Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The study of social role involves the analysis the structures of expectations that surrounds it. Considering that social roles are clusters of expectations connected to the behavior of people in a certain society (Dahrendorf, 1969), it is important to know the level of the expectations - cognitive or normative (Luhmann, 1983). And how it is reflected in the society mentioned. This study aims to discover discursive evidences on the constitution's expectations that demarcate the social role of Languages professional, as opposed to Physical Education professional. Through corpora collected from magazines, we have started the analysis using Corpus Linguistics approach. The Corpus Linguistics works with computerized corpora, exposing linguistic evidence, questioning paradigms and showing new ways to the researcher (Berber Sardinha, 2004). For this purpose, we used two tools - the WordSmith Tools by Mike Scott, and the Semantic Mapper, by Richter and Berber-Sardinha. Our motivation for this study came from the knowledge that there is no specific legislation for accurate defining and delimitating the guidelines of Languages profession; the situation is reversed in the Physical Education profession, which is emancipated according to Brazilian Law nº 9696/98. Thus, we aim to discover how the social role can be "read" by analyzing texts from magazines, and how this discourse migrates and constitutes the respective social role. We study how the mass media exposes, and somehow imposes conduct and behavior patterns, as the "ready-made formulas" that teachers must follow as a basis. We adopt as the research parameters the Holistic Theory of Activity Extended, version 3.0, by Richter (2008, 2010b). This study is a pilot for the extended version of THA. We initiated the study of the Attribution Factors, a set of variables related to the notion of social roles, institutional spaces, functions, competencies, role models and group belonging. The results suggest the presence, in the analyzed corpora, of differentiation trades between; on the one hand the visibility of the emancipated professions, through the demonstration of recognition and the endogenous discourses; and on the other hand, the analysis shows the exogenous discourse, characteristic of the professions without a self institutional place. / O estudo do papel social passa pela análise das estruturas de expectativas que o envolvem. Considerando que papéis sociais são feixes de expectativas que se ligam, em uma determinada sociedade, ao comportamento dos portadores de posições (Dahrendorf, 1969), é necessário conhecer em que nível estão situadas as expectativas cognitivo ou normativo (Luhmann, 1983) e como isso repercute no sistema social em questão. Este trabalho propõe-se a descobrir indícios discursivos acerca da geração de expectativas que marcam o papel social do profissional de Letras, em contraponto com o de Educação Física. Através de corpora coletados de duas revistas, partimos para a análise utilizando como abordagem metodológica a Linguística de Corpus. A Linguística de Corpus trata do uso de corpora computadorizados, revelando evidências linguísticas, questionando paradigmas e mostrando novos caminhos ao pesquisador (Berber Sardinha, 2004). Para tanto, utilizamos duas ferramentas para servir nosso propósito de investigação o WordSmith Tools, de Mike Scott, e o Mapeador Semântico, de Richter e Berber-Sardinha. Nossa motivação para este estudo partiu do conhecimento de que não há legislação específica para definir e delimitar com exatidão as diretrizes da profissão de Letras, situação que se inverte na Educação Física, profissão emancipada conforme a Lei nº 9696/98. Assim, procuramos descobrir em que medida o papel social pode ser ―lido‖ através da análise de textos de revistas, e de que forma esse discurso migra e constitui o respectivo papel. Analisamos como a mídia expõe e, de certa forma, impõe condutas e modelos de comportamento, assim como as chamadas ―fórmulas prontas‖ que o professor deve seguir. Utilizamos como suporte os parâmetros de investigação da Teoria Holística da Atividade Estendida, versão 3.0, elaborada por Richter (2008; 2010b). A Versão Estendida desta teoria tem a presente pesquisa como piloto de suas proposições teóricas. Inauguramos o estudo dos Fatores de Atribuição, conjunto de variáveis centradas nas noções de papéis sociais, espaços institucionais, atribuições, competências, modelos de conduta e pertença grupal. Os resultados obtidos sugerem a presença, nos corpora analisados, de traços de diferenciação entre, de um lado, a visibilidade do profissional emancipado, através da demonstração de discursos endógenos e de valorização e, de outro lado, para a exogenia discursiva que caracteriza as profissões desprovidas de um lugar institucional próprio.

The method of secondary analysis of data was used in the theoretical part of my diploma thesis. I analysed literary and electronic sources in the way that the result represents the completed view on the old age with its many haracteristic changes, and the view on the life of seniors in their background (in family or an istitution). Consequently, I focused on human rights and needs and their possible suppression in senior population. The main theme of this thesis represents the maltreatment of seniors and ageisms. The practical part is focused on information and their obtaining with the help of a qualitative method. I used the method of interviewing, the technique of half-directed conversation. These were provided by the women at the age of 70-80. The women left the Hospital of České Budějovice maximally 10 days before the interview. The questions looked like the interview with instruction. Five more conrete hypothesis were cretated as a result of the analysis of gained data.

