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This thesis investigates how an institutional coordination of civic policies and organizational processes within Pride Toronto were brought to bear on the activist group Queers Against Israeli Apartheid (QuAIA) in their attempts to participate in the 2010, 2011, and 2012 Toronto Pride Parades. Utilizing an institutional ethnography (IE), I explore this issue in two key ways. First, by mapping a work-text-work sequence of QuAIA’s experience in applying to march in the 2010 Parade, I demonstrate how the application process was subject to social relations that extended beyond Toronto Pride. Second, through the elaboration of processing interchanges, I demonstrate how the experiences of QuAIA were hooked into a series of translocal relations via Pride Toronto’s funding relationship to the City of Toronto. These translocal relations working through the City of Toronto were themselves varied, from pro-Zionist pressure on individual City councilors, to an alignment with anti-tax and arguably homophobic interests on council. / Graduate

Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-03-09T14:35:44Z No. of bitstreams: 2 Ana_Müller2017.pdf: 3180531 bytes, checksum: 03e16626559f87a0f0378e6bb7e63bd1 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-03-09T14:35:44Z (GMT). No. of bitstreams: 2 Ana_Müller2017.pdf: 3180531 bytes, checksum: 03e16626559f87a0f0378e6bb7e63bd1 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-08-22 / This study aims to analyze, under the optics of the students, the social construction of knowledge in learning and research in Strategy in professional Masters in Administration in Brazil. As theoretical and empirical foundations for this research, the Sociology of Knowledge and the social role in the optics of Berger and Luckmann (2014) have been explored; as well as the body of knowledge in Strategy; the pedagogical choices when teaching Strategy and the researches developed in the area. An explanatory research has been conducted, using qualitative approach, corresponding to a multi-case study of 18 Post Graduate programs in Administration, professional variety. The primary data collection was realized through interviews with 30 students; and the secondary data was obtained through documents related to the object of the research, the teachers and the disciplines. The data collected from multiple origins was triangulated and the thematic analysis was used. Many actions related to teachers’ conduct in the classroom, the relationship with students and the assignment of activities could be perceived by analyzing teachers’ social roles, and its analysis showed the creation of this role is influenced by primary as well secondary socialization processes. As a pattern of conduct, it is possible to state that all works have been delivered and, in the students’ role, the regular activity identified by them is reading, followed by secondary activities. Concerning institutional conduct requirements, the analysis showed that the relationship among students is maintained by all the interviewees after the discipline is finalized and the student-teacher relationship is maintained by some of them, according to specific objectives. In regard to the body of knowledge, it was stated that the different concepts of Strategy were presented and discussed only in 6 of the disciplines; the remaining ones focuses on specific concepts studying the line of thought of more prolific writers. Many contents, tools and references which are used in the discipline were identified, demonstrating there is a fragmentation of the body of knowledge. When analyzing the pedagogical choices, it is possible to highlight two aspects: the need to enhance the theoretical studies and the discussions which stimulate critical thinking; and the importance of approaching organizational reality, not only related to the interviewees but also to future perspectives. Concerning researches developed in the field, few of the studied disciplines required students to write academic articles; nine interviewees who wrote their dissertations in this area, out of only three were in relation to research projects from their teachers and five related to their own professional areas or companies where the students work. The understanding of the continuation, specialization and creation of knowledge was enabled through questions related to the progress of the interviewees, as their acting as teachers and future researches. As theoretical contribution, the Sociology of Knowledge from Berger and Luckmann (2014) has been used in order to understand the development of the Strategy field and, as empirical contribution, to give information related to the practices being used, the critical points and the suggestions for the teaching and research of Strategy. / Este estudo objetivou analisar, sob a ótica dos discentes, a construção social do conhecimento no ensino e na pesquisa em Estratégia nos Mestrados Profissionais em Administração no Brasil. Como base teórico-empírica, exploraram-se a Sociologia do Conhecimento e o papel social sob a ótica de Berger e Luckmann (2014); o corpo do conhecimento em Estratégia; as escolhas pedagógicas empregadas no ensino de Estratégia; e as pesquisas desenvolvidas na área. Explicativa, com abordagem qualitativa, a pesquisa corresponde a um estudo multicasos de 18 Programas de Pós-Graduação em Administração, modalidade profissional. A coleta de dados primários ocorreu por meio de entrevistas com 30 discentes; e a dos dados secundários, por meio de documentos relativos aos sujeitos da pesquisa, aos professores e às disciplinas. Fez-se a triangulação dos dados coletados nas múltiplas fontes e, na análise, utilizou-se a técnica de análise de conteúdo temática. A análise do papel social dos docentes apontou múltiplas condutas relacionadas à postura em sala de aula, ao relacionamento com os alunos e à cobrança das atividades; e a análise do papel social dos discentes indicou que a formação do papel é influenciada tanto pelo processo de socialização primária quanto pelo processo de socialização secundária. Como padrão de conduta, obteve-se a realização de todas as exigências de trabalhos e, na representação do papel de aluno, a atividade regular identificada por todos os sujeitos da pesquisa foi a leitura que, em geral, é seguida por atividades secundárias. Em termos de necessidades institucionais de conduta, a análise apontou que o relacionamento entre alunos é mantido por todos os entrevistados depois da disciplina e que o relacionamento aluno-professor é mantido por alguns e atrelado a objetivos específicos. No que tange ao corpo do conhecimento, constatou-se que, em apenas seis disciplinas investigadas, foram apresentados e discutidos os diferentes conceitos de Estratégia e que as demais trabalharam com conceitos específicos e direcionados às linhas dos autores mais prolíficos. Identificaram-se diversos conteúdos, ferramentas e referências que são empregados nas disciplinas, o que indica a existência de uma fragmentação do corpo do conhecimento. Na análise das escolhas pedagógicas, destacam-se dois pontos: a necessidade de contemplar o aprofundamento teórico e a realização de discussões e reflexões que estimulem o senso crítico e a importância da aproximação com a realidade organizacional, tanto dos entrevistados quanto ampliada a perspectivas futuras. No que tange às pesquisas desenvolvidas na área, poucas disciplinas investigadas exigiram a produção discente de artigos; e nove entrevistados desenvolveram suas dissertações na área, sendo que três estavam relacionadas aos projetos de pesquisa dos orientadores e cinco, às próprias áreas profissionais dos discentes ou às organizações em que esses discentes atuavam. A compreensão da perpetuação, especialização e geração de conhecimentos na área foi possibilitada por meio de questionamentos relativos a desenvolvimentos dos entrevistados, como atuação enquanto docente e pesquisas futuras. Como contribuição teórica, teve-se a adoção da Sociologia do Conhecimento, de Berger e Luckmann (2014), para a compreensão do desenvolvimento da área de Estratégia e, como contribuição empírica, o fornecimento de informações relacionadas às práticas em uso, aos pontos críticos e às sugestões para o ensino e a pesquisa em Estratégia.

