Inserido no campo da formação e das práticas profissionais na área da música, este trabalho tem o objetivo de apreender e compreender os modos de ser e agir na profissão, os valores, atitudes, interesses, destrezas e conhecimentos próprios da cultura profissional dos professores de violão. Para este propósito, é necessária a articulação de um conceito aberto de profissão, tendo como referência os trabalhos de Caria, Carrolo, Dubar e Franzoi. Nessa pesquisa foram entrevistados oito professores de violão, que exercem sua atividade em Porto Alegre/RS, cuja prática profissional varia de dois a vinte e cinco anos de experiência, e que atuam em espaços diversos, como escolas da rede de ensino, academias de música, casas dos alunos e em suas próprias residências. O material empírico foi colhido por intermédio de entrevistas semi-estruturadas, baseadas em relatos orais temáticos e diários de campo. Dentre as principais conclusões, pode-se destacar o fato dos professores de violão constituírem um grupo social singular que compartilha aspectos de uma cultura profissional, que é transmitida no transcorrer da socialização profissional. Tal cultura é entendida como um processo contínuo, que se inicia nas primeiras aproximações com a atividade e se estende por toda a vida profissional - e é apropriada e reinventada por cada indivíduo na construção de sua identidade profissional. Diante da impossibilidade em se destacar traços generalizantes dos modos de ser e agir desses professores, devido à própria natureza da atividade desenvolvida pelos sujeitos investigados, a pesquisa limita-se a apontar tendências gerais que balizam sua cultura profissional. Dentre essas tendências destacam-se: a importância das redes na construção e manutenção dos nichos de atuação e transmissão da cultura profissional; o ensino focado nas expectativas e necessidades do público atendido; o poder de adaptabilidade e resposta às mais variadas demandas; tendência às regularidades na construção das trajetórias profissionais, mesmo dentro de sistemas aparentemente instáveis; modos de ser e agir que se contrapõem às representações sociais estigmatizantes de precariedade e improvisação associadas a essa prática profissional. Os resultados contribuem para um maior entendimento acerca da constituição das culturas profissionais dos professores de instrumento musical. / Within the field of training and professional practice in the music area, this paper aims to capture and understand the ways of being and acting in the profession, values, attitudes, interests, skills and knowledge of the professional culture of guitar teachers. For this purpose it is necessary to articulate an open concept of profession, with reference works of Caria, Carrolo, Dubar and Franzoi. In this research eight teachers of guitar that have their activity in Porto Alegre/RS were interviewed and whose professional practice varies from two to twenty-five years of experience, and that act in different spaces such as schools of education network, academies of music houses of students and in their own homes. The empirical material was collected through semi-structured interviews, based on oral reports and field diary. Among the key findings, you can highlight the fact of guitar teachers are a natural social group that share aspects of a professional culture, which is transmitted in the phases of professional socialization. This culture is understood as a continuous process that begins in the first approximations with the activity and extends throughout life - and it is appropriate and reinvented by each individual in the construction of their professional identity. Facing the impossibility to highlight features that generalize the ways of being and acting of teachers, due to the nature of the activity performed by the subjects investigated, the search is limited to general trends indicating that sustains their professional culture. Among these trends are: the importance of networks in the construction and maintenance of niches of work and occupational transmission of culture, education focused on the needs and expectations of the public attended, the power of adaptability and response to the most varied demands, tend to regularities in the construction of professional paths, even in apparently unstable systems, ways of being and acting that is opposed to stigmatizing representations of social precariousness and improvisation associated with this practice. The results contribute to a better understanding about the formation of the professional cultures of teachers of musical instrument.

