Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-19T12:21:33Z No. of bitstreams: 1 zainesimasmattos.pdf: 884684 bytes, checksum: 4f3f0cd890816adfdd0a1111177705d3 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-02-26T13:46:25Z (GMT) No. of bitstreams: 1 zainesimasmattos.pdf: 884684 bytes, checksum: 4f3f0cd890816adfdd0a1111177705d3 (MD5) / Made available in DSpace on 2016-02-26T13:46:25Z (GMT). No. of bitstreams: 1 zainesimasmattos.pdf: 884684 bytes, checksum: 4f3f0cd890816adfdd0a1111177705d3 (MD5) Previous issue date: 2014-11-28 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A presente tese apresentou como tema de pesquisa os atravessamentos de classe e gênero nos modos de subjetivação de mulheres das classes populares. Tendo como campo inicial uma escola pública municipal, a Escola Municipal Bom Pastor – EMBP, que atendia e atende a mulheres das classes populares, interessei-me pelas narrativas no que tange às suas relações com a educação escolar, apresentando a seguinte questão de investigação: de que modos as mulheres participantes da pesquisa narram as suas relações com a educação e como essas relações são atravessadas por classe e gênero? O material empírico foi construído a partir de entrevistas narrativas ressignificadas, em que as próprias mulheres se narram e, com isso, significam as suas experiências de vida, entrelaçadas aos processos de escolarização. Para compor o material empírico, desenvolvi estudos sobre a história da escola, lócus inicial da pesquisa, bem como das relações que as mulheres estabeleciam/estabelecem com esse espaço. Fiz incursões nos bairros nos quais moravam as participantes e anotações em diário de campo a respeito dessas incursões e de minhas impressões sobre as entrevistas. A pesquisa apresentou um recorte geracional, trabalhando com ex-alunas da escola campo que tinham filhos/as nessa escola, bem como com as mães dessas ex-alunas. A partir de um referencial teórico-metodológico que privilegia os Estudos Feministas e de Gênero, os Estudos Culturais e os Estudos Foucaultianos por um viés pós-estruturalista, trabalhei com as categorias classe e gênero, buscando pelas experiências/modos de subjetivação, formações discursivas e práticas que posicionavam as mulheres em relação à educação escolar. As narrativas apontaram para a percepção da escolarização como um imperativo na vida dessas mulheres, mostrando-a como um modo de “ser alguém na vida”. E, tanto a realização nesse campo, quanto o “insucesso” se mostraram atuantes nos seus modos de subjetivação. O corte geracional apontou para mudanças nas formas de compreender a educação escolar que a princípio era vista como um privilégio de poucos/as, passando a ser um direito, chegando, na atualidade, a ser percebida como um imperativo para a inserção social. As contingências de classe fizeram-se presentes, trazendo a maternidade, a sobrevivência, as construções familiares, de masculinidades e feminilidades como questões que interferem na relação com a educação escolar. A pesquisa apontou, ainda, para a invisibilidade/silenciamento das questões de cor/raça no que tange à aproximação e ao distanciamento da educação escolar. Por fim, trago as considerações finais sobre a pesquisa e aponto para possíveis novas interrogações. / This thesis has presented as our research object class and gender crossings in modes of subjectivation of popular classes women. Taking as initial field a public school, the Municipal School Bom Pastor - MSBP, which has served and serves popular classes women, I’ve became interested in the narratives in regard to their relationship with school education, presenting the following research question: in what ways those women participants in the research tell their relationships with education and how these relationships are crossed by class and gender? The empirical material was built from resignified narrative interviews, in which that women tell themselves and thereby create mesnings by their experiences of life, intertwined to the schooling processes. To compose the empirical material, I’ve developed studies on school history, initial research lócus, as well as the relationships that women have established/ establish with this space. Incursions have been made into neighborhoods where that women lived and notes were made in a daily field notes about these incursions and my impressions of the interviews. The survey has showed a generational snip, working with former students of the school field that had children in it, as well as the mothers of these former students. From a theoretical and methodological framework that privileges Gender Studies, Cultural Studies and Foucaultian by a post-structuralist orientation, I’ve worked with the class and gender categories, searching by experiences / modes of subjectivation, discursive formations and practices that positioned those women in relation to school education. The narratives have indicated the schooling perception as an imperative in their lives, showing it as a way to "be someone in life.”. And, both the achievement in that field as a "failure", they showd active in their modes of subjectivation. The generational snip has pointed to changes in ways of understanding school education that was seen initially as a privilege of the few and after, was pass to the understanding of education as a right, coming up, today, to be perceived as an imperative for social inclusion. Class contingencies were present, bringing motherhood, survival, constructions of family, masculinity and femininity as questions that affect the relationship with school educatiion. The research also has indicated to the invisibility / silencing of issues of race / color questions regarding the approach and detachment from school education. Finally, I bring the final considerations about the research, pointing to possible new inquiries.

