Media criticism is studied as a concept, as critical expression and as a force for social change. The concept of media criticism is developed in relation to different forms of critical practice, theory about criticism and critique and as a part of theories about media accountability. Media criticism as a force of social change is approached by exploring concepts for the analysis of social and cultural forms of media criticism. Four kinds of media texts published in Sweden between 1998 and 2013 were analysed to investigate critical expression: television columns, reflective books on journalism written by journalists, debate articles and letters to the editor. They were studied in terms of how they address actors, content and forms of critique and responsiveness. The methodology used was reflexive interpretation mainly driven by insight, but also with an emancipative intention. Qualitative text analysis was the major method used, combined with quantitative content analysis. The concept of media criticism is developed on three levels as normative and institutional, focused on established norms and values, norm shaping and formative, focused on establishing new norms and values and openness and practice, making it possible for many people to contribute to critique. Media criticism can further be specified in three dimensions comprising its intentions, the object of critique and the process of critique. Taken together they establish different forms of criticality in which a communicative intention is seen as essential.  The dissertation shows that media criticism should be given a more independent role in relation to the media accountability frame. Critical cultures and practices should be analysed in their relations to accountability cultures and practices. The concepts of institution, formative and formation were used for analysing the social and cultural forms of media criticism, where institutions are understood as the stable forms of media criticism, formatives as the changeable forms and formations as the combination of the two. Criticism and critical practice potentially have an important role to play for change in the media, journalism and society by addressing issues in an open and reflexive way. The approach to media criticism developed in the dissertation is termed critical institutionalism and aims to bridge the gap between critical social science, the sociology of critique and institutional analysis as applied in media studies.

As a teacher today, you have a task to give your students good knowledge and give them great possibilities to reach their goals. But as a teacher, you also have a task to raise your students to be good democratic citizens.  For this essay, my purpose has been to investigate how three teachers in Social science, about their attitudes regarding democracy and how this is practised in teaching.  During my study, I have been able to identify that their attitudes to democracy and its practical use, are similar in most ways. For example, they all together share the view, that democracy is an important thing to teach.  They are practicing democracy in the classroom, for example by letting students influence the way work areas are built and what kind of examinations they would like to have. This way of working in the classroom is based on discussion and by doing so, the students have an opportunity to share their views with their teacher. This is a deliberative perspective, making it possible for students to develop to the democratic citizen.  This way of teaching, implies that the teacher's attitudes to democracy is based on a form of democracy which is called deliberative democracy. But is deliberative democracy easy to achieve in a complex environment?

Hur hanterar samhällskunskapslärare kontroversiella politiska frågor i undervisningen och vilka svårigheter finns det med det? Vilken roll intar läraren i klassrummet och vad har det för betydelse i fostransuppdraget enligt lärarna? Denna studie undersöker vad sex samhällskunskapslärare verksamma i Helsingborgs kommun har för förhållningssätt till kontroversiella frågor inom politik. Metoden i arbetet utgår från en kvalitativ studie där dels observationer och dels intervjuer har nyttjats med avseende att undersöka problemområdet. Flera olika komponenter har använts för att analysera resultatet av vår insamlade empiri. Slutsatsen är att lärare hanterar kontroversiella politiska frågor i undervisningssituationer på skilda sätt. Svårigheter ligger främst i att låta alla elever få uttrycka sig utan att gå utanför värdegrunden eller att kontroversiella frågor behandlas på ett sätt som någon elev upplever som kränkande. Studien visar även exempel på vilka olika roller och förhållningssätt som finns och vad de har för betydelse när en tar sig an kontroversiella frågor. Det som framgår i denna studie är att det inte finns någon konsensus i hur läraren ska vara. Avslutningsvis tyder studien på att kontroversiella politiska frågor inte bör undvikas, även om det är något som ofta anses vara komplext att ta upp i undervisningssammanhang. Detta eftersom det är en bidragande faktor till att eleverna utvecklas till förstående och goda samhällsmedborgare. / How do social science teachers handle controversial political issues in their teaching and how are those difficulties affecting their ways of teaching? What kind of role does the teacher adapt into while entering the classroom and what does teachers in general think of the fostering assignment that has been given to them? This study investigates what approach six social science teachers in the municipality of Helsingborg think of controversial policy issues in the classroom. The method of this study is based on a qualitative study where observations and interviews are the main sources to the following investigation in the problematic area. Several different components have been used to analyse the results of our collected empirical data. The conclusion is that teachers handle controversial political issues in their teaching situations in different ways. Difficulties mainly arises within situations where student are encouraged to unreservedly express themselves without violating anyone or when controversial issues are dealt in ways that students experiences as offensive. The survey contains examples of different roles and approaches and the effects after dealing with controversial issues. A conclusion of the survey is that there is no consensus on how the teacher should act. In assumption, the survey suggests, despite the fact that controversial political issues are often considered as a complex area in educational contexts, they are not to be avoided. This is because it is a contributing factor in the students developing process of becoming understanding and good citizens in our society.

