Esta dissertação procurou uma maneira de pensar o conceito de região, já problematizando a formação de relações sociais de produção que, tomadas como sendo particulares, caracterizam uma região. Tratamos, portanto, da formação dos pressupostos de realização do valor, numa distinção que o conceito de colonização assume para o período colonial e para o sistema de colonato da cafeicultura do chamado Oeste Pauliosta, depois da formação da propriedade privada da terra na área de Olímpia-SP, mostrando como ela teve a ver com a violência civilizatória contra as populações indígenas locais, com a própria República, o coronelismo. Em outra abordagem, pensamos a região do colonato como fruto de uma política de Estado que organizou a expansão da cafeicultura e, principalmente, a imigrãção em massa para formar a superpopulação relativa no Oeste Paulista. Por fim, procuramos pensar na concretização desses pressupostos de uma expansão da cafeicultura e, com ela, do colonato, nas diferentes fases do processo e, por outro lado, analisando o contrato de trabalho do colonato de sua aplicação retardatária e as relações sociais de produção nela vigentes como próprias de um processo de autonomização do capital. Com isso, traçamos um painel das possibilidades de reprodução da força de trabalho nas condições (regionais) de ausência de uma superpopulação relativa formada e suas implicações mais amplas na vida da população geral de uma época. / This thesis aimed at a manner to deal with the concept of region, already discussing the formation of social relations of production, which, taken as being particular, characterize a region. We therefore thought on the formation of value relatization assumptions, distinguishing the way the concept of colonization is taken when related to the colonial period and to the colonato system in the coffee production in the later Nineteenth century so-called Oeste Paulista (the west portion of Brazilian são Paulo state). The colonato region was thought through three different approaches. The first of them dealt with the private property formation of the city of Olímpia, São Paulo, area. There we tried to show how it had to do with the civilizatory violence against the local Indian populations, also with the breading of new cities and with a particular form of State in Brazil\'s First Republic period: the coronelismo. In second approach, we thought the colonato region as a product of a State policy that organized the coffee productioon expansion and, mainly, a mass imigration in order to establish the relative super-population in the Oeste Paulista. finally, we sought to analyze the concretization of such coffee production expansion (and, thus, the colonato expansion) together with the different phaes of the process and, in the other hand, analyzing the colonato contract and its apllication in a Olimpia area coffee farm. In general, we put the region as a \"accelerated\" (or \"later\") modernization and the social relations of production as part of a capital autonomization process. with this, we draw a picture of the labor force reproduction possibilities in these (regional) conditions of lacking of a formed relative super-population and its implications to life in general of an epoch\'s population.

In this thesis, I argue that the globalization of production has weakened the power and efficacy of labor unions in the United States. I describe the globalization of production as a set of transformations in both the institutional structure of the economy and in the organization of production, and discuss how these transformations have impacted workers and unions in the American economy. The theoretical framework I employ is the social structure of accumulation approach, which emphasizes the importance of the institutional structures of capitalist economies and how their interaction with forms of production organization and systems of labor control helps to determine levels of aggregate economic growth, the profit rates of individual firms, and the distribution of power, resources, and wealth among economic agents. I argue that the globalization of production involves the transition from the social structure of accumulation of segmentation to the globalized production social structure of accumulation, and the displacement of Fordist mass production by lean production as the dominant paradigm of production organization.Lean production and the globalized production social structure of accumulation involve a transformation in the relationship between firms, workers, and the state. The changing circumstances and economic conditions which these transformations have produced, and the failure of labor unions to understand, appreciate, and effectively respond to them, have been responsible for the rapid and sustained decline in the membership, power, and efficacy of organized labor in the United States. Through case studies on the automobile and clothing industries, I show how the way in which these transformations have materialized in the specific contexts of two industries with different competitive conditions, organizational structures, and levels of capital-intensity have produced very disparate and dissimilar outcomes for the workers in these indust ries.