Submitted by Erika Demachki (erikademachki@gmail.com) on 2015-12-04T12:59:32Z No. of bitstreams: 2 Dissertação - Aissi Kárita da Silva - 2015.pdf: 7004344 bytes, checksum: 63fb1382e86ca12b78596e3db534797a (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Erika Demachki (erikademachki@gmail.com) on 2015-12-04T13:01:52Z (GMT) No. of bitstreams: 2 Dissertação - Aissi Kárita da Silva - 2015.pdf: 7004344 bytes, checksum: 63fb1382e86ca12b78596e3db534797a (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-12-04T13:01:52Z (GMT). No. of bitstreams: 2 Dissertação - Aissi Kárita da Silva - 2015.pdf: 7004344 bytes, checksum: 63fb1382e86ca12b78596e3db534797a (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-06-12 / The present study covers questionings lifted from pedagogical experiments I had with my students at the Instituto de Educação de Goiás, a public school from the state network.After observations that took into consideration the relation of students with the school space, I started in 2013 a curriculum project/program that looked for, in the shared autorship with my students, the insertion, appropriation and signification of/in the school space through aestethical/artistic interventions. In other words, it pursued to inhabit that space, it's conversion in a belonging place, a "nest". This project/program used the environmental program concept from Hélio Oiticica as the main reference and inspiration, taking into consideration, overall, the transformation potential of the space and the individual through the artistic experience. It involved, therefore, experiences of subjectivation and desubjectivation. The stages planned in the project were not realized as expected due to restrictions and hindrances raised by the school. The development of this project/program triggered a series of questionings. Some related to set academic discourses, the subjectivities desired by the school and to spaces and places allowed or denied by this institution. And others related to possible repercussions to the development of our project/program over those discourses and the subjectivation/desubjectivation of students. When investigating the questions lifted in that context, I looked for the understanding of the impact from the school practices on the subjectivities of the students - practices both instituted by the school aswell as those we constructed in colaboration. / O presente estudo abrange problematizações levantadas a partir de algumas experiências pedagógicas que vivenciei junto a meus educandos no Instituto de Educação de Goiás, escola pública da rede estadual. Após observações que levaram em conta a relação dos estudantes com o espaço escolar, iniciei em 2013 um projeto/programa curricular que buscou, na autoria compartilhada com meus educandos, a inserção, apropriação e significação do/no espaço escolar através de intervenções de cunho estético/artístico. Em outras palavras, buscou a habitação daquele espaço, sua transformação em um lugar de pertencimento, um “ninho”. Tal projeto/programa teve o conceito de programa ambiental de Hélio Oiticica como principal referência e inspiração, levando em conta, sobretudo, o potencial de transformação do espaço e do indivíduo a partir da experiência artística. Envolveu, portanto, experiências de subjetivação e dessubjetivação. As etapas previstas pelo projeto não se concretizaram conforme o esperado devido a restrições e impedimentos erguidos pela escola. O desenvolvimento desse projeto/programa deflagrou então uma série de questionamentos. Alguns relativos aos discursos escolares instituídos, às subjetividades desejadas pela escola e aos espaços e lugares permitidos ou negados por essa instituição. E outros relativos às possíveis repercussões do desenvolvimento de nosso projeto/programa sobre aqueles discursos e na subjetivação/dessubjetivação dos estudantes. Ao investigar as questões emergidas naquele contexto, busquei assim a compreensão dos impactos das práticas escolares sobre as subjetividades dos estudantes – tanto daquelas instituídas pela escola como daquelas que construímos em colaboração.

