This dissertation is a study of contemporary forms of Quranic learning among women in urban Pakistan. Over the last two decades, Quran study programs which promise an in-depth and personal knowledge of the text, have become immensely popular among educated women from all backgrounds in urban centers of Pakistan. Placing an emphasis on developing skills for reading and understanding the Quran, such programs of study have adopted an approach to textual engagement that departs significantly from previously dominant modes of recitation and memorization of the Quran in everyday practices of ritual devotion. Drawing upon ethnographic fieldwork conducted among women participants of Quranic study, this dissertation investigates these sites of learning to highlight the competencies, logics and modes of argumentation that are encouraged and cultivated among women readers of the Quran. It locates the shift from Quranic recitation to reading within a genealogy of the modernist exegetical tradition popularized by Syed Abul Ala Maududi in the mid-twentieth century in South Asia which made the `ordinary' reader its main focus rather than the scholarly world of the Ulama. It foregrounds this as the condition under which a popular hermeneutics of the Quran emerges in contemporary Pakistan and demonstrates how privileging a modality which illuminates the Quran's `true' meaning steers conceptions about the text and its role in defining ethical action for women readers. This study analyzes how contemporary practices of Quranic hermeneutics by `ordinary' women rely on the ethical cultivation of interpretive agency which is generated simultaneously by notions of the autonomous self and a normative understanding of Quranic injunctions. Through an analysis of women's experiences of reading, it shows that Quranic study in these sites occurs at the nexus of competing modalities of textual engagement in which women combine religious and secular capacities, skills and sensibilities for reflection on the Quran's meaning. It highlights the ways in which seemingly contradictory modes of reflection--one which is critical and another which is governed by devotional affect--are productively reconfigured together for discerning the ethical import of Quranic injunctions and their insertion into the idioms governing everyday life. This dissertation argues that such a mode of appreciation produces a unique register for reflecting on the Quran's pedagogical potential, thus imbuing the desire for `reading as understanding' with the promise of personal and collective social transformation. It also unravels assumptions about the discreteness of the spheres governed by religiosity and secularity in a post-colonial context and enables for a consideration of the ways in which the intersection between the two have been productive of new modalities of womanhood, sociality, and politics.

O presente trabalho tem como estímulo inicial uma pesquisa desenvolvida pelo Professor Doutor Antonio Luiz Dias Januzelli e a doutoranda Juliana Jardim que entre os anos de 1999 e 2000, coletaram em forma de entrevista experiências e vivências práticas de oito professores profissionais de teatro, objetivando tornar público os seus procedimentos e suas práticas centradas na formação do ator contemporâneo em São Paulo. Este presente trabalho se propôs investigar quatro destes depoimentos, a saber: Cristaine Paoli-Quito, Luiz Damasceno, Márcio Aurélio e Myrian Muniz, cruzando suas práticas, avaliando conteúdos convergentes e divergentes nos diferentes processos assim como desenvolver uma possível sistematização orgânica unificada desses conteúdos. / The present work has as initial stimulus a research developed by Doctor Professor Antonio Luiz Dias Januzelli and the graduate student Juliana Jardim that between 1999 and 2000, interviewed eight professors and theatrical professionals with the objectives of publication their proceedings and their practical approaching and training of actors at São Paulo. This present work took four interviewed pronouncements such as: Crisitane Paoli Quito, Luiz Damasceno, Márcio Aurélio e Myrian Muniz and tried to cross their practical work, analyzing the similarities and differences of their jobs and also build a possible unified system characterized by their contents.

