A resolução de problemas é uma metodologia de investigação utilizada pela Psicologia experimental desde sua fundação. Um debate na área é quais os efeitos de variáveis de treino sobre a resolução de problemas, e como ocorre um tipo específico de resolução, a chamada resolução súbita, tradicionalmente descrita como Insight. O presente trabalho teve por objetivo averiguar a resolução de problemas a partir do treino independente de habilidades pré-requisito em diferentes tarefas de recombinação de repertórios com diferentes espécies. Adicionalmente, foram feitos testes de entendimento de propriedades funcionais de objetos e repertórios treinados. No Experimento I, dois pombos (Columba livia) foram testados no procedimento padrão de deslocamento de caixa. Os sujeitos aprenderam: a) empurrar uma caixa em direção a um alvo, e b) subir e bicar outro alvo. O teste final requeria que o animal empurrasse a caixa para debaixo de um alvo, subisse e o bicasse. Os dois sujeitos resolveram a tarefa final. No Experimento II, quatro pombos passaram por histórias assimétricas de treino das duas habilidades pré-requisito também da tarefa de deslocamento de caixa. Apenas um dos sujeitos resolveu o problema, e sem a mesma fluidez apresentada pelos sujeitos do Experimento I. O Experimento III manipulou a consequência utilizada no treino de cada habilidade pré-requisito, também na tarefa de deslocamento de caixas. Empurrar em direção a uma luz foi treinado com alimento como consequência, e subir e bicar foi treinado com água como consequência. Nenhum dos quatro pombos resolveu a tarefa em sua primeira tentativa. Todos os sujeitos que resolveram a tarefa nos Experimentos I, II ou III apresentaram resultados similares nos testes de entendimento de propriedades funcionais, que indicaram que pequenas mudanças na situação de teste dificultam a resolução. No Experimento IV, com ratos (Rattus norvegicus), uma nova tarefa foi desenvolvida, que envolvia a recombinação de a) cavar maravalha, e b) subir escadas. Na tarefa final os ratos deveriam cavar a maravalha, encontrar uma passagem escondida que dava acesso a um segundo ambiente no qual haviam escadas que levavam a um pedaço de alimento. Dois ratos aprenderam os dois repertórios e resolveram a tarefa, de forma súbita. Outros quatro ratos que aprenderam somente um dos repertórios não resolveram a tarefa. O Experimento V testou os efeitos da quantidade de treino (Experimento II), tipo de consequência (Experimento III) e contexto de treino e teste, em uma tarefa específica com corvos da Nova Caledônia (Corvus moneduloides). Todos os animais resolveram a tarefa final, entretanto, de forma não súbita. Os dados indicam que a resolução súbita, a partir da recombinação de repertórios aprendidos independentemente é passível do efeito de uma série de variáveis de treino e teste até então pouco estudadas, como a quantidade de treino, tipo de consequência e contexto de treino e teste / Experimental Psychology utilizes problem-solving methodology since its inception. Much was debated about the effects of training variables upon the solution of a problem, especially concerning the sudden solution of specific problem, called Insight. The present work aimed to investigate the solution of different problem in different species after the independent training of pre-requisite repertoires. Additionally, tests regarding the understanding of functional properties of stimuli were made. In Experiment I, two pigeons (Columba livia) were tested in the box-displacement test. The subjects learned to, a) push a box towards a target, and b) to climb and peck another target. The final task required to subjects to push one box towards a target hanging in the ceiling, climb the box and then peck the target. The two subjects solved the final task. In Experiment II, four pigeons had an asymmetric training of the two abilities. Only one of the subjects solved the final task, not as fluidly as the subjects from Experiment I. In Experiment III, the consequence used during the training of each ability was different. Pushing towards a target was reinforced with food, and to climb and peck with water. None of the four birds solved the task in its first presentation. All the subjects that solved the tasks in Experiments I, II and III showed similar performances in the tests regarding the understanding of functional properties of stimuli, suggesting that even minima changes