Inserido no campo da formação e das práticas profissionais na área da música, este trabalho tem o objetivo de apreender e compreender os modos de ser e agir na profissão, os valores, atitudes, interesses, destrezas e conhecimentos próprios da cultura profissional dos professores de violão. Para este propósito, é necessária a articulação de um conceito aberto de profissão, tendo como referência os trabalhos de Caria, Carrolo, Dubar e Franzoi. Nessa pesquisa foram entrevistados oito professores de violão, que exercem sua atividade em Porto Alegre/RS, cuja prática profissional varia de dois a vinte e cinco anos de experiência, e que atuam em espaços diversos, como escolas da rede de ensino, academias de música, casas dos alunos e em suas próprias residências. O material empírico foi colhido por intermédio de entrevistas semi-estruturadas, baseadas em relatos orais temáticos e diários de campo. Dentre as principais conclusões, pode-se destacar o fato dos professores de violão constituírem um grupo social singular que compartilha aspectos de uma cultura profissional, que é transmitida no transcorrer da socialização profissional. Tal cultura é entendida como um processo contínuo, que se inicia nas primeiras aproximações com a atividade e se estende por toda a vida profissional - e é apropriada e reinventada por cada indivíduo na construção de sua identidade profissional. Diante da impossibilidade em se destacar traços generalizantes dos modos de ser e agir desses professores, devido à própria natureza da atividade desenvolvida pelos sujeitos investigados, a pesquisa limita-se a apontar tendências gerais que balizam sua cultura profissional. Dentre essas tendências destacam-se: a importância das redes na construção e manutenção dos nichos de atuação e transmissão da cultura profissional; o ensino focado nas expectativas e necessidades do público atendido; o poder de adaptabilidade e resposta às mais variadas demandas; tendência às regularidades na construção das trajetórias profissionais, mesmo dentro de sistemas aparentemente instáveis; modos de ser e agir que se contrapõem às representações sociais estigmatizantes de precariedade e improvisação associadas a essa prática profissional. Os resultados contribuem para um maior entendimento acerca da constituição das culturas profissionais dos professores de instrumento musical. / Within the field of training and professional practice in the music area, this paper aims to capture and understand the ways of being and acting in the profession, values, attitudes, interests, skills and knowledge of the professional culture of guitar teachers. For this purpose it is necessary to articulate an open concept of profession, with reference works of Caria, Carrolo, Dubar and Franzoi. In this research eight teachers of guitar that have their activity in Porto Alegre/RS were interviewed and whose professional practice varies from two to twenty-five years of experience, and that act in different spaces such as schools of education network, academies of music houses of students and in their own homes. The empirical material was collected through semi-structured interviews, based on oral reports and field diary. Among the key findings, you can highlight the fact of guitar teachers are a natural social group that share aspects of a professional culture, which is transmitted in the phases of professional socialization. This culture is understood as a continuous process that begins in the first approximations with the activity and extends throughout life - and it is appropriate and reinvented by each individual in the construction of their professional identity. Facing the impossibility to highlight features that generalize the ways of being and acting of teachers, due to the nature of the activity performed by the subjects investigated, the search is limited to general trends indicating that sustains their professional culture. Among these trends are: the importance of networks in the construction and maintenance of niches of work and occupational transmission of culture, education focused on the needs and expectations of the public attended, the power of adaptability and response to the most varied demands, tend to regularities in the construction of professional paths, even in apparently unstable systems, ways of being and acting that is opposed to stigmatizing representations of social precariousness and improvisation associated with this practice. The results contribute to a better understanding about the formation of the professional cultures of teachers of musical instrument.