O presente trabalho dedica-se a explorar o funcionamento da medida protetiva de acolhimento institucional para crianças e adolescentes, desvelando as forças presentes nesse campo de trabalho, bem como os efeitos nas vidas sobre as quais age. A partir da compreensão de que tais equipamentos integram a chamada rede de Proteção Social Especial de Alta Complexidade da política de Assistência Social brasileira e são ancorados no discurso de cuidado e proteção, bem como na lógica da garantia de direitos, busca-se afirmar as potências, os desafios e as contradições presentes nessas instituições. Tais equipamentos carregam traços de uma história em que o trato à criança e ao adolescente é marcado por uma engrenagem precarizada e produtora de vidas adoecidas - vidas permeadas por sofrimento e que, simultaneamente, geram práticas protetivas e de cuidado. As vidas das quais falamos são das crianças e dos adolescentes acolhidos, de seus familiares ou mesmo dos profissionais presentes nos equipamentos em tela. Objetiva-se compreender, a partir do funcionamento dos serviços e das políticas em voga, quais os modos de vida têm sido engendrados nesses equipamentos. A experiência em Serviços de Acolhimento para Crianças e Adolescentes (Saica) foi disparadora das questões presentes nesta dissertação e permitiu acessar formas de analisar as relações familiares, as práticas cotidianas, as relações institucionais e seus jogos de poder, bem como os elementos presentes no trabalho com família e nas práticas de adoção. Três histórias foram escolhidas para dar a ver essas diferentes questões e fazem parte de uma escrita-narrativa tecida com elementos dessas histórias, discussões teóricas, dados quantitativos e reflexões. Os movimentos e as inflexões nas vidas acolhidas institucionalmente carregam facetas do emaranhado que de fato é um Saica e permitem articular essas vidas às suas condições de existência ressaltando os esforços para que as práticas cotidianas gerem proteção e cuidado / The present work is dedicated to exploring how the protective institutional foster care for children and teenagers measure works, revealing the forces present in this scope of work, as well as the effects on the lives upon which it acts. Considering the premise that such equipment is part of the so-called Special Social Protection Network of High Complexity of the Brazilian Social Assistence policy and are anchored in the discourse of care and protection, as well as in the logic of guaranteeing rights, it is affirmed the powers, challenges and contradictions present in these institutions. These institutions bear traces of a history in which the treatment of the child and adolescent is marked by a precarious process of life-sickness lives permeated by suffering and which, simultaneously, result in protective and care practices. The lives of which we speak are lives of the children and adolescents, lives of their family or even the professional presents in the concerned institutions. The objective is to understand, from the functioning of the services and policies in vogue, which modes of life have been engendered. The experience in Serviço de Acolhimento para Crianças e Adolescentes (Saica) incited the issues presents in this dissertation and allowed access to ways of analyzing family relationships, daily practices, institutional relationships and their power relations, as well as the elements present in the work with family and adoption practices. Three stories were chosen to show these different questions and are part of a writing-narrative woven with elements of these stories, theoretical discussions, quantitative data and some reflections. Movements and inflections in institutionally fostered lives carry facets of the tangle that in fact is a Saica and allow them to articulate these lives to their conditions of existence by emphasizing the efforts that day-to-day practices generate protection and care

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-04-19T12:40:03Z No. of bitstreams: 1 neiltondosreisgoularth.pdf: 3855199 bytes, checksum: 58dcb9b0a3e491bfdf5f3ecd3c71f77c (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-04-19T12:54:20Z (GMT) No. of bitstreams: 1 neiltondosreisgoularth.pdf: 3855199 bytes, checksum: 58dcb9b0a3e491bfdf5f3ecd3c71f77c (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-04-19T12:55:13Z (GMT) No. of bitstreams: 1 neiltondosreisgoularth.pdf: 3855199 bytes, checksum: 58dcb9b0a3e491bfdf5f3ecd3c71f77c (MD5) / Made available in DSpace on 2018-04-19T12:55:13Z (GMT). No. of bitstreams: 1 neiltondosreisgoularth.pdf: 3855199 bytes, checksum: 58dcb9b0a3e491bfdf5f3ecd3c71f77c (MD5) Previous issue date: 2018-02-23 / Esse texto diz de experiências de encontros. Encontro com uma perspectiva de pesquisa em Educação, encontro com a não-binaridade de gênero, encontro com pessoas que se diferenciam do binário de gênero, encontro com a diferença. Todos esses – e ainda outros – produziram essa pesquisa que agita as questões de gênero e Educação se lançando ao rompimento de binarismos. Dos