Esta dissertação procurou uma maneira de pensar o conceito de região, já problematizando a formação de relações sociais de produção que, tomadas como sendo particulares, caracterizam uma região. Tratamos, portanto, da formação dos pressupostos de realização do valor, numa distinção que o conceito de colonização assume para o período colonial e para o sistema de colonato da cafeicultura do chamado Oeste Pauliosta, depois da formação da propriedade privada da terra na área de Olímpia-SP, mostrando como ela teve a ver com a violência civilizatória contra as populações indígenas locais, com a própria República, o coronelismo. Em outra abordagem, pensamos a região do colonato como fruto de uma política de Estado que organizou a expansão da cafeicultura e, principalmente, a imigrãção em massa para formar a superpopulação relativa no Oeste Paulista. Por fim, procuramos pensar na concretização desses pressupostos de uma expansão da cafeicultura e, com ela, do colonato, nas diferentes fases do processo e, por outro lado, analisando o contrato de trabalho do colonato de sua aplicação retardatária e as relações sociais de produção nela vigentes como próprias de um processo de autonomização do capital. Com isso, traçamos um painel das possibilidades de reprodução da força de trabalho nas condições (regionais) de ausência de uma superpopulação relativa formada e suas implicações mais amplas na vida da população geral de uma época. / This thesis aimed at a manner to deal with the concept of region, already discussing the formation of social relations of production, which, taken as being particular, characterize a region. We therefore thought on the formation of value relatization assumptions, distinguishing the way the concept of colonization is taken when related to the colonial period and to the colonato system in the coffee production in the later Nineteenth century so-called Oeste Paulista (the west portion of Brazilian são Paulo state). The colonato region was thought through three different approaches. The first of them dealt with the private property formation of the city of Olímpia, São Paulo, area. There we tried to show how it had to do with the civilizatory violence against the local Indian populations, also with the breading of new cities and with a particular form of State in Brazil\'s First Republic period: the coronelismo. In second approach, we thought the colonato region as a product of a State policy that organized the coffee productioon expansion and, mainly, a mass imigration in order to establish the relative super-population in the Oeste Paulista. finally, we sought to analyze the concretization of such coffee production expansion (and, thus, the colonato expansion) together with the different phaes of the process and, in the other hand, analyzing the colonato contract and its apllication in a Olimpia area coffee farm. In general, we put the region as a \"accelerated\" (or \"later\") modernization and the social relations of production as part of a capital autonomization process. with this, we draw a picture of the labor force reproduction possibilities in these (regional) conditions of lacking of a formed relative super-population and its implications to life in general of an epoch\'s population.

educação com o objetivo de compreender a re-produção das relações sociais de produção que se generalizam até o cotidiano e produzem e são produzidas por um espaço e tempo separados. Falamos em fundamentos sociais porque seria impossível pensar em qualquer mudança qualitativa da educação sem pensarmos numa mudança social. Este é um estudo desenvolvido através da Teoria da Implicação, utilizada por Remi Hess em suas análises de instituições e teve como base teórica-metodológica as obras de Henri Lefebvre, Karl Marx e os Situacionistas, principalmente Guy Debord e Raoul Vaneigem, sendo a dialética essencial para que se priorizasse o movimento conflituoso de uma totalidade. A linguagem dessa pesquisa é definida pelos conceitos lefebvrianos e situacionistas, daí conceitos como o de re-produção das relações sociais de produção, possívelimpossível, tempo-espaço do vivido, sob(re)vida são de extrema importância no desenvolvimento da dissertação. A escola, como objetividade que re-produz as relações sociais, na lógica da economia, tem como sujeito a educação, que torna-se sinônimo de escola e sua contradição, deteriorando a educação. Na realidade urbana atual, lutarmos por uma boa escola é lutar por mais desigualdade transvestida de igualdade formal, por divisão do trabalho, por uma sociedade de classes, enfim, é lutar pela reificação. A escola urbana cada vez mais faz parte do cotidiano, que é um nível do fenômeno urbano, e nessa repetição do cotidiano a escola e a educação tem as suas rupturas. Este é um momento em que se torna necessário discutir os limites da escola e da educação numa conjuntura em que a alienação social permite a re-produção de uma sociedade onde seu meio e seu fim é a economia e não a felicidade das pessoas. Apenas sob(re)viver, que no conceito apresentado por Raoul Vaneigem significa a negação da vida, não é aceitável e por isso queremos uma educação que seja para a vida. / This research establishes elements of the social foundations of the school and education in order to understand the re-production of social relations of production which generalizes to everyday life and produces and is produced by a separated space and time. We talk about social foundations because it would be impossible to think of any qualitative change in education without thinking about social change. This is a study developed based on the Theory of Implication, used by Remi Hess in his analysis of institutions. The study was theoretically and methodologically directed by the studies of Henri Lefebvre, Karl Marx and the Situationists, especially Guy Debord and Raoul Vaneigem, being dialectic the most essential basis so the conflicting movement of totality would arise. The language of this study is defined by concepts by Lefebvre and the Situationists, so concepts such as re-production of social relations of production, possible-impossible, lived space-time, survival, are of utmost importance in the development of this dissertation. The school as an objectivity that re-produces social relations, in the logic of the economy, has the education as a subject that becomes synonymous with school and in this movement its its contradiction and deterioration. In the current urban reality, fight for the right of a good school is fight for more inequality disguised as formal equality, division of labor, class society, in short, it is fighting for reification. The urban school is increasingly becoming a part of everyday life, which is a level of the urban phenomenon, and this repetition in school and education have rupture moments. This is the moment when it becomes necessary to discuss the limits of school and education in an environment where social alienation enables the re-production of a society where economy is its means and its end and not people\'s happiness. Survival is a concept developed by Raoul Vaneigem meaning the negation of life. Survival is not acceptable, we want education for life.