in the test situation can impair the solution. Experiment IV employed a new task, with rats (Rattus norvegicus). Subjects learned to a) digg shavings, and b) climb stairs. In the final task, the rats had to digg and find a passage leading to another ambient containing stairs that lead to food. Two rats that learned the two abilities solved the problem, suddenly. Other four rats that learned only one of the two abilities (dig or climb) didnt solved the problem. Experiment V tested the effects of quantities of training (Experiment II), consequences of trained abilities (Experiment III), and context of training and testing with new caledonian crows (Corvus moneduloides). All four crows solved the problem, but not suddenly. The data of all experiments suggests that the sudden solution, when acquired through the interconnection of repertoires is more subtle then it is usualy regarded, and that variables of training and testing are crucial for the solution of a problem

A resolução de problemas é uma metodologia de investigação utilizada pela Psicologia experimental desde sua fundação. Um debate na área é quais os efeitos de variáveis de treino sobre a resolução de problemas, e como ocorre um tipo específico de resolução, a chamada resolução súbita, tradicionalmente descrita como Insight. O presente trabalho teve por objetivo averiguar a resolução de problemas a partir do treino independente de habilidades pré-requisito em diferentes tarefas de recombinação de repertórios com diferentes espécies. Adicionalmente, foram feitos testes de entendimento de propriedades funcionais de objetos e repertórios treinados. No Experimento I, dois pombos (Columba livia) foram testados no procedimento padrão de deslocamento de caixa. Os sujeitos aprenderam: a) empurrar uma caixa em direção a um alvo, e b) subir e bicar outro alvo. O teste final requeria que o animal empurrasse a caixa para debaixo de um alvo, subisse e o bicasse. Os dois sujeitos resolveram a tarefa final. No Experimento II, quatro pombos passaram por histórias assimétricas de treino das duas habilidades pré-requisito também da tarefa de deslocamento de caixa. Apenas um dos sujeitos resolveu o problema, e sem a mesma fluidez apresentada pelos sujeitos do Experimento I. O Experimento III manipulou a consequência utilizada no treino de cada habilidade pré-requisito, também na tarefa de deslocamento de caixas. Empurrar em direção a uma luz foi treinado com alimento como consequência, e subir e bicar foi treinado com água como consequência. Nenhum dos quatro pombos resolveu a tarefa em sua primeira tentativa. Todos os sujeitos que resolveram a tarefa nos Experimentos I, II ou III apresentaram resultados similares nos testes de entendimento de propriedades funcionais, que indicaram que pequenas mudanças na situação de teste dificultam a resolução. No Experimento IV, com ratos (Rattus norvegicus), uma nova tarefa foi desenvolvida, que envolvia a recombinação de a) cavar maravalha, e b) subir escadas. Na tarefa final os ratos deveriam cavar a maravalha, encontrar uma passagem escondida que dava acesso a um segundo ambiente no qual haviam escadas que levavam a um pedaço de alimento. Dois ratos aprenderam os dois repertórios e resolveram a tarefa, de forma súbita. Outros quatro ratos que aprenderam somente um dos repertórios não resolveram a tarefa. O Experimento V testou os efeitos da quantidade de treino (Experimento II), tipo de consequência (Experimento III) e contexto de treino e teste, em uma tarefa específica com corvos da Nova Caledônia (Corvus moneduloides). Todos os animais resolveram a tarefa final, entretanto, de forma não súbita. Os dados indicam que a resolução súbita, a partir da recombinação de repertórios aprendidos independentemente é passível do efeito de uma série de variáveis de treino e teste até então pouco estudadas, como a quantidade de treino, tipo de consequência e contexto de treino e teste / Experimental Psychology utilizes problem-solving methodology since its inception. Much was debated about the effects of training variables upon the solution of a problem, especially concerning the sudden solution of specific problem, called Insight. The present work aimed to investigate the solution of different problem in different species after the independent training of pre-requisite repertoires. Additionally, tests regarding the understanding of functional properties of stimuli were made. In