Made available in DSpace on 2015-05-07T14:46:39Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2612039 bytes, checksum: 4867e4d8786ca7218d9f56d8fa3c5e06 (MD5) Previous issue date: 2011-12-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The comic strip is an opinionative journalistic genre consolidated within the pages of newspapers and magazines. However, the web has allowed the possibility of a new space of creation and placement of this genus, forcing it to adapt to the evolution of digital media. The media convergence, according to Jenkins (2008), explores the possibilities of convergence of devices and media content production as a cultural transformation, as Internet users are encouraged to seek new ways to communicate. The strips, printed productions commonly found in blogs an appropriate space for its dissemination, mainly because they allow us to undertake activities, opinionated, free of censorship and copyright character. Through the studies by Bakhtin (2000) in relation to speech genres, this paper aims to propose a discussion regarding the naming of the comic genre when they are designed exclusively for digital media by adding multimedia features available on the web as did McCloud (2006) and Franco (2004) in relation to comics. To support these goals, a survey was conducted in 104 blogs that had strips in their content, noting that the main types of multimedia and resources used for these crops. The process of creating the Internet has turned into something simple and fun. We're finding new ways to develop already established genres, taking advantage of the gaps left by the content production industry. The web is a place of experimentation and innovation, a space created by the users and the example of these strips are creating new possibilities in digital media and broadcasting. / A tirinha (ou tira diária) é considerada por alguns estudiosos, um gênero jornalístico opinativo consolidado dentro das páginas de jornal e revistas. Contudo, a web vem permitindo a possibilidade de um novo espaço de criação e veiculação deste gênero, forçando-o a se adaptar à evolução das mídias digitais. A convergência midiática, segundo Jenkins (2008), explora as possibilidades de confluência de dispositivos midiáticos e de produção de conteúdo como uma transformação cultural, à medida que os usuários da internet são incentivados a procurar novas formas de se comunicar. As tirinhas, produções comumente impressas encontraram nos blogs um espaço apropriado para sua divulgação, principalmente por eles permitirem que se exerçam atividades opinativas, livres de censura e de caráter autoral. Através dos estudos realizados por Bakhtin (2000) em relação aos Gêneros do Discurso, este trabalho tem o objetivo de propor uma discussão em relação à nomenclatura do gênero tirinha quando estes são desenvolvidos exclusivamente para as mídias digitais ao agregar os recursos multimídia disponíveis na web, assim como fizeram McCloud (2006) e Franco (2004) em relação aos quadrinhos. Para fundamentar estes objetivos, foi realizado um levantamento em 104 blogs que apresentavam tirinhas em seu conteúdo, observando quais os principais tipos e recursos multimidiáticos utilizados para estas produções. O processo de criação da internet transformou-se em algo simples e divertido. Como resultado desse estudo, percebemos que estamos descobrindo novas formas de elaborar gêneros já consolidados, aproveitando as lacunas deixadas pela indústria de produção de conteúdo. A web é um lugar de experimentação e inovação, um espaço criado pelos próprios usuários e as tirinhas são o exemplo dessas novas possibilidades criação e veiculação nas mídias digitais.