This research calls for a reconsideration of the notion of rubbish; one that does not consider disposal as the final act of the production-consumption cycle but, instead, appreciates the practices enacted around rubbish as constitutive of value creation. Drawing on Henri Lefebvre's Production of Space (1991) and Rhythmanalysis (2004) this thesis traces the social life of rubbish to understand the social, cultural, political, and economic practices implicated in the organisation of waste. In particular, I employed a sensory ethnographic approach comprising of participant observations, self-reflexive observations, formal and informal interviews. I undertook a six months fieldwork, where I explored and documented the practices enacted by six sets of stakeholder who are involved in the organisation of rubbish in Lagos, Nigeria. Without overlooking the representational aspects (i.e. interviews, visuals) of practices, this thesis contributes to consumer research and the wider marketing discipline by tackling the more-than-representational elements of practices. The research exposes the spatial dynamics, embodied and multisensory experiences and power relations that are negotiated and co-produced when everyday practices are performed around rubbish. In so doing, I question and challenge the notion of disposal as being limited to environmentalism, green consumption and sustainability. I pushed these boundaries by investigating how rubbish acts as the lifeblood that fuels socio-spatial as well as economic relations in both formal and informal economies. This ethnographic study reveals the coping tactics and spaces of resistance that are utilised by marginalised informal operators to 'make-do' and sometimes subvert the strategies imposed by the formal authorities when they attempt to abolish these practices. The findings unmask the processual quality of practices and the recursive nature of objects in terms of their transformation from a state of 'rubbish' into valuable categories. It also makes visible the manner in which the practices enacted around rubbish (de)synchronises with natural rhythms such as seasons. The thesis alerts policymakers to the contributions of the informal waste economy to the socioeconomic development of the formal economy. It also suggests that the urge to engage in sustainable consumption practices - recycling and less consumption - can have detrimental effects on stakeholders that rely on the surplus or detritus that emerge post consumption to sustain their socioeconomic livelihoods in developing economies across the world such as Lagos, Nigeria.

To deal with the challenge of deprivation and its impact on learning, there is a long history of schools attempting to respond by working beyond the school gates. Despite a wealth of how-to-do-it guides and advocacy texts for this approach, there is little detailed research into how community-oriented schools are understood and enacted by various core educational professionals, particularly those working in primary schools. Given the centrality of educational professionals' practice in this policy arena, this study aimed to respond to such a gap. This study focused on an in-depth analysis and reflection on the ways in which community-oriented schooling was understood by professionals and what has influenced their thinking, as well as their ensuing action in one particular primary school. The overarching research question was: what are professionals' perceptions and practices of a community-oriented approach in the context of a primary school located in a socio-economically disadvantaged community? This required a research design that allowed a sample of eight school staff to be analysed using a case study design. Within this, a suite of research methods was applied, including interviews, observations and analysis of key school documentation to explore multi-level factors that impact on professionals. Finally, a synthesising tool was developed to examine the interrelationships between the factors. The findings state that the way individual professionals respond to the proximal and distal factors is not linear or straightforward to understand. Instead the data suggested a dynamic complexity where a spectrum of factors intersected for individuals in distinct ways. Such findings point to the use of an ecological approach to help explain the various perceptions and practices of community-oriented schooling. This study suggests that policy development and enactment of community-oriented schooling cannot be generalised in any unilateral way but instead needs to be understood within localised settings.

A partir da visão de organização como processo busca-se compreender como e por que ocorre o organizar na bioconstrução. A metodologia utilizada segue os pressupostos da Teoria Ator-rede e Depois que traz como conceito central o enactment aliada a discussão de coletivo para iniciar a pesquisa de campo. Os dados empíricos preliminares, obtidos com observação participante em três locais diferentes que trabalham com bioconstrução a partir da visão da Permacultura e analisados a partir da ótica da TAR e Depois que enfatiza as relações de humanos e não-humanos, destacaram a contribuição para o entendimento de prática e cooperação em termos do fazer/pensar indissociáveis. Assim, acrescenta-se na discussão teórica a noção de prática de Schatzki (2005) e a noção de cooperação a partir da proposta de Sennett (2013). Além de observação participante – usada durante toda pesquisa - os dados empíricos foram coletados – em um segundo momento - por entrevistas, questionário e observação não-participante resultando em uma análise temática baseada no entendimento de prática de Schatzki (2005). O texto se desenvolve através de descrição detalhada dos acontecimentos, intercalado com trechos de incursões teóricas que apresentam a assemblege do método conforme pressupõe a TAR e Depois. Com isso, entende-se e descreve-se a bioconstrução como prática de cooperação através das relações entre todos que enactam a bioconstrução – pessoas e a materialidade. Pela ótica da prática, embasada nos dados empíricos, a cooperação está na inteligibilidade prática do organizar da bioconstrução, assim o barro enacta a cooperação, que enacta a bioconstrução, que enacta o barro. Para existir cooperação não é suficiente uma visão comum ou uma moral social, é preciso o fazer/pensar que constitui e reflete, como processo, essa visão. A tese, através