Na literatura nacional e internacional sobre a transformação contemporânea das universidades, são muitos os estudos que enfatizam o impacto do conhecimento gerencial sobre a reorganização dos procedimentos de decisão, controle e coordenação do trabalho acadêmico. Partindo dessas análises, a presente pesquisa buscou interrogar o papel do discurso gerencial na redefinição do governo acadêmico das universidades brasileiras enfatizando a sua relação com a estrutura social, que se expressa, no interior da universidade, pela hierarquização política, social e acadêmica das suas diferentes unidades. Para tanto, esta tese baseia-se em um estudo de caso sobre a Universidade de São Paulo uma das maiores, mais importantes e mais antigas universidades de pesquisa do país que sofreu diretamente o impacto dos saberes gerenciais na redefinição das suas estruturas internas de governo a partir dos anos 1960. Em termos gerais, a tese essencial deste trabalho é de que o discurso gerencial conseguiu se impor na USP pela ação do seu polo dominante, formado pelas unidades profissionais tradicionais que conseguiram, justamente pela sua posição na estrutura social, impor sua visão de universidade e de governo acadêmico / Among the national and international literature upon the contemporary transformation of the universities, many studies underline the impact of the management knowledge on the reorganization of the procedures related to the decision, accountability and coordination of the academic work. Departing from these analysis, the present research intend to interrogate the role of the management discourse in the redefinition of the academic government of Brazilian university, emphasizing the relation with its social structure, expressed through the political, social and academic hierarchisation of university faculties. In that sense, this thesis is based on a case study about the São Paulo University one of the biggest, oldest, and most important research university of Brazil that suffered directly the impact of the management knowledge in the redefinition of its intern structure of government from the 1960 onwards. In general terms, the essential argument of this work is that the management discourse could impose itself in the São Paulo University through the action of the dominant pole, composed by the traditional-professional faculties that, due to its position in the social structure, achieved to impose its conception of university and academic government

O objetivo desse trabalho é rastrear a dimensão de influências específicas que moldaram Jürgen Habermas na construção da Teoria do Agir Comunicativo. Em sua obra maior, a pretensão habermasiana foi harmonizar um vasto leque de autores e teorias que uma vez trabalhados em suas especificidades convergissem para a existência de um projeto emancipador possibilitado por uma racionalidade de teor comunicativo. Com esse propósito, a atenção está voltada para o segundo volume dessa obra, em especial para o papel de Talcott Parsons e sua teoria de sistemas, a sociologia de Émile Durkheim que faculta a interação por meio da linguagem e seu entrelaçamento com Habermas por mais de uma via, as discussões metodológicas com Popper e a disputa com o positivismo, bem como a presença da teoria crítica e seus personagens diversos. / The aim of this work is to track the size of specific influences that shaped Jürgen Habermas in the construction of the Theory of Communicative Action. In his major work, the habermasion intention was to harmonize a wide range of authors and theories that treated in their particularity would be able to converge to an emancipatory project made possible by a rationality of communicative content. For this purpose, the attention is focused on the second volume of this work, especially on the role of Talcott Parsons and his systems theory, on the sociology of Émile Durkheim that provides interaction through language and its relationship with Habermas through several ways, on the methodological discussions with Popper and the dispute with positivism, and on the presence of critical theory and its many characters.

