A presente dissertação tem como objetivo analisar as permanências e os afastamentos de alunos do Colégio de Aplicação da UFRGS, da turma Alfa - 1/2001, ao longo de sua trajetória escolar entre o Ensino Fundamental e Ensino Médio. Observou-se que um número significativo de alunos dessa turma se transferiu da escola sendo que os motivos que provocaram essas transferências foram reprovação, falta de adaptação à escola e os turnos dobrados. Em consonância com as teorizações dos Estudos Culturais, de inspiração pós-estruturalista, entendo que as permanências ou os afastamentos de alunos não se tratam apenas de um desenrolar natural das circunstâncias da vida de cada aluno, mas estão implicados em processos de in/exclusão que acabam produzindo as possibilidades de permanência de alguns e as transferências de outros alunos. Apoiei-me em conceitos como categoria social aluno e in/exclusão para compreender como se dá a inserção do aluno, ingressante por sorteio público na instituição, e os processos de diferenciação e normalização decorrentes do convívio com as práticas escolares do CAp/UFRGS. Como estratégias metodológicas foram utilizadas entrevistas e questionários com membros da equipe diretiva, professores e alunos da turma Alfa - 1/2001, e análise de documentos da instituição. No que se refere às unidades analíticas, estas se constituíram das problematizações entre os objetivos de formação dos alunos do CAp/UFRGS, constante em documentos e nas narrativas da equipe diretiva, professores e alunos e as novas populações de crianças e jovens que ingressam por sorteio público na instituição. Tendo como base as análises realizadas pode-se afirmar, mesmo que provisoriamente, que no CAp/UFRGS os alunos ingressantes por sorteio público vão, gradativamente, sendo selecionados por critérios relacionados ao desempenho escolar e adaptação às práticas pedagógicas da escola. Acredito que este estudo poderá, além de problematizar as práticas que desencadeiam uma seleção entre os alunos e produzem as possibilidades de permanência e de transferências, auxiliar em discussões para que esta escola, que tem como uma das suas finalidades pensar e criar novas práticas pedagógicas e metodológicas para auxiliar outras redes públicas de ensino, repensar o atendimento a ser prestado aos novos alunos que nesses novos tempos ingressam em suas salas de aula. / This thesis aims to analyze the permanence and clearances Application College students from UFRGS, Alpha I 2001 class along their trajectory between the Primary and Secondary Education. It was observed that a significant number of students in this class has moved the school and that the reasons that caused these transfers were failing, failure to adapt to school and double shifts. In line with the theories of cultural studies, post-structuralist inspiration, I understand that the stays or removals of students are not just a natural course of life circumstances of each student, but are involved in in / exclusion processes that end up producing the remaining opportunities for some and transfers of other students. I leaned on concepts such as social class and student in / exclusion to understand how is the introduction of students, undergraduate students by public lottery in the institution and the differentiation and standardization processes resulting from the interaction with school practices CAp / UFRGS. As methodological strategies were used interviews and questionnaires with members of the management team, teachers and students of the Alfa class I in 2001, and analysis of the institution's documents. With regard to analytical units in these consisted of problematizations between training objectives of the CAp / UFRGS students, constant in documents and narratives of the management team, teachers and students and new populations of children and young people entering by public lottery the institution. Based on the analyzes it can be stated, however temporary that in CAp / UFRGS commencing students by public lottery will gradually being selected by criteria related to school performance and adaptation to school pedagogical practices. I believe this study may, in addition to questioning the practices that trigger a selection among students and produce the possibility of staying permanently and transfers, assist in discussions to this school, which has as one of its purposes think and create new teaching practices and methodological to help other public schools, rethink the assistance to be provided to new students who enter these new times in their classrooms.