de casos empíricos, contribui para as discussões em Estudos Organizacionais sobre o organizar e em Gestão de Pessoas sobre como ocorrem relações de trabalho horizontais, ambos entendendo processo como o que está em constante mudança. Busca também fortalecer o uso da TAR e Depois como prática metodológica e lente de analise inicial, além de discutir a cooperação em termos de prática. A contribuição para o campo social está na sua ontologia política que dá visibilidade à bioconstrução como uma possibilidade de contrapor o senso comum estabelecido para construção de habitações em nossa sociedade atual. Assim como a bioconstrução nos ensina construir algo único com o que temos disponível, sua prática poderá nos ajudar a pensar criticamente a “monocultura da gestão”. / Considering the organization as a process, this thesis seeks to understand how and why is the organizing in the bioconstruction. The methodology follows the assumptions of Actor-Network Theory and After, that brings as a central concept the enactment combined with collective discussion to start the fieldwork. Preliminary empirical data obtained through participant observation in three different locations, working with bioconstruction from the vision of permaculture, and analyzed from the TAR and After optics, emphasizes the relationship of human and non-human, it highlighted the contribution to understanding the concepts of practice and cooperation in terms of doing / thinking inextricably linked. Thus, it was added to the theoretical discussion the notion of practice Schatzki (2005) and the notion of cooperation Sennett (2013). In addition to participant observation - used throughout research - the empirical data was collected - in a second stage – by interviews, questionnaires and non-participant observation resulting in a thematic analysis based on the Schatzki (2005) concept of practice. The text is developed through a detailed description of the events, interspersed with excerpts from theoretical incursions presenting the method assemblege as presupposes the TAR and After. Thereby, it is understood and described bioconstruction as practice of cooperation through the relationships between all that enact bioconstruction - people and materiality. From the perspective of practice, based on empirical data, cooperation is the practical intelligibility of bioconstruction organizing, so the clay enact cooperation, which enact bioconstruction that enact clay. To be cooperation, a common vision or a social morality is not enough, it is needed doing / thinking represents and reflects this view, as a process. The thesis, through empirical cases, contribute to the discussions in Organizational Studies on organizing and Human Resources about how horizontal working relationships occurs, understanding the process as it is constantly changing. It also seeks to strengthen the use of ANT and After as a methodological practice and initial analysis lens, and discuss cooperation in terms of practice. The contribution to the social field is in its political ontology that gives visibility to bioconstruction as a possibility to counter common sense established for housing construction in our present society. As bioconstruction teaches us build something unique with what we have available, this practice can help us thinking critically about the "monoculture of management."

A gestão por processos de negócio aumenta a qualidade de produtos e serviços e diminui o custo operacional nas organizações. Para realizar gestão por processos é necessário mapear estes processos em modelos de processo de negócio que precisam ter qualidade sintática, semântica e pragmática. A qualidade pragmática, em particular, garante que um modelo é compreensível. Os modelos são criados por analistas de processo, os quais reúnem informações que estão distribuídas pela organização e, a partir do conhecimento dos stakeholders do processo. Esta é uma tarefa complexa, que nem sempre resulta em modelos de processo com boa qualidade pragmática. Processos com baixa qualidade pragmática podem ser de difícil entendimento pelos stakeholders do processo. Para certificar a qualidade pragmática é necessário testar o entendimento do processo com novos usuários. Na maioria das vezes é difícil obter novos usuários para realizar testes. Este trabalho propõe uma abordagem que tem como base uma ontologia para representar modelos de processo e boas práticas de modelagem para auxiliar na identificação de modelos com baixa qualidade pragmática. A abordagem desenvolvida inclui o desenvolvimento de um plug-in para o editor de ontologia Protégé, que a partir de indicadores propostos na literatura automatiza a identificação de problemas na qualidade pragmática da modelagem de processos de negócio. Esta ferramenta pode ser utilizada no contexto acadêmico em cursos de modelagem de processos de negócio, auxiliando alunos no entendimento de boas práticas de modelagem, e no contexto empresarial, para revisar grandes repositórios de processos e selecionar os modelos que possam ter problemas na qualidade pragmática. / Business Process Management (BPM) increases the products and services quality and decreases operational costs in organizations. BPM requires the mapping of such process models that must present synthetic quality, semantic quality and pragmatic quality. Pragmatic quality, in particular, ensures understandability of the model. Models are designed by process analysts, gathering information spread at the organization and the knowledge of stakeholders. The design task is complex and some times does not result in process models with high pragmatic quality. Process model with low pragmatic quality may be difficult to understand by process stakeholders. Pragmatics quality certication tests the understanding of the process with new users. Most of the time it is hard to get new users to run tests. This work proposes an approach based on an ontology to represent process models and modeling practices to identify models with low pragmatic quality. The proposed approach is based on the development of a plug-in for Protégé ontology editor, and uses metrics from the literature to identify pragmatic quality problems in process models. This tool can be aplied in academic context so that students can better understant best practices in business process modeling, and also at business context, to review large process repositories selecting models which may have pragmatic quality problems.