Experiment I, two pigeons (Columba livia) were tested in the box-displacement test. The subjects learned to, a) push a box towards a target, and b) to climb and peck another target. The final task required to subjects to push one box towards a target hanging in the ceiling, climb the box and then peck the target. The two subjects solved the final task. In Experiment II, four pigeons had an asymmetric training of the two abilities. Only one of the subjects solved the final task, not as fluidly as the subjects from Experiment I. In Experiment III, the consequence used during the training of each ability was different. Pushing towards a target was reinforced with food, and to climb and peck with water. None of the four birds solved the task in its first presentation. All the subjects that solved the tasks in Experiments I, II and III showed similar performances in the tests regarding the understanding of functional properties of stimuli, suggesting that even minima changes in the test situation can impair the solution. Experiment IV employed a new task, with rats (Rattus norvegicus). Subjects learned to a) digg shavings, and b) climb stairs. In the final task, the rats had to digg and find a passage leading to another ambient containing stairs that lead to food. Two rats that learned the two abilities solved the problem, suddenly. Other four rats that learned only one of the two abilities (dig or climb) didnt solved the problem. Experiment V tested the effects of quantities of training (Experiment II), consequences of trained abilities (Experiment III), and context of training and testing with new caledonian crows (Corvus moneduloides). All four crows solved the problem, but not suddenly. The data of all experiments suggests that the sudden solution, when acquired through the interconnection of repertoires is more subtle then it is usualy regarded, and that variables of training and testing are crucial for the solution of a problem

Book consumption is no longer only a solitary practice of one person sitting in an armchair with a bound volume of their favorite novel or the latest paperback bestseller. Books have become part of what Henry Jenkins has termed convergence culture. Books are no longer just books, they are also adapted into films, they are available as audiobooks and e-books, they are accompanied by websites, author blogs, and dedicated Facebook pages, they are continued by fans writing their own stories based on the original, they are discussed in online forums and communities, and they are being reviewed in Youtube videos, to just name a few. Convergence culture refers to the spread of content over different platforms and devices, the conglomeration of media companies on the production side, and the new possibilities for participation on the side of consumers. Media and communication studies have curiously neglected book consumption in its re-examination of audience studies in the light of convergence. This study assumes that audience studies, redefined to account for cross-media use and active as well as passive aspects of consumption, are well suited to investigate contemporary book consumption. The aim of this study is to explore media use surrounding books in the broad sense described above. It also investigates how commercial structures on the one hand and participation on the other shape book consumption. To do so, this study exemplarily analyzes the book related media use of members of an online reading community (Lovelybooks). Methodologically this study follows a mixed-methods approach by adopting the concept of media repertoires. Media repertoires describe patterns of habitual media use, thus integrating the quantitative mapping of media use with the analysis of the meaningful principles behind it. The results from a survey that was distributed to Lovelybooks’ members describe which media components are used, how they are combined and to what extent they are participatory. Semi-structured interviews complement the survey results by exploring which influence commercial structures and the attitudes towards them have on Lovelybooks members’ participatory media use. The interpretation is informed by critical political economy, discussing the implications of an online community being commercially owned and run, the consequences of commercial structures for participation, and the appropriation of personal data and labor by corporations.