A dissertação parte de vivências da autora ressignificadas teoricamente, que a estão constituindo enquanto socióloga-professora–pesquisadora, para buscar analisar aspectos sobre a formação de professores de Sociologia para a Educação Básica brasileira. O estudo, com enfoque crítico-dialético e de abordagem qualitativa, tem como cerne o posicionamento de professoras recém-graduadas frente aos seus processos de graduação, às suas condições profissionais e ao contexto nacional, marcado pela reintrodução de Sociologia como componente curricular obrigatório nas escolas da nação. Para tanto, situa-se brevemente a atual discussão sobre a temática formação de professores no bojo do contexto sócionormativo nacional-internacional, apresentando um alfabeto de desafios e características que (re)configuram o trabalho e a condição docente. Paralelamente, o histórico da disciplina nos currículos brasileiros é exposto assim como o contexto normativo atual que rege o assunto, bem como algumas peculiaridades de seu ensino em escolas públicas de nível médio de Porto Alegre. A partir das narrativas das entrevistadas sobre seu curso de Ciências Sociais, apresenta-se categorias temáticas elaboradas durante o processo analítico que se referem ao currículo formativo dessas docentes e questões que extrapolam as particularidades por serem características já históricas das licenciaturas de uma forma geral e, em especial, do curso de licenciatura em Ciências Sociais no país. Por fim, trechos de documentos e resumos são registrados, bem como iniciativas que a autora julga estarem sinalizando mudanças na formação de professores em geral e especificamente de Sociologia. Acredita-se que os resultados apresentados possam contribuir às reflexões e discussões nos cursos de licenciatura, do mesmo modo que possibilitem o estímulo ao fomento de inovações universitárias. / This work has its initial point at the author’s life, theoretically re-meant, which are helping the author to build herself as sociologist-teacher-researcher, to analyze aspects about Sociologist teacher’s formation of Brazilian Basic Education. This study has critical-dialectic and qualitative view, its main focus is based on teachers new graduated about their graduation process, their professional conditions and national context, because Sociology was reintroduced as obligatory curriculum in Brazilian schools. So, it has been shown briefly the current discussion about teachers’formation in the main point of social-normative nationalinternational context, presenting a challenge alphabet and characteristics that re-configure the work and teacher’s condition. Parallel, the discipline historic in Brazilian curriculums is exposed as well as the current normative context which leads the subject, as well as some peculiarities of its teaching in public high schools in Porto Alegre. From the teachers’ interview about their Social Science Course, it has been shown theme categories made during the analytic process about curriculum formation and questions that overcome its particularities because they are historical characteristics of formation courses in a general way and, in special, of Social Science Course in the country. Finally, pieces and summaries of documents are registered, as well as initiatives which the author thinks to be signalizing changes in teachers’ formation in general and especially in Sociology. The results presented, it is believed to contribute to reflections and discussions in formation courses, at the same time that can stimulate the universities innovations.