Esta tese mostra como os principais sujeitos participantes do contrato de comunicação jornalístico (veículos, jornalistas e leitores) percebem as finalidades do jornalismo. A metodologia utilizada é a Análise de Discurso. Os veículos selecionados são Folha de S.Paulo, O Globo e O Estado de S. Paulo, os três maiores jornais de referência brasileiros, cujo discurso foi mapeado em 38 documentos institucionais (princípios editoriais, manuais de redação, códigos de ética, editoriais). O discurso de 85 jornalistas brasileiros foi analisado em 40 documentos (biografias, livros, documentários, trabalhos acadêmicos e entrevistas). O discurso de 250 leitores foi encontrado em 279 comentários postados em sites dos jornais Folha de S.Paulo, O Globo e O Estado de S. Paulo e nas páginas desses jornais no Facebook. A tese chegou a dois tipos de resultados. Um, de caráter empírico, deriva da análise do material discursivo dos três sujeitos: o que veículos, jornalistas e leitores dizem sobre as finalidades do jornalismo. No discurso dos sujeitos, estão presentes as seguintes finalidades do jornalismo: a) fiscalizar o poder e fortalecer a democracia; b) informar; c) esclarecer o cidadão e apresentar a pluralidade da sociedade; d) verificar a veracidade das informações; e) selecionar o que é relevante; f) investigar; g) registrar história e construir memória; h) interpretar e analisar a realidade; i) defender o cidadão; j) fazer a mediação entre os fatos e o leitor; k) integrar e mobilizar as pessoas; l) divertir (finalidade só considerada por veículos e jornalistas, não por leitores). A tese traz diversas conclusões sobre como cada sujeito compreende essas funções. Outro resultado, de caráter teórico, se desdobra em dois: o primeiro é a elaboração de um quadro com a síntese das finalidades do jornalismo segundo os autores consultados; o segundo é a formulação de uma proposta das finalidades do jornalismo. Cheguei a uma proposta de que o jornalismo tem 12 finalidades a cumprir: a) informar de modo qualificado; b) investigar; c) verificar a veracidade das informações; d) interpretar e analisar a realidade; e) fazer a mediação entre os fatos e o leitor; f) selecionar o que é relevante; g) registrar a história e construir memória; h) ajudar a entender o mundo contemporâneo; i) integrar e mobilizar as pessoas; j) defender o cidadão; k) fiscalizar o poder e fortalecer a democracia; l) esclarecer o cidadão e apresentar a pluralidade da sociedade. / This doctoral dissertation shows how the main subjects participating in the journalistic communication contract (media companies, journalists and readers) perceive the purposes of journalism. The methodology that was used is Discourse Analysis. The media companies which were selected are Folha de S.Paulo, O Globo e O Estado de S. Paulo, the three major reference Brazilian newspapers, whose discourse was mapped in 38 institutional documents (editorial principles, writing manuals, codes of ethics, editorials). The discourse of 85 Brazilian journalists was analyzed in 40 documents (biographies, books, documentaries, academic works and interviews). The discourse of 250 readers was found in 279 comments posted on the websites and Facebook pages of the newspapers Folha de S.Paulo, O Globo e O Estado de S. Paulo. The research reached two kinds of results. One, of an empirical nature, stems from the analysis of the discourse materials from the three subjects: what the media companies, journalists and readers say about the purposes of journalism. In the discourse of the subjects, the following purposes of journalism are present: (a) watching over how power is exerted in society and strengthening democracy; (b) informing; (c) clarifying issues for citizens and providing them with a plurality of society; (d) checking the veracity of information; (e) selecting what is relevant; (f) investigating; (g) recording history and constructing memory; (h) interpreting and analyzing the reality; (i) defending citizens; (j) mediating between facts and readers; (k) integrating and mobilizing people; (l) entertaining (purpose considered by media companies and journalists only, not by readers). The dissertation reached a number of conclusions about how each subject understands these functions. Another result, of a theoretical nature, splits into two: the first outcome is a table that was designed aiming to present a summary of the purposes of journalism according to the authors who were consulted; the second is a proposal of the purposes of journalism. I present a proposal according to which journalism has 12 purposes to fulfill: (a) informing in a qualified sense; (b) investigating; (c) checking the veracity of information; (d) interpreting and analyzing reality; (e) mediating between facts and readers; (f) selecting what is relevant; (g) recording history and constructing memory; (h) helping to understand the contemporary world; (i) integrating and mobilizing people; (j) defending citizens; (k) watching over how power is exerted in society and strengthening democracy; (l) clarifying issues for citizens and presenting the plurality of society.