questionamentos que costuro nesse texto destaco um que atravessa todos os outros: como as experiências na não-binaridade de gênero movimentaram e movimentam outras experiências? Utilizo retalhos teórico-metodológicos pós-estruturalistas, retalhos poéticos de Federico García Lorca e retalhos narrativos para formar essa colcha. As narrativas foram produzidas através de conversas com três pessoas que não fixam suas identidades enquanto femininas ou masculinas, mas intentam se desterritorializar esse binário. Conversei com cada pessoa duas ou três vezes e suas histórias as tornam coautoras desse texto e pesquisa – o narrar-se durante essas conversas foi, também, uma (re)invenção de nossas próprias diferenças de gênero. Observo e exploro alguns atravessamentos entre as narrativas e as leituras de autoras e autores do campo do Gênero e da Educação: a identificação de uma matriz de gênero binária produzida por diversos espaços e instituições e que provocará fortes subjetivações; as tentativas de rompimento com tal matriz a partir de dimensões corporais, estéticas e morais; e as relações (harmoniosas ou desconfortáveis) constituídas a partir desse rompimento consigo mesmo e com o mundo. Uma pesquisa que vibrou em mim costuras de desestabilizações, provocações e questionamentos, muito mais que certezas: “deixaria nesse livro toda minha alma...” (LORCA, 2004, p. 571) / This text is about encounter experiences. Meeting with a research perspective in Education, meeting with non-binarity of gender, meeting with people who differ from gender binary, meeting with difference. All these meetings - and still others - produced this research that stirs in the questions of gender and Education and that launches to the breaking of binarismos. Of the questions that I put together in this text I highlight one that crosses all others: how have experiences in non-binarity of gender moved other experiences? I use poststructuralist theoretical-methodological flaps, poetic flaps by Federico García Lorca and narrative flaps to form this quilt. The narratives were produced through conversations with three people who do not fix their identities as female or male, but try to deterritorialize this binary. I have talked to each person two or three times, and their stories have made them the co-authors of this text and research - to narrate it during these conversations was also a (re)invention of our own gender differences. I observe and explore some crossings between the narratives and the readings of authors of the field of Gender and Education: the identification of a matrix of binary gender produced by diverse spaces and institutions and that will provoke strong subjections; the attempts to break with such a matrix from bodily, aesthetic, and moral dimensions; and the relations (harmonious or uncomfortable) constituted from this break with himself and with the world. research that vibrated in me seams of destabilization, provocations and questions, much more than certainties: "I would leave this book in my soul ..." (LORCA, 2004: 571).

Orientador: Cristiane Pereira Dias / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-20T01:49:53Z (GMT). No. of bitstreams: 1 Santos_ViniciusWagnerOliveira_M.pdf: 62582794 bytes, checksum: 2d040bb865c3c8c83ba1ee85f3088df9 (MD5) Previous issue date: 2012 / Resumo: Este trabalho visa compreender o modo de funcionamento do discurso da Inclusão Digital no Projeto Barracão: Eldorado dos Carajás, projeto de extensão na linha de Arte e Cultura, com vistas ao social, aprovado em edital pelo Ministério da Educação e executado pelo Laboratório de Estudos Urbanos da Universidade Estadual de Campinas. A pesquisa parte da perspectiva teórica da Análise de Discurso de linha francesa, tendo como base teórica fundamental os conceitos e reflexões de Michel Pêcheux e Eni Orlandi. Outros autores ainda colaboram com nosso quadro teórico, dentre os quais destaco Félix Guattari e suas reflexões sobre a subjetividade e Michel Foucault com suas reflexões acerca do saber, do poder e da política. A partir de uma análise das atividades do projeto, buscamos compreender o modo de funcionamento do discurso de Inclusão Digital no processo de subjetivação dos sujeitos e individualização dos mesmos pelo Estado. Desenvolveremos tal questão a partir das seguintes perguntas: como o discurso da Inclusão Digital produz sentido no Barracão? De que forma(s) esse processo funciona na subjetivação dos sujeitos e na individualização dos mesmos pelo Estado, tendo em vista sua natureza contraditória constitutiva? Embasados por conceitos da Análise de Discurso como o de equívoco, contradição e coisas-a-saber, damos foco aos enunciados/dizeres produzidos durante as oficinas, principalmente durante as oficinas de informática que ocorreram em novembro de 2011, além dos questionários que foram utilizados nas mesmas. Pretendemos, com este trabalho, sustentar a posição de que o discurso da inclusão é essencialmente contraditório, na medida que ele próprio produz os sentidos da exclusão / Abstract: This study aims to