A presente tese foi desenvolvida na Linha de Pesquisa “O sujeito da Educação: conhecimento, linguagem e contextos”, na temática Sociologia e Educação, vinculada ao Projeto de Pesquisa “Perspectivas de Ensino na Educação Básica: prática pedagógica e formação de professores”, coordenado pela professora doutora Maria Helena Degani Veit. Na tese é examinada a prática pedagógica de 30 estagiários matriculados na disciplina de Prática de Ensino em Biologia do curso de Licenciatura em Ciências Biológicas da Universidade Federal do Rio Grande do Sul no ano de 2005. O estudo desenvolveu os seguintes tópicos: 1) interpretação dos significados de conflitos de papéis que perpassam o ingresso dos licenciandos na carreira docente; 2) caracterização das práticas pedagógicas dos estagiários planejadas com o objetivo de favorecer a aprendizagem de conhecimentos biológicos pelos alunos do Ensino Médio;2.1) análise de discursos e de modalidades de conhecimentos que constituem a Licenciatura em Ciências Biológicas e que são mobilizados quando da recontextualização dos conteúdos biológicos para o Nível Médio e2.2) caracterização do discurso regulador empregado pelos estagiários no contexto de escolas da rede pública de Porto Alegre, Rio Grande do Sul. A pesquisa participante, em uma abordagem quali-quantitativa, foi realizada pela professora da disciplina de Prática de Ensino em Biologia, utilizando, como referencial teórico-metodológico, a perspectiva sociológica de Basil Bernstein, complementada por conceituação da Fenomenologia Social e do Interacionismo Simbólico. Os resultados do estudo confirmaram os achados de Morais (2002a, 2002b) e de pesquisadoras associadas que, apoiadas em Bernstein, caracterizaram as modalidades de práticas pedagógicas mais produtivas em contextos de formação de professores e de ensino de alunos da Educação Básica pertencentes a famílias de baixa renda. As autoras designaram tais práticas como pedagogias mistas, as quais apresentam enquadramentos fortes nas dimensões seleção e seqüência de conteúdos, em nível macro, e avaliação, e apresentam enquadramentos fracos nas dimensões seleção e seqüência de conteúdos, em nível micro, ritmagem e regras hierárquicas. A tese complementa a caracterização das pedagogias mistas e descreve as formas da prática pedagógica que tornam disponíveis aos adquirentes regras de reconhecimento e de realização de textos, isto é, práticas legítimas no contexto educacional.A investigação também possibilitou a interpretação dos significados das interações entre transmissores e adquirentes, enfocando estratégias e discursos que buscam resgatar valores nucleares da sociedade ocidental. / This doctoral dissertation was developed within the Research Line “The Subject of Education: Knowledge, Language and Contexts” and the theme of Sociology and Education, which is connected to the Research Project, “Teaching Perspectives in Basic Education: Pedagogical Practice and Teacher Training”, coordinated by Prof. Dr. Maria Helena Degani Veit. The dissertation discusses the pedagogical practice of 30 student teachers enrolled in 2005 in a course on Teaching Practice in Biology, which is part of the Teacher Training Program in Biological Science at the Federal University of Rio Grande do Sul. The study developed the following topics: 1) interpretation of the meanings of the role-related conflicts involved in the students’ entry into the teaching career; 2) characterization of the student teachers’ pedagogical practices designed to foster the learning of biology by high school students; 2.1) analysis of discourses and modes of knowledge that constitute the Teacher Training Program in Biological Science and are mobilized duringthe “recontextualization” of the contents of Biology for the level of secondary education, as well as 2.2) characterization of the “regulative discourse” employed by the student teachers in the context of public schools in Porto Alegre, the capital of the state of Rio Grande do Sul. The participatory research, which adopted a qualitative-quantitative approach, was conducted by the professor of the course on Teaching Practice in Biology. It used Basil Bernstein’s sociological perspective as its theoretical-methodological frame of reference, supplementing it with concepts taken from Social Phenomenology and Symbolic Interactionism. The results of the study confirmed the findings by Morais et al. (2002, 2003), who, based on Bernstein, characterized the most productive modes of pedagogical practice in the contexts of teacher training and of teaching to basic education students who come from low income families. Morais et al. called such practices “mixed pedagogies,” as they exhibit “strong framings” in the dimensions of “selection” and “sequence” of contents at the macro level, as well as “evaluation,” and “weak framings” in the dimensions of “selection” and “sequence” of contents at the micro level, besides “pacing” and “hierarchical rules.”The dissertation supplements the characterization of the “mixed pedagogies” and describes the forms of “pedagogical practice” that makeavailable to the acquirers “rules of recognition” and “rules of realization” of texts, that is, legitimate practices in the context of education. The investigation also made it possible to interpret the meanings of the interactions between transmitters and acquirers, focusing on strategies and discourses that try to retrieve core values of Western society.