Orientador: Fabio Scarduelli / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-09-11T21:22:41Z (GMT). No. of bitstreams: 1 Thomaz_Rafael_M.pdf: 5789556 bytes, checksum: 9b682ecffe1b4bb9ad251549e8f124ff (MD5) Previous issue date: 2014 / Resumo: O violonista e compositor brasileiro Marco Pereira (1950) é reconhecido internacionalmente por suas composições para violão e por sua carreira como concertista e acompanhador no âmbito da música popular. Sua produção composicional é formada por peças para violão solo, música de câmara, peças concertantes para violão e orquestra e arranjos de música popular para violão. Este trabalho busca destacar e entender o caráter híbrido de sua produção, que constitui uma simbiose de diferentes vertentes das quais podemos destacar a música popular brasileira, o violão de concerto e o jazz. Através da análise dos aspectos híbridos e idiomáticos de sua obra e de aspectos característicos de sua performance, o trabalho visa contribuir para o entendimento de sua obra a partir de diversos pontos de vista / Abstract: The Brazilian guitarist and composer Marco Pereira (1950) is internationally recognized for his compositions for guitar and his acting career as a concert performer and accompanist in popular music. His compositional output consists of pieces for solo guitar, chamber music, pieces for guitar and orchestra and arrangements of popular music for guitar. This work aims to emphasize and understand the hybrid nature of his production, which is a symbiosis of different strands of which we can highlight Brazilian popular music, concert and jazz guitar. By analyzing The hybrids and idiomatic aspects of his work and characteristic aspects of his performance, the work aims to contribute to the understanding of his work from various points of view / Mestrado / Praticas Interpretativas / Mestre em Música

A pesquisa busca reunir contribuições de estudantes de meios populares para as práticas pedagógicas a partir da investigação de suas relações com o saber escolar. O trabalho foi desenvolvido com base no pensamento de Charlot, especialmente suas formulações sobre leitura positiva, fracasso escolar e mobilização para o saber, e teve como principal objetivo investigar quais relações os estudantes do Ensino Fundamental, entre 11 e 15 anos, estabelecem com os saberes escolares. A pesquisa teve como referência metodológica o Grupo Dialogal. Para dar voz aos sujeitos participantes, constituiu-se um Grupo Dialogal com 15 estudantes moradores da favela da Mangueira (RJ), com renda média familiar de um salário-mínimo, com frágeis relações com suas escolas e a sociedade. Foram realizados cinco encontros ao longo de 14 meses. Os campos teóricos foram estruturados em torno dos temas os jovens e o saber, os sentidos do estudar e as práticas pedagógicas. Buscou-se compreender o estudante como sujeito de direito, como parte integrante de um processo e não como alguém que necessita à escola para torna-se alguém. Os conhecimentos escolares foram compreendidos a partir de um diálogo com as ideias de Sousa Santos a respeito de ciência no plural, de Cunha e Cancline sobre o conceito de cultura. Esses conceitos foram entendidos como campo de trocas e relações entre grupos e não como categorias identificadoras de grupos sociais. As práticas pedagógicas foram compreendidas a partir das contribuições de Franco, para quem as condutas educativas marcadas por posturas autoritárias não são pedagógicas, pois estas dependem de uma intencionalidade conduzida exclusivamente pela crítica reflexiva, que é substancialmente democrática. O material reunido na pesquisa foi dividido em três categorias: relações com os professores e a escola; relações consigo mesmo; e relações com os conhecimentos escolares. Os resultados apontaram para a necessidade de revisões conceituais e práticas, pois os estudantes relataram uma experiência com o saber que só pode ser compreendida se posta ao avesso, uma vez que se tornou evidente que participam de processos de ensino-aprendizagem e não aprendem. A vivência de condições discriminatórias dentro das escolas também foi indicada como obstáculo à aprendizagem. Os estudantes afirmam que para aprenderem precisam de relações coordenadas pelo diálogo e respeito a cada um, precisam participar do cotidiano da escola. O investimento na participação de estudantes na vida escolar é fator que impacta a aprendizagem, conclui a pesquisa. Estudantes vivenciam nas escolas condições muito contraditórias e esta pesquisa buscou identificá-las. / The research has sought to gather contributions from poor community students