educação com o objetivo de compreender a re-produção das relações sociais de produção que se generalizam até o cotidiano e produzem e são produzidas por um espaço e tempo separados. Falamos em fundamentos sociais porque seria impossível pensar em qualquer mudança qualitativa da educação sem pensarmos numa mudança social. Este é um estudo desenvolvido através da Teoria da Implicação, utilizada por Remi Hess em suas análises de instituições e teve como base teórica-metodológica as obras de Henri Lefebvre, Karl Marx e os Situacionistas, principalmente Guy Debord e Raoul Vaneigem, sendo a dialética essencial para que se priorizasse o movimento conflituoso de uma totalidade. A linguagem dessa pesquisa é definida pelos conceitos lefebvrianos e situacionistas, daí conceitos como o de re-produção das relações sociais de produção, possívelimpossível, tempo-espaço do vivido, sob(re)vida são de extrema importância no desenvolvimento da dissertação. A escola, como objetividade que re-produz as relações sociais, na lógica da economia, tem como sujeito a educação, que torna-se sinônimo de escola e sua contradição, deteriorando a educação. Na realidade urbana atual, lutarmos por uma boa escola é lutar por mais desigualdade transvestida de igualdade formal, por divisão do trabalho, por uma sociedade de classes, enfim, é lutar pela reificação. A escola urbana cada vez mais faz parte do cotidiano, que é um nível do fenômeno urbano, e nessa repetição do cotidiano a escola e a educação tem as suas rupturas. Este é um momento em que se torna necessário discutir os limites da escola e da educação numa conjuntura em que a alienação social permite a re-produção de uma sociedade onde seu meio e seu fim é a economia e não a felicidade das pessoas. Apenas sob(re)viver, que no conceito apresentado por Raoul Vaneigem significa a negação da vida, não é aceitável e por isso queremos uma educação que seja para a vida. / This research establishes elements of the social foundations of the school and education in order to understand the re-production of social relations of production which generalizes to everyday life and produces and is produced by a separated space and time. We talk about social foundations because it would be impossible to think of any qualitative change in education without thinking about social change. This is a study developed based on the Theory of Implication, used by Remi Hess in his analysis of institutions. The study was theoretically and methodologically directed by the studies of Henri Lefebvre, Karl Marx and the Situationists, especially Guy Debord and Raoul Vaneigem, being dialectic the most essential basis so the conflicting movement of totality would arise. The language of this study is defined by concepts by Lefebvre and the Situationists, so concepts such as re-production of social relations of production, possible-impossible, lived space-time, survival, are of utmost importance in the development of this dissertation. The school as an objectivity that re-produces social relations, in the logic of the economy, has the education as a subject that becomes synonymous with school and in this movement its its contradiction and deterioration. In the current urban reality, fight for the right of a good school is fight for more inequality disguised as formal equality, division of labor, class society, in short, it is fighting for reification. The urban school is increasingly becoming a part of everyday life, which is a level of the urban phenomenon, and this repetition in school and education have rupture moments. This is the moment when it becomes necessary to discuss the limits of school and education in an environment where social alienation enables the re-production of a society where economy is its means and its end and not people\'s happiness. Survival is a concept developed by Raoul Vaneigem meaning the negation of life. Survival is not acceptable, we want education for life.