This thesis investigates democratisation in South Korea. Unlike what structure- and process-oriented accounts of democratisation claim, democracy in South Korea was achieved through sustained popular action. The late-late development led by the authoritarian developmental state did not allow bourgeois or institutional politics to take the leading role for democracy. Social movements replaced them by making political opportunities and developing collective identity, their mobilising structures, and by using various discourses, repertoires, and framing. The structural context, movements' interaction with the state, and their strategies produced democracy with paradoxical results. Not only did they fail to achieve social democracy as their objective, but also the “founding election” for the transition to democracy in 1987 was exploited by elites. The paradoxical process of democratisation suppressed the reverse transition to reauthoritarianism on the one hand and constrained the popular sovereignty expressed through constitutionally legitimate massive collective action on the other hand. Though democratisation through collective action did not end “happily ever after,” it brought about democracy not only in institutional politics but also in noninstitutional politics. / Graduate

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No. of bitstreams: 1 andrade_js_me_bauru.pdf: 1028797 bytes, checksum: 9840b3755f6b3d30624e3479858775f0 (MD5) Previous issue date: 2016-03-07 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A implantação do Sistema de Avaliação do Rendimento Escolar do Estado de São Paulo – SARESP, desde 1996, deveria cumprir a função de produzir diagnósticos da situação da escolaridade básica paulista, visando orientar os gestores do ensino no monitoramento das políticas voltadas para a melhoria da qualidade educacional. Porém, a literatura salienta restrições nos impactos dos resultados dos sistemas de avaliação em larga escala, na atuação profissional do professor. Admite-se que a efetivação de funções diagnósticas do SARESP depende de investigações que ampliem a compreensão dos docentes da Educação Básica acerca de dimensões adotadas por esta política pública de avaliação externa, sendo tal compreensão componente essencial do repertório profissional de tais docentes. A presente pesquisa investigou fatores que poderiam influenciar nas correspondências que os professores devem estabelecer entre, de um lado, possíveis aprendizagens dos seus alunos em interação com as condições didáticas dispostas pelo próprio professor e, de outro lado, as aprendizagens preconizadas em documentos oficiais do SARESP sob a designação de habilidades ou descritores. Participaram da pesquisa uma professora do 7º e outra do 9º anos do Ensino Fundamental, responsáveis pelo componente curricular de Matemática, de uma escola da rede pública do Estado de São Paulo localizada no interior do estado. O procedimento consistiu em sete fases. Na Fase 1, ocorreu a caracterização dos planejamentos adotados pelas professoras para o ano letivo em curso quanto às Situações de Aprendizagem (SA) previstas. Na Fase 2, as participantes realizaram a descrição de uma SA já ministrada, priorizando o relato das aprendizagens previstas, as práticas e estratégias de ensino e de avaliação adotadas e as medidas de aprendizagem obtidas. Diante disso as professoras realizaram o cotejamento de tais aprendizagens com descritores previstos em documentos oficiais. Diante da transcrição dos relatos de suas ações, as professoras selecionaram uma aprendizagem e realizaram uma atividade de decomposição e de análises de lacunas assinaladas nos dados expressos na descrição da SA que foi desenvolvida. Na Fase 3 foram replicados os procedimentos da Fase 2, considerando uma SA não ministrada. Na Fase 4, o conjunto de aulas planejados na Fase 3 foram filmados e editados pela pesquisadora em episódios que priorizaram situações de interação de cada professora com os respectivos alunos. Na Fase 5, diante de cada episódio, cada professora deveria identificar: (a) se ocorreram as aprendizagens previstas; (b) quais seriam as evidências (medidas) de tais aprendizagens; e (c) quais foram os aspectos (pontos) críticos para a ocorrência das mesmas. Diante da transcrição dos relatos da professora e da descrição dos episódios, elaborada pela pesquisadora, relacionando ações do professor que antecederam respostas dos alunos, as respostas emitidas pelos alunos e ações subsequentes do professor a tais respostas, a professora estimou a correspondência entre as aprendizagens previstas nos documentos oficiais e as aprendizagens evidenciadas. Após isso as participantes indicaram outra SA ainda não ministrada para ser objeto de descrição do planejamento previstos na Fase 3. As Fases 6 e 7 consistiram na replicação das Fases 4 e 6 respectivamente para a nova SA. Considera-se que as condições metodológicas de interação adotadas nesta pesquisa possam ter favorecido o desenvolvimento de repertórios profissionais da docência definidos pela análise do alcance das práticas de ensino e de avaliação de aprendizagens adotadas cotidianamente pelas professoras participantes no trabalho. Contudo foi constatada a manutenção de expressivas diferenças entre a terminologia