate the development of normative understanding and its relation to emotional states. Two samples of late 3- and 5-year-old Turkish pre-school children were studied. We adopted a peer conflict paradigm in which we taught two children conflicting rules for playing a game and asked them to play the game together, later (incompatible condition). Since children had learned different rules we expected them to protest when their partners played the game with a different rule. Results revealed that both 3- and 5-year-old children were competent at understanding the normative force of the rules. Yet, they did this in a context-sensitive manner. While they protested their partner in the incompatible condition, they did not protest when their partner performed the same action in a different game context where both rules had been taught to children as two alternative ways of playing (compatible condition). Moreover, we investigated children&rsquo / s emotional states &ndash / especially annoyance and anger &ndash / throughout their interactions. We found a different pattern between 3- and 5-year-olds: 3-year-olds were more annoyed and angry in the incompatible condition than compatible condition. On the other hand, 5-year-olds&rsquo / emotional state of being annoyed/angry was not found to be different in the compatible and incompatible condition. Summing up the evidence from normative and emotional responses, even though 5-year-olds protested significantly more in the incompatible than compatible condition, they were not more &lsquo / annoyed and angry&rsquo / . Furthermore, to investigate the possible related mechanisms of normative understanding, we conducted theory of mind and executive functioning tests and collected temperamental and emotion regulation characteristics by questionnaires completed by mothers. Yet, none of these variables were found to be related with normative responses of children when age was factored out in a linear regression model.

Sarah Kane’s first play Blasted (1995) has often been read in a normative and biographical way by critics, authors and previous researchers. This essay makes a supplementary close reading of Blasted from gender and genealogical perspectives and utilizes theoretical works by Judith Butler, Luce Irigaray and Michel Foucault. My study makes clear that the characters different positions in language and talk create and maintain a power imbalance between them. Efforts to change and develop one’s individual position in language and talk are being made throughout the play since it is the only way to bring about a change in the social power structure. A fact that in turn also subsequently punishes those efforts. By analyzing the tools of representation, Kane points out a direct link between a violent power imbalance in a couples relationship and the violence of a war zone. In Blasted, it is revealed how violence in a private situation is mirrored in a situation of public violence and how the public violence, in turn, crawls back to the private zone and there repeats itself. By forcing one of the main characters to regress back to the infancy of language and from there alter the ability to act within the framework of human interrelations, Kane demonstrates how a change in social structures can be made, and as is shown in this essay, this indicates that a knowledge of how the social structures are being maintained and how they in turn can be disarranged, is what is required to create an opportunity for change.

Ancient Greek philosophical schools are said to share a common structure in their ethical theories which is characterized by a eudaimonistic teleology based in an understanding of human nature. At first glance, the skepticism of Sextus Empiricus as described in the Outlines of Pyrrhonism seems to fit into this model insofar as he describes the end of the skeptic as ataraxia, a common account of the expression of human happiness. I argue that this is a misunderstanding of Sextus’s philosophy for several reasons. “The end of skepticism” cannot be eudaimonistic or teleological in the way that other ancient ethical theories are typically understood; moreover, ataraxia is not an end derived from a theory about human nature. For these reasons, the skeptical way of life is radically different than the ethical theories proposed by other schools. I argue that this difference is a result of the character of the skeptical enterprise which involves the implicit rejection of norms in both the epistemological and the ethical spheres.