understand the functioning of Digital Inclusion discourse in Project Barracão: Eldorado dos Carajás, an extension project in the segment of Art and Culture, aiming at the social, approved by Ministry of Education' s announcement and implemented by Urban Studies Laboratory of the State University of Campinas. The research starts from the theoretical perspective of Discourse Analysis of the French type, based on theoretical concepts and ideas of Michel Pêcheux and Eni Orlandi. Other authors also collaborate with our theoretical framework, like Félix Guattari and his thoughts on subjectivity and Michel Foucault's thoughts about knowledge, power and politics. From an analysis of project activities, we seek to understand the functioning of Digital Inclusion discourse in the process of subjectivation and individualization of subjects by State. We Develop such theme starting from the following questions: how the discourse of Inclusion products meanings in Barracão? In which way(s) this works in the process of subjectivation and individualization of subjects by State, assuming the constitutive contradictory nature of digital inclusion discourse? We will be dealing with many concepts of discourse analysis, like mistake, contradiction and things-to-know, so that to be focusing on the statements / words produced during the workshops, especially on the computer workshops that took place in November 2011, and in addition, the questionnaires that were used there in the activities. The main objective of this work is to support the view that the inclusion discourse is essentially contradictory, since he, himself, produces the senses of exclusion / Mestrado / Divulgação Científica e Cultural / Mestre em Divulgação Científica e Cultural

En s’appuyant sur l’écriture de Lacan, pour qui l’acting-out cherche la monstration du reste de la division du sujet, la clinique nous donne à considérer la position du sujet en écho à la place que fût celle de l’infans sous les yeux des parents. Nous faisons l’hypothèse que quand la circularité du narcissisme est rompue trop tôt ou n’a pas eu lieu, alors ce cercle s’ouvre pour aller chercher tout droit et violemment dans le réel de l’origine, de la mère, le sentiment d’existence qui n’a pas pu se consolider par la fabrication de l’absence, sa représentation, et le langage qui ordonnera le sentiment d’altérité. Une confrontation à l’image réelle, première image du corps quand l’effet de la spécularisation reste insuffisant laisse le sujet dans un espace imaginaire capté par la mère. Dans un effort que nous avons nommé regrédient, vers ce temps du regard, les jeunes dans le conflit cherchent à quitter la captation de leur mère, ou à apparaître sous leur regard. L’adolescente prend souvent par une assignation inconsciente la place de « l’objet a », comme reste, réel inavouable de l’économie psychique familiale. La place du sujet comme reste et cause du désir, en a, s’avère une place impossible dans le discours. La relation mère-fille tente de la retrouver en nouant réel et imaginaire, dans un rapport équivalent du discours capitaliste où sujet et objet renouent leurs rapports sans limite. Accompagner l’adolescent en souffrance hors d’une place en proximité du réel à la limite de la parole revient à accompagner le sentiment de perte qu’économise une relation imaginaire, dans le soutien à l’élaboration d’un discours. / With Lacan’s writings as a base, for who the « acting-out » is looking for the display of what remains from the division of the subject, the clinic area gives us to consider the position of the subject as an echo to the place during her infans under the eyes of her parents.Working on the assumption that, when the circularity of narcissism is broken too early or did not happen, then this circle opens to go straight and violently look for the real of the origin, of the mother, the existence feeling that could not be consolidated by the fabrication of the absence, its representaion, and the language that will order the feeling of alterity.A confrontation to the real image, first image of the body when the effect of specularisation is still not enough, leaves the subjet in an imaginary space catpured by the mother.In an effort that we have named regressive, towards this stage of the look, young people in conflicts try to get away from the appropriation of their mother or to appear before their look.The teenage girl often takes by an unconscious assignation the place of the A object, as a remaining, unspeakable Real of the family psychic economy. The place of the subject as remaining, as A, happens to be an impossible place in the speech. The mother-daughter relationship tries to find it back by tiyng reality and imaginary, in which the connection is equivalent to the capitalist speech where subject and object renew their relationship without limits. Assisting a suffering teenager out of a place close to reality and at the limits of of the speech amounts to assist the loss that an imaginary relationship is avoiding in the support of a speech elaboration.