adotada nos documentos oficiais e a terminologia adotada nos relatos das professoras para a designação de habilidades e de medidas de aprendizagem, bem como restrições nos relatos das condições expressas no planejamento e nas descrições das ações dos alunos diante das condições de ensino oferecidas. / With the implementation of the SARESP system since 1996 carry out the function of producing a diagnosis of the state of São Paulo basic education in order to guide education managers in monitoring policies directed at improving educational quality. However, the literature reveals restrictions on the impacts of the results by the evaluation systems in large-scale,in the professional teacher action. Therefore, the present study investigated correspondences that teachers should be established between, on the one hand, possible learning of their students in interaction with the teaching conditions given by the teacher himself and, on the other hand, the proposed learning in official documents of SARESP system. The participants were two teachers of 5th and 6th grade of elementary school of a school from São Paulo. The procedure consisted of seven phases. In phase 1, the researcher contacted the planning of teachers for Learning Situations (SA) planned for the school year. In phase 2 the participants performed a description of an SA already given, prioritizing the account of planned learning the practices and teaching and assessment strategies adopted and obtained learning measures before that the teachers made the comparisons of learning with official documents. Given the transcription of reports of their actions, the teachers selected a learning and performed activities of a decompositions and gap analyzes indicated the data expressed in the description of SA that was developed. In phase 3 the procedures of Phase 2 been replicated, considering a SA not given. In the phase 4 the set of classes considered in Phase 3 were filmed and edited by the researcher that in phase 5, from the record of the classes, on episodes of teacher-student interaction, the teacher should identify: (a) There were evidenced learning by students, (b) What evidence of the measures of such learning and (c) What was the turning point for the occurrence of the learning. With the transcription of the teacher reports and description of the episodes, prepared by the researcher, relating teacher's actions leading up student responses, the answers given by students and subsequent actions teacher to such responses, the teacher estimated correspondence between planned learning in official documents and the learning evidenced by the students. After that the participants indicated another SA not given for description object of the planning set out in Phase 3. Phase 6 and 7 were characterized by the repetition of the phases 4 and 6 respectively. It is estimated that the methodological interaction conditions adopted in this research may have favored the development of professional teaching repertoires defined by analysis of the scope of teaching practices and evaluation of learning adopted by the participating teachers daily work. However the maintenance of significant differences between the terminology used in official documents and the terminology used in the reports of the teachers to describe skills and learning measures was found, as well as restrictions in the accounts of the conditions expressed in the planning and in the descriptions of the actions of students on the offered teaching conditions.

This research study explores how ten Eritrean refugees living in Pretoria, South Africa, make sense of their refugee identity in individual interviews. Discursive analysis was employed as a methodology to capture the different ways of talking (interpretative repertoires) about their institutionally-ascribed refugee identity, their experiences as refugees and alternative identities which the refugees discursively constructed in their interaction with the researcher. The study was motivated to provide the refugees, as a marginalized social group, a platform for expressing their agency. Six men and four women were recruited for the study using a convenience sampling technique. Analysis resulted in the identification of five dominant and two less dominant interpretative repertoires. The dominant interpretative repertoires were as follows: ‘we have rights’ repertoire; ‘accept who you are’ repertoire; ‘they target you’ repertoire; ‘I am secure: they can’t deport me’ repertoire and ‘we are misunderstood as criminals’ repertoire. The two less dominant repertoires were: ‘our refugee identity is transient’ repertoire and ‘I am lost; I don’t have a country any more’ repertoire. The findings of such varied, contradictory and inconsistent ways of talking by the participants about their refugee identity demonstrate a challenge to previous empirical studies conducted on the experiences and identities of Eritrean refugees in different settings which treated participant accounts as consistent and coherent. Furthermore, the results of the study defy dominant discourses about refugees which describe them as voiceless and without agency. / Dissertation (MSocSci)--University of Pretoria, 2014. / am2014 / Sociology / unrestricted