Includes bibliographical references (leaves 254-288). Examines language used by general practitioners and in mass media to ask 'what are the implications of constructions of menopause for health care practice and public health for women at menopause?'. Presents the findings of qualitative analysis of semi-structured interviews with nine general practitioners working in rural South Australia and qualitative and quantitative analyses of 345 south Australian newspaper articles from 1986 to 1998.

Includes bibliographical references (leaves 254-288). / x, 288 leaves ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Examines language used by general practitioners and in mass media to ask 'what are the implications of constructions of menopause for health care practice and public health for women at menopause?'. Presents the findings of qualitative analysis of semi-structured interviews with nine general practitioners working in rural South Australia and qualitative and quantitative analyses of 345 south Australian newspaper articles from 1986 to 1998. / Thesis (Ph.D.)--University of Adelaide, Dept. of Public Health, 2001?

This book is an attempt to formulate a sociological theory of the phenomena which is otherwise known as substance abuse and substance dependency in the medical field. The first step toward such a theory is a critique of how DSM-IV presents diagnostic criteria for substance abuse and substance dependency as if these criteria are valid and reliable ways of measuring mental illness and bodily dysfunction. I point to the fact that these criteria neither are valid or reliable variables for measurement nor theoretically grounded defi nitions of the phenomena. My point is that diagnosis is an elaborate way of disguising moral judgments as medical assessments of illness or dysfunction. The second step towards the formulation of my theory goes via my empirical study of nine men and women who call themselves sex and love addicts. By conducting deep interviews with them I conclude that it is impossible to talk about sex and love addiction without constantly referring to stereotypes and widely held assumptions of alcoholics and drug addicts. Moreover it is apparent that these men and women are making moral judgments about themselves rather than pointing to some form of genuine disruption which they cannot control. From my critique and my empirical study I am able to identify a number of areas that a theory of addiction, as opposed to the medical view where this phenomena are being broken down in two sub categories (abuse and dependency), must be able to handle to explain addiction generally and specifically in relation to alcohol, drugs, sex and other forms of social deviance. A number of philosophical hallmarks of medicine is also identifi ed and seen as part of the problem, therefore I mean that a successful theory of addiction must transcend the mind body dualism of Descartes as it is a cornerstone in the medical view upon and understanding of humans. By reconstructing the habitus and field concepts in Pierre Bourdieus theory of practice I mean that it is possible to understand addiction from an action theory point of view. This discussion is also broadened by a pragmatist discussion of the mind and a neo meadian theory of the emotional self. My conclusion is that addiction can be understood and explained within an action theory which focus upon individual as well as collective action and understand this as habitual practice that is partly embodied and therefore not discursive – habits of which we cannot easily speak is seen as one of the compelling components in addiction rather than a mythical loss of control which is nowhere to be found but as a rhetoric grip stemming from the AA view upon addiction as a disease.

University of Macau / Faculty of Law

University of Macau / Faculty of Social Sciences and Humanities / Department of Sociology

The purpose of this study is to examine how young people with experience of running away and/or getting thrown out look upon and understand the phenomenon. Another purpose of thestudy is to examine how the youth evaluate the help and support they did or did not receive at the time of their experience, as well as to examine what the ultimate help and support would be according to them. The study was done in a qualitative approach with the use of focus groups and individual interviews. The results were analyzed through the perspective of the ‘sociology of childhood’. Results show, in accordance with earlier studies on the subject, that the youth run away or are thrown out from homes where constant conflicts as well as psychological, physical and sexual abuse are recurring factors. The youth expressed that social services do not listen to them and that their reports of abuse and neglect are not taken seriously. Results further show that the youth consider help finding a new home as well as emotional and economical support to be appropriate kinds of help in this situation. They stress that help and support efforts have to be individually adjusted.

Univ., Diss.--Heidelberg, 2006. / Literaturverz. S. [161] - 169.