A presente dissertação tem como objetivo analisar as permanências e os afastamentos de alunos do Colégio de Aplicação da UFRGS, da turma Alfa - 1/2001, ao longo de sua trajetória escolar entre o Ensino Fundamental e Ensino Médio. Observou-se que um número significativo de alunos dessa turma se transferiu da escola sendo que os motivos que provocaram essas transferências foram reprovação, falta de adaptação à escola e os turnos dobrados. Em consonância com as teorizações dos Estudos Culturais, de inspiração pós-estruturalista, entendo que as permanências ou os afastamentos de alunos não se tratam apenas de um desenrolar natural das circunstâncias da vida de cada aluno, mas estão implicados em processos de in/exclusão que acabam produzindo as possibilidades de permanência de alguns e as transferências de outros alunos. Apoiei-me em conceitos como categoria social aluno e in/exclusão para compreender como se dá a inserção do aluno, ingressante por sorteio público na instituição, e os processos de diferenciação e normalização decorrentes do convívio com as práticas escolares do CAp/UFRGS. Como estratégias metodológicas foram utilizadas entrevistas e questionários com membros da equipe diretiva, professores e alunos da turma Alfa - 1/2001, e análise de documentos da instituição. No que se refere às unidades analíticas, estas se constituíram das problematizações entre os objetivos de formação dos alunos do CAp/UFRGS, constante em documentos e nas narrativas da equipe diretiva, professores e alunos e as novas populações de crianças e jovens que ingressam por sorteio público na instituição. Tendo como base as análises realizadas pode-se afirmar, mesmo que provisoriamente, que no CAp/UFRGS os alunos ingressantes por sorteio público vão, gradativamente, sendo selecionados por critérios relacionados ao desempenho escolar e adaptação às práticas pedagógicas da escola. Acredito que este estudo poderá, além de problematizar as práticas que desencadeiam uma seleção entre os alunos e produzem as possibilidades de permanência e de transferências, auxiliar em discussões para que esta escola, que tem como uma das suas finalidades pensar e criar novas práticas pedagógicas e metodológicas para auxiliar outras redes públicas de ensino, repensar o atendimento a ser prestado aos novos alunos que nesses novos tempos ingressam em suas salas de aula. / This thesis aims to analyze the permanence and clearances Application College students from UFRGS, Alpha I 2001 class along their trajectory between the Primary and Secondary Education. It was observed that a significant number of students in this class has moved the school and that the reasons that caused these transfers were failing, failure to adapt to school and double shifts. In line with the theories of cultural studies, post-structuralist inspiration, I understand that the stays or removals of students are not just a natural course of life circumstances of each student, but are involved in in / exclusion processes that end up producing the remaining opportunities for some and transfers of other students. I leaned on concepts such as social class and student in / exclusion to understand how is the introduction of students, undergraduate students by public lottery in the institution and the differentiation and standardization processes resulting from the interaction with school practices CAp / UFRGS. As methodological strategies were used interviews and questionnaires with members of the management team, teachers and students of the Alfa class I in 2001, and analysis of the institution's documents. With regard to analytical units in these consisted of problematizations between training objectives of the CAp / UFRGS students, constant in documents and narratives of the management team, teachers and students and new populations of children and young people entering by public lottery the institution. Based on the analyzes it can be stated, however temporary that in CAp / UFRGS commencing students by public lottery will gradually being selected by criteria related to school performance and adaptation to school pedagogical practices. I believe this study may, in addition to questioning the practices that trigger a selection among students and produce the possibility of staying permanently and transfers, assist in discussions to this school, which has as one of its purposes think and create new teaching practices and methodological to help other public schools, rethink the assistance to be provided to new students who enter these new times in their classrooms.

A presente dissertação tem como objetivo analisar as permanências e os afastamentos de alunos do Colégio de Aplicação da UFRGS, da turma Alfa - 1/2001, ao longo de sua trajetória escolar entre o Ensino Fundamental e Ensino Médio. Observou-se que um número significativo de alunos dessa turma se transferiu da escola sendo que os motivos que provocaram essas transferências foram reprovação, falta de adaptação à escola e os turnos dobrados. Em consonância com as teorizações dos Estudos Culturais, de inspiração pós-estruturalista, entendo que as permanências ou os afastamentos de alunos não se tratam apenas de um desenrolar natural das circunstâncias da vida de cada aluno, mas estão implicados em processos de in/exclusão que acabam produzindo as possibilidades de permanência de alguns e as transferências de outros alunos. Apoiei-me em conceitos como categoria social aluno e in/exclusão para compreender como se dá a inserção do aluno, ingressante