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.

There is a considerable body of literature on the transportation activities of rural households. Still, efforts to address rural women's specific travel and transport needs have met with limited or no success. Because rural women are vulnerable members of society, their productive roles are sometimes not fully reflected in sector strategies. Considering how transport policies and projects address rural women's needs is important for socially and economically sustainable rural transport policy. The main argument presented in this research is based on the expectations raised by the democratic elections of 1994 in South Africa. After the elections many people, particularly those in the rural areas, were expecting improvement in service delivery. However, ten years later, rural African women still face daunting challenges in terms of access to basic services. The main argument in this thesis is therefore that rural transport policy and plans in South Africa, as elsewhere, have failed to adequately address specific gender issues. Since studies of this nature are complex, and the issues involved cannot be clearly understood from the outside, it is essential to have an inside perspective. The research, therefore, was not viewed simply as an abstract process of knowledge-seeking but as a means through which to acquire a more complete understanding of rural women's transport needs. Hence, a qualitative feminist approach was adopted, and a gendered perspective was followed in addressing the transport needs of rural women. Using a non-gendered perspective for studying patterns and processes of rural conditions would not only have provided an incomplete understanding of rural transport, but also would have constituted a disservice to efforts to generate an informed basis for rural women's emancipation. Just as feminist research often draws on multiple disciplines, this study too draws on several: human geography, sociology and feminist methodology, in particular. Moreover, the use of multiple methods in this project, rather than a single method, was chosen not only because of its feminist concerns but also because of a commitment to thoroughness and the need to be responsive to the rural women studied. To this end, multiple research methods, such as participant observation, focus group discussions, document and photograph analysis, and photographs were used. These methods made it possible to provide some insights into the roles of rural women and to their related travel and transport needs in the three villages studied in Limpopo: Mamoleka, Tshitwi and Babanana. The question of whether transport empowers or is disempowering rural women was addressed. Three main themes emerged in this study. These themes suggest that rural women use the transport system in order to satisfy their multiple roles. Transport practitioners, however, provide transport facilities and services that are often characterised by constraints that create problems for these women and hence impact on their opportunities. Consequently, unresolved problems lead to opportunities denied. Therefore, policy makers should generate new strategies to address African rural women's transport needs. One thing immediately apparent in reviewing the findings of this research is that gender biases in rural transport stem from the multiple roles that rural women perform in society and at home. Because the total workload of a rural household is rarely shared equally among its members, the burden of transport falls on women. Inadequate and inappropriate transport increases the amount of time necessary to perform their multiple roles, leaving rural women perform with little or no spare time to develop themselves by participating in socio-economic and political activities. The burden of transport not only deprives rural women of participation in development activities, it also makes them lose out on opportunities to earn higher incomes and to improve their financial resources. Finally, because they already have limited financial resources and opportunities, they are unable to invest in personal means of transport, through which they might reduce their transport burden and improve their incomes. A close linking of gender perspective and rural transport policy is proposed in order to improve rural transport systems and initiatives and to make them more gender-responsive and sustainable. Making rural transport policy more responsive to the needs of rural women requires developing a structural approach to understand their needs, identifying instruments to address those needs, and establishing an appropriate policy framework. To this end, this thesis identifies some approaches that would help in developing a gender-responsive rural transport policy through paying attention to rural women's travel and transport needs. These approaches include recognition of the need for an integrated rural transport policy, in which both transport and non-transport interventions applicable to addressing rural transport problems for self-employed and unemployed rural women, as found in Limpopo, are promoted. Furthermore, the need for awareness of rural women's multiple roles is outlined. What remains is the need for development of a comprehensive, gender-sensitive strategy in all fields of rural transport research, policy and projects to help explore ways of correcting existing biases in rural travel and transport for rural women. / Thesis (DPhil)--University of Pretoria, 2005. / Geography, Geoinformatics and Meteorology / Unrestricted