to the pedagogical practices based on the investigation of their relationship with schooled knowledge. The work was developed based on the thought of Charlot, especially his formulations about positive reading, academic failure and mobilization towards knowledge, and the main purpose was to investigate which relations Basic Education students, between 11 and 15 years old, maintain with the schooled knowledge. The methodological ground of the research was the Dialogical Group. To give voice to the participating students a Dialogical Group was formed with 15 students who lived in the Mangueira slum (RJ), whose average family income was a minimum salary, with fragile relations with their schools and society. Five meetings were held along 14 months. The theoretical fields were structured around the following themes: youth and knowledge, the meanings of study and the pedagogical practices. An effort was made to understand the student as a person who has rights, as an integral part of a process and not as an individual who needs to go to school to be someone. Schooled knowledge was comprehended in a dialogue with the ideas of Sousa Santos regarding science as a plural thing, and of Cunha and Cancline about the concept of culture. These concepts were understood as a field of exchanges and relations between groups and not as categories that identify social groups. The pedagogical practices were comprehended following the contributions of Franco, for whom the educative conducts with authoritative attitudes are not pedagogical as they depend on the intentionality performed exclusively by the reflexive criticism, which is substantially democratic. The material gathered by the research was divided in three categories: relationship with teachers and schools, relationship with oneself and relationship with schooled knowledge. The results show that both conceptual and practical reviews are necessary as the students reported a experience towards knowledge that can only be understood if put inside out, since it was evident that they took part in teaching-learning processes but are unable to learn. Facing discrimination within the school was indicated as a obstacle to learning. Students said that, if they are to learn something, they need relations coordinated by dialogue and respect for every and each person, they need to take part in the school´s everyday life. Investing in the students´ participation in the school routine is a factor that positively affects learning, says the research in its conclusion. At school, students face conditions that are very contradictory and the aim of this study was to identify such conditions.

Orientador: Maria de Fátima Araújo / Banca: Hélio Rebello Cardoso Júnior / Banca: Maria Lúcia Boarini / Resumo: Este trabalho problematiza as práticas discursivas e não discursivas referentes ao papel materno que circulam no âmbito da saúde pública e no contexto da família. Para isso utilizamos um programa de saúde materno-infantil - o Programa Canguru, contextualizando historicamente os elementos envolvidos tanto em sua concepção quanto em sua efetivação: o conceito de maternidade, as práticas de maternagem e as políticas de humanização ao atendimento desenvolvido nas instituições hospitalares. Nosso objetivo foi analisar como estes elementos se articulam na construção de novos sentidos para o papel materno. Para isso entrevistamos dez mulheres usuárias do Programa Canguru num hospital da rede pública e também as observamos durante esta prática. Na análise dos dados utilizamos como método a análise do discurso. A partir de núcleos de sentidos apreendidos nos discursos das entrevistadas, definimos quatro dimensões de análise: família e religião; o impacto do nascimento prematuro; desconfiança e resistência nas relações com instituições e profissionais de saúde; e a experiência com o Programa Canguru. No trabalho analítico buscamos apreender o processo de singularização e as estratégias utilizadas pelas entrevistadas na produção de sentidos sobre a maternidade e as práticas de maternagem. A família, estruturada de forma hierárquica e com rígida divisão de papéis segundo o sexo, aparece como o principal organizador das experiências das entrevistadas e dos sentidos atribuídos à maternidade. O exercício da maternidade é descrito como essencial para a constituição do papel feminino. A religião surge... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This paper question the speech practices and non speech referring at the maternal function that are around the ambit of the public health and in the family context. For that was used a health program of maternal-childish - The Kangaroo Care, putting on the historical context the elements that are involved as much the conception as the effectuation: the concept of maternity, the practices of maternal care and the policy of humanization of the service developed at the hospital institutions. Our goal was analyze how these elements are articulate at the construction of new feelings to maternal play. So we interviewed ten women that was usurers of the Kangaroo Care in a public hospital and we observed them during the practice too. At the analyze of the dates it was used as a method the analyze of the speech. From the nucleus of the senses took at the speech of the subject, were define four dimensions to analyze: family and religion; the impact of the premature birth; suspicion and resistance in relations with institutions and health workers; and the experience with the Kangaroo Care. At the analytic work we tried to took the process of the signalize and the strategies used by the subjects at the production of the feelings about the maternity and the practices of maternal care. The family that has a hierarchy structure and rigid division of places according to the sex, appears as a mainly organizer of the experiences of the subjects and of the feelings attributed to maternity. The exercise of the maternity is descript as essential to the constitution of the feminine place. Religion shows up as an important element to guarantee the emotional support to the family in situation of crises, such as a premature birth of a child... (Complete abstract, click electronic access below) / Mestre

Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / Neste estudo, buscamos compreender as prÃticas educativas e os saberes presentes na feira livre de SÃo Bento, localizada na cidade de Cascavel-CE a qual dista de Fortaleza 64 km. Para a realizaÃÃo dessa pesquisa, escolhemos como suporte teÃrico BrandÃo (2005); Durkheim (2007); Burke (2003); Huberman (1976) e Certeau (1998). Optamos pelo enfoque qualitativo e utilizamos a pesquisa bibliogrÃfica como suporte no esclarecimento do tema investigado. Usamos tambÃm o estudo de caso que proporcionou recolher o mÃximo de informaÃÃes e aprofundamento sobre as prÃticas educativas dos feirantes. Na coleta de dados o enfoque metodolÃgico escolhido foi a observaÃÃo participante, com o apoio do diÃrio de campo, alÃm de entrevistas semiestruturadas com os protagonistas da pesquisa. Procuramos buscar na histÃria oral um caminho para entender a relaÃÃo dos feirantes com a feira, e percebemos que o trabalho na feira possui caracterÃsticas afetivas que fortalecem os laÃos entre feirantes. Vimos que a feira à muito mais que um ambiente de compra e venda de produtos, observamos que nesse espaÃo nascem histÃrias de vidas, saberes que crescem a partir de experiÃncias vividas nas prÃticas cotidianas. Destacamos ainda que os ambientes informais tambÃm manifestam prÃticas educativas e isso mostra que a educaÃÃo à um fenÃmeno livre. Portanto, a feira livre de SÃo Bento à um evento social, cultural e educativo que contribui na sobrevivÃncia de muitas famÃlias. / In this study , we sought to understand the educational practices and knowledge present in the fair of St. Benedict , in the city of Cascavel - EC which is distant 64 km from Fortaleza . For this survey , we chose as BrandÃo (2005 ) theoretical support ; Durkheim (2007 ) ; Burke ( 2003); Huberman (1976) and Certeau (1998). We chose the qualitative approach and used the literature to support the clarification of the subject investigated . We also use the case study that provided the most information gathering and deepening of the educational practices of the merchants . During data collection, the methodological approach chosen was participant observation with the support of a field journal, and semistructured interviews with the protagonists of the research. We seek to pursue a path in oral history to understand the relationship of stallholders with the fair, and we realize that the work at the fair receives affective characteristics that strengthens ties between marketer and fair. We saw that the show is more of an environment for buying and selling products , we observe that this space born life histories , knowledge that grow from experiences in everyday practices . We also point out that informal environments also manifest educational practices and this shows that education is a free phenomenon. Therefore, the street fair of St. Benedict is a social, cultural and educational event that contributes to the survival of many families.