En Sierra Leone, la marginalisation de l'agriculture est une composante essentielle de la crise économique, sociale et politique dont la manifestation la plus tragique a été la guerre civile entre 1991 et 2001. À l'échelle nationale, le secteur agricole représente toujours la majorité des actifs, mais la production alimentaire a chuté depuis les années 1970. Parallèlement au développement du secteur diamantifère, les importations massives de riz à bas coût, ont dévalorisé le travail des producteurs nationaux. Cette marginalisation se poursuit avec l'émergence, récente, d'un secteur agro-industriel financé par des capitaux internationaux.A l'échelle d'une petite région, cette crise des agricultures paysannes se décline selon une trajectoire spécifique. La diversité de la mosaïque paysagère témoigne de la transformation profonde des modes d'exploitation du milieu. Les paysans combinent la culture sur brûlis historique avec la riziculture inondée, le billonnage des savanes, les plantations pérennes, … La pression démographique a pesé sur ces dynamiques mais c'est la marchandisation des rapports sociaux qui a constitué la tendance déterminante. Les grands groupes domestiques, structurés par les rapports lignagers, ont éclaté. Aujourd'hui, les échanges de force de travail entre producteurs sont à l'origine de disparités économiques non négligeables. Cependant, dans des conditions d'intégration économique défavorables, la productivité du travail a stagné voire à reculé. De ce fait, la persistance de rapports sociaux d’antériorité, notamment l'adoption enfantine comme modalité d'accumulation, limite les processus de différenciation au sein de la paysannerie. / In Sierra Leone, the marginalization of the agriculture is inherent to the economic, social and political crisis that embroiled the country into a tragic civil war between 1991 and 2001. While, at the national scale, the agricultural sector still represents the larger part of the workforce, the food production has declined since the 1970s. Massive low cost rice imports, fuelled by the development of the diamond industry, have devalued the work of the national producers. Such marginalization continues with the recent emergence of agro-industrial units financed by international capitals.At the regional scale, the crisis of the peasant agriculture has followed a specific trajectory. The diversity of the landscape mosaic reflects the profound changes that affected the farming systems. Local farmers combine the historical slash and burn farming with swamp rice cropping, mounds cropping in savannah and tree plantations. Even if population pressure has impacted these dynamics, it is the commodification of social relations that was the decisive trend. The large domestic groups, structured by lineages, have broken up. Nowadays the labor exchanges between producers explain significant economic disparities. However, under unfavorable economic integration conditions, labor productivity has stagnated or even declined. Then, the persistence of social relations of precedence, including child fosterage as a form of accumulation, restricts the scope of the differentiation processes within the peasantry.

Originating from a disenfranchisement with the contemporary definition and realisation of Westernised architecture as a commodity and product, this thesis seeks to explore alternative examples of positive socio-spatial practice and agency. These alternative spatial practices and methodologies are drawn from participatory and grass-roots development agency in informal settlements and contexts of economic absence, most notably in the global South. This thesis explores whether such examples can be interpreted as practical realisations of key theoretical advocacies for positive social space that have emerged in the context of post-Second World-War capitalism. The principal methodological framework utilises two differing trajectories of spatial discourse. Firstly, Henri Lefebvre and Doreen Massey as formative protagonists of Western spatial critique, and secondly, John F. C. Turner and Nabeel Hamdi as key advocates of participatory development practice in informal settlements. These two research trajectories are notably separated by geographical, economic and political differentiations, as well as conventional disciplinary boundaries. However by undertaking a close textual reading of these discourses this thesis critically re-contextualises the socio-spatial methodologies of participatory development practice, observing multiple theoretical convergences and provocative commonalities. This research proposes that by critically comparing these previously unconnected disciplinary trajectories certain similarities, resonances and equivalences become apparent. These resonances reveal comparable critiques of choice, value, and identity which transcend the gap between such differing theoretical and practical engagements with space. Subsequently, these thematic resonances allow this research to critically engage with further appropriate surrounding discourses, including Marxist theory, orientalism, post- structural pluralism, development anthropology, post-colonial theory and subaltern theory. 5 In summary, this thesis explores aspects of Henri Lefebvre's and Doreen Massey's urban and spatial theory through a close textual reading of key texts from their respective discourses. This methodology provides a layered analysis of post-Marxist urban space, and an exploration of an explicit connection between Lefebvre and Massey in terms of the social production and multiplicity of space. Subsequently, this examination provides a theoretical framework from which to reinterpret and revalue the approaches to participatory development practice found in the writings and projects of John Turner and Nabeel Hamdi. The resulting comparative framework generates interconnected thematic trajectories of enquiry that facilitate the re-reading and critical reflection of Turner and Hamdi's development practices. Thus, selected Western spatial discourse acts as a critical lens through which to re-value the social, political and economical achievements of participatory development. Reciprocally, development practice methodologies are recognised as invaluable and provocative realisations of the socio-spatial qualities that Western spatial discourse has long advocated for, and yet have remained predominantly unrealised in the global North.