This research is the main problem the complex relationship between science, especially the social sciences, and the complex of ideology from the perspective of historical ontology and György Lukács. Take a few significant works of the founders of Classical Social Theory (Emile Durkheim and Max Weber) as objects of our analysis. In addressing the problem of ideology in social science from the approach Lukacsian, uses critical reading to grasp the immanent connections conceptual and analytical, in the authors\' theories and propositions in question. The study first presents the fundamental elements of the perspective adopted, as well as the categories of Ideology and Science in Lukacsian approach. It starts with the notion that work is the foundation of social being, and that their development will gradually produce new social complexes. The problems of science, its emergence in social being, their complexity and refinement, many of their problems and issues are considered as moments of a procedural development and contradictory, historically and socially determined, whose dynamic is intertwined with the previous work. With the development of capitalism, this relationship becomes stronger, boosting the expansion of capital, while doing a science activity more elaborate, as their horizons are expanded in an increasing manner. It is still considered the everyday, as the space between the actions of individuals\' here and now, and its objectivations in science. The main methodological boundaries proposed by Emile Durkheim, present in two of his works: From the Division of Labor and Social Suicide, are examined. The main themes and concepts of Max Weber are reviewed from the theoretical framework above. Proposals for a \"value-free science\" of Weber, a science and devoid of \"preconceived notions\" of Durkheim, are analyzed in order to understand how their significant works equate the problem of ideology. / Fundação de Amparo a Pesquisa do Estado de Alagoas / A presente pesquisa tem como problemática principal a relação existente entre o complexo social da ciência, especialmente das ciências sociais, e o complexo da ideologia a partir da perspectiva ontológica e histórica de György Lukács. Tomam-se algumas obras significativas dos fundadores da Teoria Social Clássica (Émile Durkheim e Max Weber) como objetos de nossa análise. Ao tratar do problema da ideologia nas Ciências Sociais a partir da abordagem lukacsiana, utiliza-se a leitura crítica imanente para apreender os nexos conceituais e analíticos, nas teorizações e proposições dos autores em questão. A pesquisa apresenta inicialmente os elementos fundamentais da perspectiva adotada, assim como, as categorias de Ideologia e Ciência na abordagem lukacsiana. Parte-se da noção que o trabalho é o fundamento do ser social, e que seu desenvolvimento vai progressivamente produzindo novos complexos sociais. Os problemas da ciência, seu surgimento no ser social, sua complexificação e refinamento, muitos de seus problemas e questões, são considerados como momentos de um desenvolvimento processual e contraditório, histórica e socialmente determinado, cuja dinâmica está entrelaçada com as atividades laborativas. Com o desenvolvimento do capitalismo esta relação passa a ser mais intensa, impulsionando a expansão do capital, e ao mesmo tempo fazendo da Ciência uma atividade mais elaborada, porquanto seus horizontes são ampliados de maneira crescente. Considera-se ainda o cotidiano, como o espaço intermediário entre as ações dos sujeitos no seu aqui e agora, e suas objetivações no campo da ciência. As principais demarcações metodológicas propostas por Émile Durkheim, presentes em duas de suas obras: Da Divisão do Trabalho Social e O Suicídio, são examinadas. Os principais temas e conceitos de Max Weber são analisados criticamente a partir do referencial teórico referido. As propostas de uma ciência axiologicamente neutra de Weber, e de uma ciência desprovida de prénoções de Durkheim, são analisadas, buscando compreender como equacionam em suas significativas obras o problema da ideologia.

A dissertação parte de vivências da autora ressignificadas teoricamente, que a estão constituindo enquanto socióloga-professora–pesquisadora, para buscar analisar aspectos sobre a formação de professores de Sociologia para a Educação Básica brasileira. O estudo, com enfoque crítico-dialético e de abordagem qualitativa, tem como cerne o posicionamento de professoras recém-graduadas frente aos seus processos de graduação, às suas condições profissionais e ao contexto nacional, marcado pela reintrodução de Sociologia como componente curricular obrigatório nas escolas da nação. Para tanto, situa-se brevemente a atual discussão sobre a temática formação de professores no bojo do contexto sócionormativo nacional-internacional, apresentando um alfabeto de desafios e características que (re)configuram o trabalho e a condição docente. Paralelamente, o histórico da disciplina nos currículos brasileiros é exposto assim como o contexto normativo atual que rege o assunto, bem como algumas peculiaridades de seu ensino em escolas públicas de nível médio de Porto Alegre. A partir das narrativas das entrevistadas sobre seu curso de Ciências Sociais, apresenta-se categorias temáticas elaboradas durante o processo analítico que se referem ao currículo formativo dessas docentes e questões que extrapolam as particularidades por serem características já históricas das licenciaturas de uma forma geral e, em especial, do curso de licenciatura em Ciências Sociais no país. Por fim, trechos de documentos e resumos são registrados, bem como iniciativas que a autora julga estarem sinalizando mudanças na formação de professores em geral e especificamente de Sociologia. Acredita-se que os resultados apresentados possam contribuir às reflexões e discussões nos cursos de licenciatura, do mesmo modo que possibilitem o estímulo ao fomento de inovações universitárias. / This work has its initial point at the author’s life, theoretically re-meant, which are helping the author to build herself as sociologist-teacher-researcher, to analyze aspects about Sociologist teacher’s formation of Brazilian Basic Education. This study has critical-dialectic and qualitative view, its main focus is based on teachers new graduated about their graduation process, their professional conditions and national context, because Sociology was reintroduced as obligatory curriculum in Brazilian schools. So, it has been shown briefly the current discussion about teachers’formation in the main point of social-normative nationalinternational context, presenting a challenge alphabet and characteristics that re-configure the work and teacher’s condition. Parallel, the discipline historic in Brazilian curriculums is exposed as well as the current normative context which leads the subject, as well as some peculiarities of its teaching in public high schools in Porto Alegre. From the teachers’ interview about their Social Science Course, it has been shown theme categories made during the analytic process about curriculum formation and questions that overcome its particularities because they are historical characteristics of formation courses in a general way and, in special, of Social Science Course in the country. Finally, pieces and summaries of documents are registered, as well as initiatives which the author thinks to be signalizing changes in teachers’ formation in general and especially in Sociology. The results presented, it is believed to contribute to reflections and discussions in formation courses, at the same time that can stimulate the universities innovations.