This thesis is both descriptive and philosophical, and at its core, it justifies the need for social foundations of education courses and programs in the university setting. It begins by analyzing the meaning of oppression and the part knowledge plays in confining the individual. The analysis then draws upon Patricia Hill Collins' theory of intersecting oppressions to get at the complexities and restrictions of working in the public schooling institution. It works through the ways in which sexist, classist, and racist practices afflict everyone in the institution through the bureaucratic mechanism and collateral oppression. The four components that make up the wires on the cage (gender, class, race, and bureaucracy) not only confine; they cause varying degrees of direct and indirect harms (psychological, emotional, moral, financial) to those on the inside. The concept of the institutional cage is then merged with Rodman Webb's work on schools as total institutions. Through an analysis on the characteristics of total institutions, it becomes apparent that standardization, technological developments, and the influence of venture philanthropy have brought schools more in-line with the total institution. The study then clarifies the ways in which corporatic, bureaucratic, and technocratic mentalities infect the institution, where they intersect, and how they restrict those within. The components coalesce into the conceptualization of moral oppression: the act of being coerced to ignore and suppress one's morality, moral impulses, and moral way of knowing. The remainder of the study explores the meaning of moral action and suggests some ways educators can let go of the ways of thinking and acting that may be keeping them from confidently doing what they know to be good and just.

[pt] Este trabalho estuda o uso do metadiscurso em artigos pesquisa em diferentes culturas, áreas disciplinares e seções do artigo, tendo como objetivo investigar como esse recurso retórico varia em contextos lingüísticos e sócio-culturais diversos, contribui para a construção de sentido de textos escritos e reflete a construção de conhecimento em diferentes áreas disciplinares. A pesquisa adota como base teórica a abordagem sociointeracional de linguagem, a teoria da construção social do conhecimento e princípios da retórica contrastiva. O corpus utilizado compõe-se de 24 artigos científicos, divididos em duas línguas (português e inglês), duas áreas disciplinares (Ciências Biomédicas e Lingüística, Letras e Artes) e quatro seções (Introdução, Metodologia, Resultados e Discussão). O estudo da variação entre os textos escritos em inglês e português mostrou que há diferenças quanto ao uso de itens metadiscursivos que enfocam a micro ou a macroorganização do artigo de pesquisa. A variação interdisciplinar mostrou que o texto pode ser escrito de forma subjetiva ou objetiva, e que o conhecimento nas diferentes comunidades disciplinares pode ser construído com base em idéias ou fatos. Quanto às seções dos artigos, verificou-se que o uso do metadiscurso varia para alcançar objetivos retóricos diferenciados de acordo com a seção do artigo. Esta pesquisa reforça a possibilidade e necessidade de enfocar o metadiscurso e a linguagem sob uma ótica sociointeracional, confirmando que a escrita acadêmica é interativa e mostrando que a construção de sentidos de textos e a construção de conhecimento variam em diferentes culturas e comunidades disciplinares. / [en] This research studies the use of metadiscourse in research articles in different cultures, disciplinary areas and article sections, aiming at investigating how this rhetorical device varies in different linguistic and socio- cultural contexts, contributes to the construction of meaning in written texts and reflects the construction of knowledge in different disciplinary areas. This work adopts as theoretical basis a sociointeractional approach to language, the theory of social construction of knowledge and principles of contrastive rhetoric. The research corpus is composed of 24 scientific articles, divided into two languages (Portuguese and English), two disciplinary areas (Biomedical Sciences and Linguistics, Letters and Arts), and four sections (Introduction, Methodology, Results and Discussion). The study of variation between texts written in English and Portuguese shows that there are differences in the use of metadiscourse items which can focus on micro or macroorganization of the scientific article. Interdisciplinary variation shows that scientific texts can be written either in a subjective or objective manner, and that knowledge construction in different disciplinary communities can be based either on ideas or facts. As to research article sections, this study shows that the use of metadiscourse varies according to writers´ intention to reach rhetorical objectives in each section. This research study reinforces both the possibility and necessity to focus on metadiscourse and language under a sociointeractional perspective, confirming that academic writing is interactive, and showing that the construction of meaning in texts and the construction of knowledge vary in different cultures and disciplinary communities.

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