Inserido no campo da formação e das práticas profissionais na área da música, este trabalho tem o objetivo de apreender e compreender os modos de ser e agir na profissão, os valores, atitudes, interesses, destrezas e conhecimentos próprios da cultura profissional dos professores de violão. Para este propósito, é necessária a articulação de um conceito aberto de profissão, tendo como referência os trabalhos de Caria, Carrolo, Dubar e Franzoi. Nessa pesquisa foram entrevistados oito professores de violão, que exercem sua atividade em Porto Alegre/RS, cuja prática profissional varia de dois a vinte e cinco anos de experiência, e que atuam em espaços diversos, como escolas da rede de ensino, academias de música, casas dos alunos e em suas próprias residências. O material empírico foi colhido por intermédio de entrevistas semi-estruturadas, baseadas em relatos orais temáticos e diários de campo. Dentre as principais conclusões, pode-se destacar o fato dos professores de violão constituírem um grupo social singular que compartilha aspectos de uma cultura profissional, que é transmitida no transcorrer da socialização profissional. Tal cultura é entendida como um processo contínuo, que se inicia nas primeiras aproximações com a atividade e se estende por toda a vida profissional - e é apropriada e reinventada por cada indivíduo na construção de sua identidade profissional. Diante da impossibilidade em se destacar traços generalizantes dos modos de ser e agir desses professores, devido à própria natureza da atividade desenvolvida pelos sujeitos investigados, a pesquisa limita-se a apontar tendências gerais que balizam sua cultura profissional. Dentre essas tendências destacam-se: a importância das redes na construção e manutenção dos nichos de atuação e transmissão da cultura profissional; o ensino focado nas expectativas e necessidades do público atendido; o poder de adaptabilidade e resposta às mais variadas demandas; tendência às regularidades na construção das trajetórias profissionais, mesmo dentro de sistemas aparentemente instáveis; modos de ser e agir que se contrapõem às representações sociais estigmatizantes de precariedade e improvisação associadas a essa prática profissional. Os resultados contribuem para um maior entendimento acerca da constituição das culturas profissionais dos professores de instrumento musical. / Within the field of training and professional practice in the music area, this paper aims to capture and understand the ways of being and acting in the profession, values, attitudes, interests, skills and knowledge of the professional culture of guitar teachers. For this purpose it is necessary to articulate an open concept of profession, with reference works of Caria, Carrolo, Dubar and Franzoi. In this research eight teachers of guitar that have their activity in Porto Alegre/RS were interviewed and whose professional practice varies from two to twenty-five years of experience, and that act in different spaces such as schools of education network, academies of music houses of students and in their own homes. The empirical material was collected through semi-structured interviews, based on oral reports and field diary. Among the key findings, you can highlight the fact of guitar teachers are a natural social group that share aspects of a professional culture, which is transmitted in the phases of professional socialization. This culture is understood as a continuous process that begins in the first approximations with the activity and extends throughout life - and it is appropriate and reinvented by each individual in the construction of their professional identity. Facing the impossibility to highlight features that generalize the ways of being and acting of teachers, due to the nature of the activity performed by the subjects investigated, the search is limited to general trends indicating that sustains their professional culture. Among these trends are: the importance of networks in the construction and maintenance of niches of work and occupational transmission of culture, education focused on the needs and expectations of the public attended, the power of adaptability and response to the most varied demands, tend to regularities in the construction of professional paths, even in apparently unstable systems, ways of being and acting that is opposed to stigmatizing representations of social precariousness and improvisation associated with this practice. The results contribute to a better understanding about the formation of the professional cultures of teachers of musical instrument.

Children’s mental healthcare in Canada is undergoing a transition: instead of community- and hospital-based services working in parallel, there is a shift to increasing collaboration. When community- and hospital-based children’s mental health service providers work together, differences in their philosophical approaches to treatment can be revealed. However, client experiences of these philosophical differences have not been explored. In this hermeneutic phenomenological study, I interviewed young people and their families who had lived experience of collaboration in a mid-sized Canadian city. I considered the results of these interviews with families who were new to treatment that was shared between hospital- and community-based services in light of literature on current initiatives in collaborative mental health care. I situated my results in the context of my on-going work as a service provider in this Canadian city alongside the reflections of service providers from the two organizations that were the focus of my research: the Children's Hospital and the Community Agency. I found that young people and their parents experience their care as being in a constant state of crisis when connections between these services are not explicit. In contrast, when connections are clear, families feel more able to manage their children’s care. As well, service providers find that when explicit connections are forged between community-and hospital-based services, collaboration becomes more straightforward and is experienced as less hierarchical. The results of my research provide concrete tools, contextualized in the real worlds of current practitioners and clients, to help the future psychotherapists of Ontario work collaboratively towards supporting young people and their families who seek treatment for mental health diagnoses.