This thesis measures the economic value and social impact of tourism associated with crocodiles (Crocodylus acutus) in Tárcoles, Costa Rica. Crocodile tourism is unique compared to other tourism operations in Costa Rica because it is managed locally and has grown in an organic matter. Qualitative and quantitative data were collected from tourists and key informants who work, directly or indirectly, in crocodile tourism in the region. The results demonstrated that the economic benefits derived from nature-based tourism is an important strength and incentive for C. acutus conservation in Tárcoles. Bringing in an estimated USD 5,292,073.81 per year (estimated for 2014) in indirect sales, tourism is one of the main economic drivers and is central to the economic development of the region. Furthermore, understanding the social impacts of the tourism in Tárcoles is vital for ecosystem management and sustainability of the crocodile tourism industry.

A dissertação parte de vivências da autora ressignificadas teoricamente, que a estão constituindo enquanto socióloga-professora–pesquisadora, para buscar analisar aspectos sobre a formação de professores de Sociologia para a Educação Básica brasileira. O estudo, com enfoque crítico-dialético e de abordagem qualitativa, tem como cerne o posicionamento de professoras recém-graduadas frente aos seus processos de graduação, às suas condições profissionais e ao contexto nacional, marcado pela reintrodução de Sociologia como componente curricular obrigatório nas escolas da nação. Para tanto, situa-se brevemente a atual discussão sobre a temática formação de professores no bojo do contexto sócionormativo nacional-internacional, apresentando um alfabeto de desafios e características que (re)configuram o trabalho e a condição docente. Paralelamente, o histórico da disciplina nos currículos brasileiros é exposto assim como o contexto normativo atual que rege o assunto, bem como algumas peculiaridades de seu ensino em escolas públicas de nível médio de Porto Alegre. A partir das narrativas das entrevistadas sobre seu curso de Ciências Sociais, apresenta-se categorias temáticas elaboradas durante o processo analítico que se referem ao currículo formativo dessas docentes e questões que extrapolam as particularidades por serem características já históricas das licenciaturas de uma forma geral e, em especial, do curso de licenciatura em Ciências Sociais no país. Por fim, trechos de documentos e resumos são registrados, bem como iniciativas que a autora julga estarem sinalizando mudanças na formação de professores em geral e especificamente de Sociologia. Acredita-se que os resultados apresentados possam contribuir às reflexões e discussões nos cursos de licenciatura, do mesmo modo que possibilitem o estímulo ao fomento de inovações universitárias. / This work has its initial point at the author’s life, theoretically re-meant, which are helping the author to build herself as sociologist-teacher-researcher, to analyze aspects about Sociologist teacher’s formation of Brazilian Basic Education. This study has critical-dialectic and qualitative view, its main focus is based on teachers new graduated about their graduation process, their professional conditions and national context, because Sociology was reintroduced as obligatory curriculum in Brazilian schools. So, it has been shown briefly the current discussion about teachers’formation in the main point of social-normative nationalinternational context, presenting a challenge alphabet and characteristics that re-configure the work and teacher’s condition. Parallel, the discipline historic in Brazilian curriculums is exposed as well as the current normative context which leads the subject, as well as some peculiarities of its teaching in public high schools in Porto Alegre. From the teachers’ interview about their Social Science Course, it has been shown theme categories made during the analytic process about curriculum formation and questions that overcome its particularities because they are historical characteristics of formation courses in a general way and, in special, of Social Science Course in the country. Finally, pieces and summaries of documents are registered, as well as initiatives which the author thinks to be signalizing changes in teachers’ formation in general and especially in Sociology. The results presented, it is believed to contribute to reflections and discussions in formation courses, at the same time that can stimulate the universities innovations.