This case study examined how a group of young girls at a secondary school in northern England made sense of their participation in a gender specific vocational education initiative designed to encourage female interest in skilled trade education and professions. The investigation consists of a qualitative case study that included ‘practical’ and historical components. On the practical side, the study looked at a gender specific initiative (girls only) aimed at Year 9 students (12-14 years old) at Garden Road Community and Technology School. The one-day sessions were held at local area colleges or vocational education and training (VET) training facilities and covered skilled trade fields that are traditionally male-dominated (e.g. automotive, construction and engineering). My methodology for the study consisted of two data sources, interviews and a review of public VET policy-related documents. The data was gathered using two methods, with individual and group interviews as the primary one, and public VET policy-related document analysis as the secondary one. In total, 13 current, 2 former and an additional 2 formerly registered (now graduates who decided to pursue non-traditional vocational education and professions) students at the school were interviewed. Beside former and current students, interviews were conducted with 2 instructors and 1 senior administrator at the school. The selection of government policy-related documents covered 2002 to 2011. The study is framed by a feminist informed genealogy that invokes Foucault’s (1990) notion of ‘biopower’ and Pillow’s (2003) notion of the ‘gendered body.’ Meanwhile, Ted Aoki’s (2003) concepts of curriculum-as-plan and curricula-as-lived are used to analyze and discuss the review of UK government policy-related documents and participant narratives. The theme-based presentation of student narratives centred on the girls’ understanding and experience of: the session process and content; gender; non-traditional VET as educational and occupational options; and the impact of the sessions on their educational and professional choices. The student narratives suggest several things that relate to their understanding of gender and non-traditional VET. First, the sessions proved to be both interesting and informative and students expressed an interest in taking part in more (and) varied gender-specific sessions. Second, traditional constructions of gender and gendered behavior are commonly used in job-related discourse as evidenced by the use of the terms ‘boys jobs’ and ‘girls jobs’ among the students. In addition, students had limited opportunities for exposure to non-traditional VET education and professions; and what knowledge they do have is generally dependent upon family knowledge and experience in the area. From a document review standpoint, the findings show that government commitment in terms of interest and financial backing for VET has been inconsistent. Resultantly, schools are left to identify and maintain a range of community-based partnerships that may not always see gender segregation in VET as a major concern. The significance of this study rests in the presentation of the girls’ ‘lived curriculum’ and ‘gendered’ experiences as points that can offer insight into what transpires within vocational education initiatives and settings. Furthermore, from a feminist perspective the research also highlights the continued need to work with schools on how gender is presented, discussed and understood among students. Failure to consider the gendered nature of discourse about education and professional options that takes place within school and class settings limits students’ perspectives about what is available and possible.

This case study examined how a group of young girls at a secondary school in northern England made sense of their participation in a gender specific vocational education initiative designed to encourage female interest in skilled trade education and professions. The investigation consists of a qualitative case study that included ‘practical’ and historical components. On the practical side, the study looked at a gender specific initiative (girls only) aimed at Year 9 students (12-14 years old) at Garden Road Community and Technology School. The one-day sessions were held at local area colleges or vocational education and training (VET) training facilities and covered skilled trade fields that are traditionally male-dominated (e.g. automotive, construction and engineering). My methodology for the study consisted of two data sources, interviews and a review of public VET policy-related documents. The data was gathered using two methods, with individual and group interviews as the primary one, and public VET policy-related document analysis as the secondary one. In total, 13 current, 2 former and an additional 2 formerly registered (now graduates who decided to pursue non-traditional vocational education and professions) students at the school were interviewed. Beside former and current students, interviews were conducted with 2 instructors and 1 senior administrator at the school. The selection of government policy-related documents covered 2002 to 2011. The study is framed by a feminist informed genealogy that invokes Foucault’s (1990) notion of ‘biopower’ and Pillow’s (2003) notion of the ‘gendered body.’ Meanwhile, Ted Aoki’s (2003) concepts of curriculum-as-plan and curricula-as-lived are used to analyze and discuss the review of UK government policy-related documents and participant narratives. The theme-based presentation of student narratives centred on the girls’ understanding and experience of: the session process and content; gender; non-traditional VET as educational and occupational options; and the impact of the sessions on their educational and professional choices. The student narratives suggest several things that relate to their understanding of gender and non-traditional VET. First, the sessions proved to be both interesting and informative and students expressed an interest in taking part in more (and) varied gender-specific sessions. Second, traditional constructions of gender and gendered behavior are commonly used in job-related discourse as evidenced by the use of the terms ‘boys jobs’ and ‘girls jobs’ among the students. In addition, students had limited opportunities for exposure to non-traditional VET education and professions; and what knowledge they do have is generally dependent upon family knowledge and experience in the area. From a document review standpoint, the findings show that government commitment in terms of interest and financial backing for VET has been inconsistent. Resultantly, schools are left to identify and maintain a range of community-based partnerships that may not always see gender segregation in VET as a major concern. The significance of this study rests in the presentation of the girls’ ‘lived curriculum’ and ‘gendered’ experiences as points that can offer insight into what transpires within vocational education initiatives and settings. Furthermore, from a feminist perspective the research also highlights the continued need to work with schools on how gender is presented, discussed and understood among students. Failure to consider the gendered nature of discourse about education and professional options that takes place within school and class settings limits students’ perspectives about what is available and possible.