This dissertation is a contribution to understanding the relationship between schooling and gender inequality. The study explores how gender as a social relation is organized and embedded in the daily experiences of classroom life and in the discourses of people who dwell there. The study deals with how classroom encounters contribute to the reproduction or transformation of gender categories and how students' and teachers' discursive practices build and support patriarchal structures. The study is grounded in critical education theory, feminist theory, and ethnographic research. The specific site for the study is the knowledge area described as the Practical Arts, namely home economics and technical studies. The research is limited to a single Grade 8, coeducational, home economics and technical studies program in an inner-city, multi-ethnic, secondary school in western Canada. Evidence is based on participant observation of classrooms, for one school year, with one group of students as they proceed through a combined home economics and technical studies program. Evidence is also obtained through interviews with students and teachers. The study illustrates how classroom practices support the patriarchal structures of division of labour, violence against women, and sexuality. The study shows how the students' and teachers' discursive practices produce girls and women, and less powerful boys, in subordinate positions and as objects of regulation. As well, students' previous experiences in domestic and technical work, and classroom discourse, produce and support the division of labour. The study shows how the conditions of teachers' work, their authoritarian, product oriented approach, and their powerful, institutional discourses grounded in biological and psychological development and equality of educational opportunity, prevent them from challenging patriarchal structures. Although the study shows how students and teachers are actively engaged in the production rather than the transformation of traditional gender relations, it also shows how patriarchy is incomplete: there were divisions within gender categories and there were many contradictions. The study shows how power relations are not static - they are constantly in process of negotiation, thereby opening possibilities for social change. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The thesis deals with the changes related to shift from university to first serious job. We have tried to find out how do graduates and university students reflects possible changes related to this situation with focus on changes in consumption behaviour. The theoretical part is based on theories of practices with their representatives Pierre Bourdieu and Alan Warde. Also approach of Mary Douglas and several classical approaches to consumption (e.g. Thorstein Veblen's conspicuous consumption etc.) and approach to reference groups theories are presented as a theoretical background of the thesis. The research is based on qualitative interviews with graduates or university students who have started to join their first serious job. All interviews have been conducted with Prague residents who work in commercial companies in Prague, their position have been often related to marketing area. The main finding is that the respondents perceive their social status as higher than before, they have started to follow practices related to their work team which have manifested also in the change of some of their consumption patterns (connected with e.g. eating, travelling, car purchasing and using). They have also different level of need to be integrated of the work team. This need is based on the age composition...

Orientador: Elieuza Aparecida de Lima / Resumo: O objetivo da pesquisa dirigiu-se a desvelar os indícios que possam explicar a natureza e o desenvolvimento da função simbólica da consciência na criança pré-escolar durante a atividade da brincadeira de papéis sociais. O problema gerador da investigação foi compreender como acontece o desenvolvimento do processo de significação dos atos simbólicos culturais, pela criança, na atividade da brincadeira de papéis sociais. Os estudos basearam-se na premissa de que a compreensão sobre o funcionamento do processo de significação das vivências e da criação de sentidos e significados sobre a realidade objetiva na idade pré-escolar é possível por meio da observação dos indícios materializados nas ações e palavras das crianças emergidas na brincadeira de papéis sociais, por expressarem a relação existente entre o signo, o significado e o sentido como sendo unidades constituintes da consciência semiótica. A análise desse processo permitiu avançar nas discussões sobre o processo de humanização da criança, especialmente quanto à formação das aptidões, necessidades, capacidades e valorações, entendidas como sendo habilidades especificamente humanas que compõem a personalidade e a inteligência. A sistematização metodológica do estudo caracterizou-se por uma intervenção pedagógica organizada a partir dos princípios do método instrumental sistêmico semântico, com a finalidade de elaborar condições objetivas (o real) para o desenvolvimento da atividade do brincar (espaço, tempo, objetos) em su... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The aim of the research was to reveal the evidence that may explain the nature and development of the symbolic function of consciousness in preschool children during the activity of playing social roles. The problem that generated the investigation was to understand how the development of the process of signification of cultural symbolic acts by the child happens in the activity of playing social roles. The studies were based on the premise that understanding about the functioning of the process of meaning of experiences and the creation of meanings about objective reality at preschool age is possible through the observation of the evidence materialized in the actions and words of the children. children emerged in the play of social roles, for expressing the relationship between the sign, the meaning and the sense as constituting units of semiotic consciousness. The analysis of this process allowed us to advance the discussions about the process of humanization of children, especially regarding the formation of skills, needs, abilities and valuations, understood as being specifically human skills that make up personality and intelligence. The methodological systematization of the study was characterized by a pedagogical intervention organized from the principles of the semantic systemic instrumental method, with the purpose of elaborating objective conditions (the real) for the development of the activity of playing (space, time, objects) in its relationship with the imaginar... (Complete abstract click electronic access below) / Doutor

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