Orientador: Thomas Patrick Dwyer / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-08-13T16:10:28Z (GMT). No. of bitstreams: 1 Braga_EugenioCarlosFerreira_D.pdf: 3058675 bytes, checksum: 94d100f105960c5dcfbeccd2e792cb45 (MD5) Previous issue date: 2009 / Resumo: Este texto apresenta e expoe os resultados de um survey com egressos de Ciências Sociais e Economia dos ultimos trinta e cinco anos de tradicionais instituicoes do estado de Sao Paulo. O foco da analise reside nos cientistas sociais, desenvolvida a partir de questões teoricas de uma sociologia dos cientistas sociais, que se difere de outras perspectivas e abordagens anteriores. O survey forneceu dados empiricos para: a) elaborar uma descrição do mercado de trabalho pela situacao e pelas trajetorias ocupacionais, b) caracterizar o perfil social do grupo de egressos, c) definir uma estrategia de pesquisa (com o suporte de uma tradicao de pesquisa em estratificacao social) que conseguisse captar da profissao seus segmentos mais valorizados, de maior posicao social ou de status e prestigio, e d) integrar os objetivos anteriores em uma analise da composicao social das posicoes ocupacionais projetadas por meio deste criterio social. Deste modo, foi possivel esbocar as participações relativas das areas do mercado de trabalho na absorcao dos cientistas sociais, apreender estes segmentos em um continuo valorativo segundo avaliacoes dos proprios membros da profissao e analisar a composicao social destes segmentos (por cor e raca, sexo e origem social), buscando tendencias de abertura e fechamento e nichos de concentracao de atributos sociais. Com a extensao do survey foram possiveis comparacoes com egressos de Economia, seguindo os mesmos procedimentos realizado para os cientistas sociais. / Abstract: This work presents a survey with Social Sciences and Economics alumni from a thirty-five years time span of traditional universities in the state of São Paulo. The focus of the analysis rests on social scientists, developed following theoretical questions of a sociology of social scientists, different from others previous perspectives and attempts. The survey brought empirical data with which we can: a) elaborate a description of the labor market by occupational current situation and work trajectories, b) delineate the social profile of the alumni group, c) define a research strategy (with the support of a tradition in the social stratification field) that could capture from a profession its most valued parts, of higher social position or higher status and prestige, and d) integrate all data into an social composition analysis of the occupational positions projected by that social criterion. In this way, I sketched the relative proportion of labor market areas in absorbing social scientists, grabbed its segments in a valorative continuum, made with evaluations from the members themselves, and analyzed the social composition of these segments (by race, gender and social origins), searching for openness and closure tendencies, and niches that concentrate social attributes. Extending the survey to Economics alumni also made comparisons possible, following the same procedures realized for social scientists. / Doutorado / Doutor em Ciências Sociais

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-05-17T18:11:04Z No. of bitstreams: 1 joycekelinascimentosilva.pdf: 2103990 bytes, checksum: 6efba82e23debb8f624ac6a15b27e5ab (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-05-18T11:37:07Z (GMT) No. of bitstreams: 1 joycekelinascimentosilva.pdf: 2103990 bytes, checksum: 6efba82e23debb8f624ac6a15b27e5ab (MD5) / Made available in DSpace on 2017-05-18T11:37:07Z (GMT). No. of bitstreams: 1 joycekelinascimentosilva.pdf: 2103990 bytes, checksum: 6efba82e23debb8f624ac6a15b27e5ab (MD5) Previous issue date: 2013-05-23 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Os estudos sobre o universo legal e judiciário, focando a descrição e compreensão de sua estrutura e entraves cresceram nos últimos anos no Brasil. E embora a criminalidade, geralmente, seja interpretada como um fenômeno masculino, observamos um crescente interesse acadêmico pela agência feminina criminosa, impulsionado pelo incremento no número de mulheres no Sistema Prisional na última década, especialmente pelo envolvimento com o tráfico de drogas. O objetivo deste trabalho é promover a discussão teórica sobre a possível influência de representações sociais de gênero, incorporadas aos sistemas de orientações e valores dos magistrados, no processo de tomada da decisão condenatória, bem como na natureza e quantidade das penas aplicadas. A definição do objeto da pesquisa decorre da constatação da escassez de estudos sobre a atuação dos magistrados brasileiros no processo decisório, bem como do incremento da participação da mulher nas estatísticas criminais. A análise dos elementos que surgem como determinantes na tomada de decisão pelos juízes envolveu elementos definidos na legislação