Les répertoires de gènes sont des objets extrêmement dynamiques : Des gènes sont dupliqués et perdus, transférés d’un génome à l’autre et des nouveaux gènes sont créés. L’étude de ces processus et de leur impact sur l’évolution des répertoires de gènes est fondamentale pour notre compréhension de l’énorme diversité de la vie sur terre. J’ai reconstruit les familles des gènes homologues chez les levures du clade Lachancea et je les ai classées en trois catégories selon leur présence chez les espèces en dehors du clade en: transmises verticalement (98.2 %), transmises horizontalement (0.15 %) et spécifiques aux Lachancea (1.63 %). Ensuite, j’ai reconstruit l’évolution de chaque famille de gènes le long de l’arbre phylogénétique des Lachancea en terme de gains et de pertes depuis l’origine du clade. Mes résultats suggèrent que les réarrangements chromosomiques balancés (translocations, inversions) peuvent interrompre, au niveau de leurs points de cassure, la séquence codante des gènes, et entraîner jusqu’à 14 % des pertes de gènes observées (rupture de gène). En outre, j’ai observé des corrélations entre le taux de divergence des séquences codant pour des protéines et les taux de duplication de gènes, de translocations et d’inversions, et de rupture de gène, suggérant l’existence d’une horloge génomique qui coordonnerait ces processus. Par la suite, je me suis focalisé sur l’émergence de nouveaux gènes de novo à partir de séquences non-codantes, dont l’impact global sur les génomes n’est pas encore connu. J’ai pour cela analysé les gènes taxonomiquement restreints aux levures des clades Lachancea et Saccharomyces sensu stricto et j’ai pu identifier un ensemble de 596 gènes ayant fort probablement émergé de novo. Le taux d’émergence de novo est constant chez les levures au sein du même clade mais varie d’un ordre de grandeur entre les 2 clades (2.8 gènes/ma chez les Saccharomyces et 0.27 gènes/ma chez les Lachancea). Ces nouveaux gènes sont distribués uniformément sur les chromosomes. Ils sont le plus souvent orientés de façon divergente par rapport à leur voisin en 5’, ce qui suggère que leur transcription pourrait être initiée au niveau de promoteurs divergents, favorisant ainsi la transition d’une séquence intergénique non transcrite à une séquence codante transcrite (puis traduite). Enfin, j’ai montré que dans certains cas, seul un petit nombre de mutations permettent la création d’un gène bien adapté à son environnement génomique, en comparaison avec des gènes plus «anciens». Cela signifie que sous certaines conditions la transition d’une séquence non-codante vers une séquence codante peut être relativement rapide. Globalement, mes résultats suggèrent que l’émergence de novo est un processus évolutif non négligeable, représentant une source importante de création de nouvelles protéines. / Gene repertoires are highly dynamic : Genes are duplicated, lost, transferred from one genome toanother and new genes are formed. Studying these processes and how they shape gene repertoireevolution is fundamental to our understanding of how the enormous diversity of life on earth came to be. I reconstructed the homologous gene families of the yeasts of the Lachancea genus and categorized them based on their conservation in species outside the genus into vertically inherited (98.2%), horizontally transferred (0.15%) and taxonomically restricted (1.63%). Then, I inferred the evolution of each family along the genus’ phylogeny and identified the gene gain and loss events that occurred since the genus’ origin. I found that balanced chromosomal rearrangements may be responsible for up to 14% of gene losses by disrupting the coding sequence at their breakpoints and detected 3 cases with clear traces of the disruption at the sequence level. Additionally, I found that correlations exist between the rate of protein-coding sequence divergence and the rates of gene duplication, chromosomal inversions and translocations, and gene disruptions by balanced rearrangements, suggesting the existence of a genomic clock coordinating these processes. Next, I focused on the emergence of new genes de novo from non-coding sequences, a process whose overall impact remains a matter of debate. I thus analyzed taxonomically restricted genes in the two model yeast genera Lachancea and Saccharomyces sensu stricto and identified a robust set of 596 genes that have likely emerged de novo. I found that de novo emergence rates are constant among yeasts of the same genus but differ by an order of magnitude between the two genera with 2.8 genes/my in the Saccharomyces and 0.27 genes/my in the Lachancea. De novo genes are uniformly distributed on yeast genomes and are found divergently oriented relative to their 5’ neighbors suggesting that divergent transcription might play a role in their transition from non-transcribed intergenic sequences to transcribed (and translated) coding sequences. Moreover, through specific examples I was able to show that a few enabling mutations are sufficient for a young de novo gene to emerge already well-adapted relative to older genes, indicating that the transition from non-coding to coding can happen rapidly. Overall, my results support de novo emergence as a ubiquitous evolutionary process and a potent source of novel proteins.