por sorteio público na instituição, e os processos de diferenciação e normalização decorrentes do convívio com as práticas escolares do CAp/UFRGS. Como estratégias metodológicas foram utilizadas entrevistas e questionários com membros da equipe diretiva, professores e alunos da turma Alfa - 1/2001, e análise de documentos da instituição. No que se refere às unidades analíticas, estas se constituíram das problematizações entre os objetivos de formação dos alunos do CAp/UFRGS, constante em documentos e nas narrativas da equipe diretiva, professores e alunos e as novas populações de crianças e jovens que ingressam por sorteio público na instituição. Tendo como base as análises realizadas pode-se afirmar, mesmo que provisoriamente, que no CAp/UFRGS os alunos ingressantes por sorteio público vão, gradativamente, sendo selecionados por critérios relacionados ao desempenho escolar e adaptação às práticas pedagógicas da escola. Acredito que este estudo poderá, além de problematizar as práticas que desencadeiam uma seleção entre os alunos e produzem as possibilidades de permanência e de transferências, auxiliar em discussões para que esta escola, que tem como uma das suas finalidades pensar e criar novas práticas pedagógicas e metodológicas para auxiliar outras redes públicas de ensino, repensar o atendimento a ser prestado aos novos alunos que nesses novos tempos ingressam em suas salas de aula. / This thesis aims to analyze the permanence and clearances Application College students from UFRGS, Alpha I 2001 class along their trajectory between the Primary and Secondary Education. It was observed that a significant number of students in this class has moved the school and that the reasons that caused these transfers were failing, failure to adapt to school and double shifts. In line with the theories of cultural studies, post-structuralist inspiration, I understand that the stays or removals of students are not just a natural course of life circumstances of each student, but are involved in in / exclusion processes that end up producing the remaining opportunities for some and transfers of other students. I leaned on concepts such as social class and student in / exclusion to understand how is the introduction of students, undergraduate students by public lottery in the institution and the differentiation and standardization processes resulting from the interaction with school practices CAp / UFRGS. As methodological strategies were used interviews and questionnaires with members of the management team, teachers and students of the Alfa class I in 2001, and analysis of the institution's documents. With regard to analytical units in these consisted of problematizations between training objectives of the CAp / UFRGS students, constant in documents and narratives of the management team, teachers and students and new populations of children and young people entering by public lottery the institution. Based on the analyzes it can be stated, however temporary that in CAp / UFRGS commencing students by public lottery will gradually being selected by criteria related to school performance and adaptation to school pedagogical practices. I believe this study may, in addition to questioning the practices that trigger a selection among students and produce the possibility of staying permanently and transfers, assist in discussions to this school, which has as one of its purposes think and create new teaching practices and methodological to help other public schools, rethink the assistance to be provided to new students who enter these new times in their classrooms.

Approach to the True Image of the "Incas by Privilege"This study aims at clarifying the identity of one special social category in the Inca state, "the Incas by privilege". Historians and cultural anthropologists have argued that the Incas by privilege played a part in the maintenance of domination by the Incas, but they do not explain the reason(s) for the existence of this category of people. This is due to the scarcity and ambiguity of information about them in the historical documents. However, in order to clarify the historical processes of the territorial expansion of the Inca state, it is essential to advance research on the social and political function of the Incas by privilege. This study undertakes such an analysis by discussing some of the central characteristics of this group of people as they are described and characterized in the chronicles. / El presente trabajo trata de aclarar la imagen de una categoría social en el Estado incaico, llamada "incas de privilegio", analizando principalmente las crónicas indígenas. Es claro que casi todos los historiadores o etnohistoriadores coinciden en afirmar que los incas de privilegio desempeñaban algún papel en el mantenimiento de la dominación del Estado incaico, pero no precisan su razón de ser en dicho Estado. Naturalmente, eso se debe principalmente a la falta de noticias sobre ellos en los documentos o crónicas, y a que la mayoría de estas pocas noticias son muy vagas. Pero, para aclarar mucho más la realidad histórica de la expansión del dominio del Estado incaico en los Andes, es innegable e indispensable desarrollar la investigación sobre la función social y política de los incas de privilegio. En este trabajo, por ello, se pretende demostrar sus características a través del análisis de las crónicas y a manera de ensayo, con la esperanza de que su estudio sea profundizado por los arqueólogos y los antropólogos.