brasileira antidrogas e na legislação processual penal. A pesquisa empírica empreende uma análise da sentencing nos processos de mulheres envolvidas com o tráfico, focalizada nos processos sentenciados e a problematização das variáveis explicativas das decisões pela autoridade judiciária, na sentença. Os estudos de “sentencing” concentram-se na análise do processo decisional e das disparidades nas penas, promovendo a desmistificação da ideia de imparcialidade na tomada de decisões judiciais ao analisar a atuação dos magistrados, bem como as variáveis sócio-históricas, filosóficas e jurídicas incorporadas no processo de racionalização da decisão, influenciando sua práxis e dinamizando uma cultura jurídica capaz de aplicar penas distintas para acusados pela prática de crimes semelhantes. Essa perspectiva teórica se apresenta como significativo instrumento de análise em estudos de sentenças, capaz de fornecer elementos conceituais aplicáveis à compreensão das condicionantes diretivas que envolvem a atividade judicante. Foram selecionados 39 (trinta e nove) sentenças, proferidas no período entre 2007 e 2012, nas 04 (quatro) Varas Criminais da Comarca de Juiz de Fora. Nestas sentenças, figuraram como acusadas pelo crime de tráfico 49 (quarenta e nove) mulheres, dentre as quais 03 (três) mulheres apareceram em 02 (duas) sentenças diferentes no período de tempo pesquisado, motivo pelo qual foram considerados 52 (cinquenta e dois) casos em conformidade com o objeto deste trabalho. Na análise sobre os critérios legais e extralegais que informam os magistrados durante o processo de tomada da decisão, num modelo da tradição jurídica na civil law, percebemos a filiação a um sistema de orientação marcado pelo formalismo jurídico, pronto a justificar-se dentro de um legalismo, em detrimento de uma postura universalista de promoção da justiça material. Bem como a reprodução de uma cultura penal tácita de conformidade quanto ao rigor no julgamento e condenação pelos crimes previstos na Nova Lei de Drogas. / Studies about the legal and judicial universe, focusing on the description and understanding of its structure and barriers have grown in recent years in Brazil. And although crime usually be interpreted as a male phenomenon, we observe a growing academic interest in female criminal agency, driven by the increase in the number of women in the prison system in the last decade, especially for involvement with drug trafficking. The objective of this work is to promote theoretical discussion on the possible influence of social representations of gender incorporated into the systems of guidelines and values of the magistrates in making the sentencing decision, as well as the nature and amount of penalties. The definition of the object of the research stems from the scarcity of studies on the role of Brazilians judges in decision process as well as the increase of women's participation in the crime statistics. The analysis of the elements that emerge as determinants in the decision by the judges involved elements defined in Brazilian law on narcotics and criminal procedure law. Empirical research undertakes an analysis of “sentencing” in cases of women involved in drug trafficking, focused on sentenced processes and questioning the explanatory variables of the decisions of the judicial authority in sentencing. Studies of “sentencing” focus on the analysis of decision making and disparities in criminal penalties, promoting the demystification of the idea of impartiality in making judgments to analyze the performance of judges, as well the sociohistorical, philosophical and legal variables incorporated in the process of rationalization of the decision, influencing your praxis and fostering a juridical culture able to apply different legal penalties for defendants that practice similar crimes. This theoretical perspective is presented as meaningful analytical tool in studies of sentencing, capable of providing conceptual elements applicable to the understanding of constraints directresses that involve adjudicative activity. We selected 39 (thirty-nine) sentences, handed down between 2007 and 2012, in 04 (four) Criminal Courts the Judicial District of Juiz de Fora. In these sentences, figured as accused for the crime of trafficking 49 (forty-nine) women, among which 03 (three) women appeared in 02 (two) different sentences in the time period studied, why were considered 52 (fifty-two) cases in accordance with the object of this work. In the analysis of the legal and extralegal criteria that inform the magistrates during the decision making process, a model of tradition in the civil law, we realize the membership of a guidance system marked by legal formalism, ready to be justified within a legalism, rather than a universalist stance of promoting material justice. As well the reproduction of a tacit criminal culture of conformity as to the rigor in the trial and sentencing for crimes under Brazilian Drug Law.