Depuis 2011, la révolution égyptienne et ses contrecoups ont suscité au Caire l’émergence d’un véritable marché de la sécurité. Cette thèse est le fruit d'une enquête ethnographique, menée en observation participante, relative à différentes pratiques de défense ayant émergé dans ce cadre. Les cours de self-défense (difā‘a ‘an al-nafs), dont le succès ne cesse de se confirmer dans les quartiers socialement favorisés de la ville du Caire, se trouvent au coeur de cette recherche. Ils y sont envisagés non seulement comme révélateurs, mais aussi comme producteurs d’une culture matérielle et motrice « révolutionnaire », où les bouleversements politiques du moment s’incarnent dans leur dimension émotionnelle, sexuée, sociale et morale. Ces cours réunissent des femmes – mais aussi parfois des hommes – venant faire l’acquisition de techniques de combat afin de se préparer à affronter une agression. La figure du « jeu », permettant d’englober dans l’analyse les différents niveaux de sens des expériences, constitue l’outil théorique avec lequel les interactions observées sont envisagées. La pratique étudiée permet d’appréhender à la fois les transformations des représentations et des pratiques liées à la violence, ainsi que les recompositions des rapports sociaux de classe et de sexe dans la société égyptienne contemporaine. En rendant apparentes la dimension technique du rapport au pouvoir des individus ainsi que les modalités – socialement et sexuellement situées – de production des catégories « légitime » et « illégitime » dans l’énonciation de la violence, la self-défense s’impose comme un objet d’étude privilégié pour participer à une anthropologie de la révolution égyptienne. / This thesis is the result of an ethnographic study conducted between 2011 and 2012, primarily through participant observation, on certain defense practices that have emerged in recent years in Egypt and contributed to a "revolutionary" security market. Self-defense classes (difā‘a ‘an al-nafs), the popularity of which has continued to grow since 2011 in socially affluent districts of Cairo, are at the heart of this research. The dissertation conceives of self-defense trainings as not only revealing but also producing "revolutionary" physical and technical repertoires in which the emotional, gendered, social and moral dimensions of the period's political upheavals are embodied. Women – but sometimes also men – come to the self-defense classes to acquire combat skills such as throwing kicks and punches, learning to face aggressors using specific objects and bodily techniques. The notion of "play" is used as a theoretical tool for drawing together and analyzing the different levels of meaning of the paradoxical experiences observed in these classes. The ethnography allows for a better understanding of the evolution of urban sociability, the transformation of representations and uses of violence, and the reconfiguration of gender and class relations in contemporary Egyptian society. By making visible the technical dimension of how individuals deal with power and the socially and sexually situated modalities by which categories such as "legitimacy" and "illegitimacy" are produced with respect to violence, self-defense constitutes an valuable vantage point from which to contribute to an anthropology of the Egyptian revolution.

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This thesis explores the practice of “youtubing Sápmi”, which entails Sámi decolonial mobilization, multisemiotic and multilingual language use on YouTube. The aim is to understand how YouTube videos can function as a tool for discursive mobilization and as a complement or alternative to linguistic and cultural revitalization. In recent years, more interest has been directed towards Sámi music and media. While such research has explored acts of resistance, anti-colonial counter-narratives and negotiations of identity in Sámi music and media, few studies have investigated the discursive strategies used in Sámi performance in the Swedish context. In addressing this research gap, drawing from sociolinguistic research on interdiscursivity, indexicality and sociolinguistic scales, this thesis analyses how multisemiotic resources are used in discursive strategies of Sámi decolonial mobilization on YouTube. The analysis reveals that a variety of multisemiotic resources and discourses are used to construe type and token interdiscursivity that establish connectivity across time, space and scales that connect local issues to the national and the global. Furthermore, the deployment of different language repertoires – North Sámi, Swedish and English – point to the multi-scalar aspects of Sámi decolonial mobilization. These results indicate that the practice of youtubing Sápmi is a powerful tool for raising awareness, challenging coloniality and creating space for Sámi linguistic and cultural practices. In sum, the thesis provides insights into the potentials for agentive and creative use of interdiscursivity, as well as the affordances for creative multisemiotic language use on YouTube.