Cette thèse étudie l'ordinaire bureaucratique des agents de la circonscription scolaire - l'administration scolaire déconcentrée - au Bénin et la manière dont ils "font" l'école primaire au quotidien; Fondé sur quinze mois de terrain entre 2012 et 2015 principalement passés dans deux circonscriptions scolaires du pays, mon travail étudie plus particulièrement l'autorité des chefs - inspecteurs et conseillers pédagogiques - sur la gestion locale de l'école, qu'ils se plaignaient d'avoir perdue depuis 1990 et l'ouverture démocratique du pays. A travers l'analyse socio-historique de la construction des inspections et du groupe professionnel des inspecteurs, l'étude de la circulation de l'autorité au sein de l'arène scolaire locale et des rapports hiérarchiques et pédagogiques entretenus avec les enseignants, je montre comment se négocie, quotidiennement, l'autorité publique sur le service local d'enseignement. Je documente ainsi le jeu entre autorités premières et secondes sur la gestion de l'école à travers les rapports entretenus avec les autorités hiérarchiques, les syndicats, les enseignants, les parents ou la mairie. Les dynamiques de concertation, de négociation ou de contournement de l'administration scolaire locale participent à la production quotidienne de l'école et interrogent l'autorité de la circonscription sur les affaires scolaires. J'analyse également les effets des récentes réformes managériales sur les conditions de travail et les formes de professionnalité des inspecteurs et conseillers. En montrant la coexistence des figures de l'inspecteur "loup-garou", de l'inspecteur "conseiller" et de l'inspecteur "gestionnaire", je ne questionne pas seulement les transformations des ethos professionnels et des manières d'être "chef", mais également la pluralité des façons de faire l'Etat et l'école dans les salles de classe béninoises. / This thesis focuses on the bureaucratic routine of agents of school districts - the decentralized school administration - in Benin, and the ways in which they "make" primary school on a day-to-day basis. Relying on a fifteen months-fieldwork research (2012-2015) conducted mainly in two school districts of the country, this dissertation studies more specifically the leaders' authority - inspectors and pedagogical advisors - over the local management of school that they claim to have lost with the democratic opening in the 1990s. Through a socio-historical analysis of the construction of inspections and the inspectors' occupational group, the study of the circulation of authority within the school's local arena, and the inspectors' hierarchical and pedagogical relations with teachers, I show how public authority is negociated within the local education service. In doing so, I document the strategies at play between first and second-level authorities through the relations maintained with the hierarchical authorities, the unions, the teachers, the parents or the town hall. The dynamics of dialogue, negociation or circumvention of the school district participate in the day-to-day functioning of school and question the local administration's authority over school issues. I also analyse the effects of recent managerial reforms on the inspectors and advisors' working conditions and their professional culture. By demonstrating the coexistence of the figure of the "werewolf" inspector, the "counsellor" inspector and the "manager" inspector, I do not only question the transformations in the ethos of professionals and in the ways of being "a leader", I also question the multiplicity of ways of making the State and making school in Benin's classrooms.

The purpose of this master's degree thesis was to develop an understanding of how hospital management, in the case studied, worked to achieve changes in an organization influenced by differing professional cultures. To gain insight into the conditions that may have contributed to nurses and physicians developing appropriate attitudes and behaviours, which may have affected the organization's ability to achieve the Swedish Quality Award 2012.  A qualitative single case study was conducted at Karlskoga Hospital, with focus groups as well as individual depth interviews.   The results of the case study showed the following conditions provided nurses and physicians the potential to develop appropriate attitudes and behaviours, which may have influenced the hospitals ability to achieve the Swedish Quality Award:   Responsibility and influence over the development processes. Participation in management teams and quality development groups as well as individual fields of responsibility. Training programs that have given insights and skills in quality management related to clinical practice. Nurses and physicians as key individuals gave legitimacy to development process, and served as management advisors. Collaboration between all kind of employees and responsibilities. Committed management.