In this study the experiences, perceptions and challenges of being in a mixed-race relationship (M-R) were explored against the backdrop of previous South African pieces of legislation meant to keep the various race groups apart. The study was located within a conceptual framework predominantly informed by a constructivist approach, as well as some tenets from the social constructionist approach. This study focused only on M-R relationships consisting of black and white partners. The couples were recruited through the use of a snowball sampling method. In-depth interviews were used as the primary tool for collecting data. All participants were interviewed by the researcher either at their own homes or in the researcher's office. The collected information was later transcribed and qualitatively analysed. The results of the study indicate that individuals found their involvement in M-R relationships to be a positive experience, and thus resulting in a positive attitude change and a sense of personal growth. M-R couples and their extended families experienced cognitive dissonance which required them to discard their previously internalised racial stereotypes, using strategies such as cognitive differentiation, re-categorization and de-categorization, allowing shifts toward non-racial socially constructed categories. Most of the challenges of being in M-R relationships were experienced on interpersonal and inter-group levels. The losses, disadvantages, challenges, concerns and pains experienced by M-R couples were mainly related to family and social disapproval of the relationship as well as efforts to discourage race mixing. The study concludes that the non-conformist nature of M-R relationships requires from the participants a high level of self-differentiation and individuation that challenges racial norms and cultural collectivism. Albeit being a personal or private matter, a M-R relationship carries the burden of easily being the subject of public discourse. It is in this sense that M-R relationships cannot be understood without taking the socio-political context within which they occur into consideration. / Psychology / D.Phil. (Psychology)

Made available in DSpace on 2017-07-21T14:29:21Z (GMT). No. of bitstreams: 1 Viviane Regina Calikevstz.pdf: 6253564 bytes, checksum: 108ab72fcfd01639814b82ce959ea894 (MD5) Previous issue date: 2017-04-17 / The present thesis aims to show the representativeness of the social category of the Brazilian Expeditionary Force - FEB, as a special category of society. The time period in question dates from the decades of consolidation of the Regime do Estado Novo - from the 1930s to the present day, through pre and post World War II stages, showing how the category was built, its performance in the world conflict, its return home as heroes, its abandonment by the State and its materialization in the form of symbols throughout national territory. In the search for the confirmation of the hypothesis that it would be the category of the FEB and its members, living assets of society, which generated the question of the military heritage and its representativeness in the form of symbols. These being the FEB category itself, its monuments , museums, virtual memory spaces, private collections and memoirs of living veterans and individuals in general, cultural productions such as films, documentaries and books, created and developed for researchers, writers, filmmakers, admirers, family members and war veterans themselves. As an interdisciplinary research project, the approaches used included several humanistic chains, based on authors and the concepts of disciplines such as geography, history, sociology and arts, showing that the complexity of the theme and the hypotheses, which called for this large a range of scientific approaches. The research presents acceptable proof and conclusions, but is not fully closed, since the construction process itself, still ongoing, was the most evident element at work. / A presente tese tem como objetivo mostrar a representatividade da categoria social da Força Expedicionária Brasileira – FEB, enquanto uma categoria especial da sociedade. O recorte temporal de estudo parte das décadas de consolidação do Regime do Estado Novo – década de 30 até os dias atuais, passando pelo pré e pós Segunda Guerra Mundial, mostrando como se construiu a categoria, sua atuação no conflito mundial, seu regresso enquanto heróis, sua situação de abandono pelo Estado e sua materialização na forma de símbolos pelo território nacional. Na busca pela comprovação da hipótese de que seria a categoria da FEB e seus integrantes, patrimônios vivos da sociedade, partiu-se da problemática envolvendo o patrimônio militar e sua representatividade na forma de símbolos, ou seja, a própria categoria da FEB, seus monumentos, museus, espaços de memória, acervos particulares e memórias dos veteranos vivos e dos indivíduos em geral, produções culturais como filmes, documentários e livros, criados e desenvolvido por pesquisadores, escritores, cineastas, admiradores, familiares e os próprios veteranos de guerra. Enquanto uma pesquisa interdisciplinar, as abordagens passaram pela corrente humanística, pautando-se em autores e conceitos de disciplinas como geografia, história, semiótica, sociologia, artes, mostrando que a complexidade da temática e das hipóteses necessitava desse leque de enfoques científicos. A pesquisa apresenta comprovações aceitáveis, mas jamais finalizadas, visto que o processo de construção foi o elemento mais evidente no trabalho como um todo.

In this study the experiences, perceptions and challenges of being in a mixed-race relationship (M-R) were explored against the backdrop of previous South African pieces of legislation meant to keep the various race groups apart. The study was located within a conceptual framework predominantly informed by a constructivist approach, as well as some tenets from the social constructionist approach. This study focused only on M-R relationships consisting of black and white partners. The couples were recruited through the use of a snowball sampling method. In-depth interviews were used as the primary tool for collecting data. All participants were interviewed by the researcher either at their own homes or in the researcher's office. The collected information was later transcribed and qualitatively analysed. The results of the study indicate that individuals found their involvement in M-R relationships to be a positive experience, and thus resulting in a positive attitude change and a sense of personal growth. M-R couples and their extended families experienced cognitive dissonance which required them to discard their previously internalised racial stereotypes, using strategies such as cognitive differentiation, re-categorization and de-categorization, allowing shifts toward non-racial socially constructed categories. Most of the challenges of being in M-R relationships were experienced on interpersonal and inter-group levels. The losses, disadvantages, challenges, concerns and pains experienced by M-R couples were mainly related to family and social disapproval of the relationship as well as efforts to discourage race mixing. The study concludes that the non-conformist nature of M-R relationships requires from the participants a high level of self-differentiation and individuation that challenges racial norms and cultural collectivism. Albeit being a personal or private matter, a M-R relationship carries the burden of easily being the subject of public discourse. It is in this sense that M-R relationships cannot be understood without taking the socio-political context within which they occur into consideration. / Psychology / D.Phil. (Psychology)