L’étude porte sur un acte de re-dénomination essentiel, celui de donner un nouveau nom propre à un peuple en situation minoritaire. Cette communauté francophone de Louisiane est désignée par un paradigme ethnonymique d’une vingtaine de variantes orthographiques qui peuvent se réduire à quatre séries concurrentes : Cajun, Cadien, Acadien, Cadjin puis à la paire ethnonymique problématique Cajun/Cadien. C'est cette fluctuation dénominative que nous examinerons car chaque signifiant ethnonymique est associé à des représentations spécifiques qui construisent des identités ethno-linguistiques du groupe différentes voire concurrentes. Ce processus de redénomination censée revaloriser l’image communautaire est certes légitime dans un contexte d’étiolement linguistique et culturel mais ce Babel nominatif, cette « maladie du nom propre » appelée « dystropie ethnonymique » a un double coût, métapsychologique et sociologique, subjectif et identitaire. Nous assistons à un « forçage symbolique » car un « re-nom propre » pour être subjectivé ne devrait pas être imposé mais devrait plutôt opérer comme un désignateur référentiel, un désignant de reconnaissance communautaire, identitaire, et également un signifiant subjectivé qui appartient à ce que Jacques Lacan nomme « lalangue », parlant le sujet de l'inconscient et du désir. C’est par une opération de subjectivation que le sujet cajun/cadjin pourra s’identifier comme sujet cadien et ce processus semble aujourd’hui dynamisé en Louisiane par la renaissance d’une écriture poétique qui promeut l’ethnonyme Cadien par le biais d’un dispositif d’énonciation inter-subjectif chargé d’affects, qui ouvre le lecteur à une possible identification ethnonymique. / The study relates to an essential act of re-designation, to give a new proper name to people in a minority situation. This French-speaking community of Louisiana is indicated by an ethnonymic paradigm of a score of spelling variants which can be reduced to four concurrent series: Cajun, Cadien, Acadian, Cadjin, then with the problematical ethnonymic pair Cajun/Cadien. It is this denominational fluctuation which we will examine because each ethnonymic meaning is associated with specific representations which build ethno-linguistic identities of the group which are different and even competing. This process of redenomination which is supposed to revalorize the community’s image is certainly legitimate in a context of a withering language and culture but this nominative Babel, this “disease of the proper name” called “ethnonymic dystropia” has a double cost, meta-psychological and sociological, subjective and identity. We are witnessing a “symbolical forcing” because a “re-naming of one’s self” must be subjective and not imposed, it should rather have an effect as a reference designator, an indication of a community recognition and of an identity recognition, and also an indication of a subjective meaning which belongs to what Jacques Lacan calls “lalangue” which is the subject of the subconscious and desire that is speaking. It is by an operation of subjectification that the cajun/cadjin subject will be able to identify itself as a cadien subject and this process seems to be energized today in Louisiana by the rebirth of a poetic writing which promotes the ethnonym Cadien by the means of a system of inter-subjective enunciation full of affect, which opens the reader to a possible ethnonymic identification.

Cette thèse étudie les formes de subjectivation produites au cours des parcours de soins de femmes enceintes primo-arrivantes – étrangères arrivées depuis moins de cinq ans sur le territoire français. L’enquête de terrain s’appuie sur des observations au sein de structures de soins à Paris et en Seine-Saint-Denis, ainsi que sur une soixantaine d’entretiens semi-directifs menés avec des professionnelles de la périnatalité et des femmes primo-arrivantes enceintes ou ayant accouché récemment en Île-de-France. À partir de ce travail ethnographique, la thèse analyse de manière intersectionnelle les effets subjectivants de l’entrée dans des dispositifs médico-sociaux dédiés aux femmes enceintes primo-arrivantes. Alors que dans un premier temps, l’annonce de la grossesse fragilise les conditions de vie de ces sujets déjà exclus en France, les femmes primo-arrivantes acquièrent en revanche une légitimité auprès des institutions médicales du fait de leur grossesse. Identifiées comme public à risque prioritaire par les politiques de santé publique, ces femmes sont orientées vers des prises en charge spécifiques, qui participent à les reconnaitre en tant que sujets. La thèse interroge les effets réifiants de cette reconnaissance : reconnues uniquement grâce à leur corps enceint, ces femmes connaissent une forme d’assignation racialisée à la maternité. Dans ce contexte, les femmes enceintes primo-arrivantes peuvent en venir à mobiliser leur corps enceint comme ressource pour limiter les effets de la domination. En définitive, la thèse donne à voir les mécanismes d’altérisation ethno-raciale opérés par les professionnelles de santé et les pratiques de résistance des usagères au sein des dispositifs dédiés. / This thesis studies subjectification’ process produced during the care path of pregnant newly arrived immigrants – foreigners who arrived for less than five years in France. The field study is based on observations in health care structures in Paris and Seine-Saint-Denis, and sixty semi-directive interviews with perinatal health professionals and newly arrived immigrant women, pregnant or who have just given birth, in Île-de-France. From this ethnographic study, the thesis analyses, with an intersectional perspective, the entrance in perinatal dedicated health structures and their effects on newly arrived immigrants’ subjectivities. At first, the announcement of pregnancy can degrade their living conditions in a context where they are excluded in France. However, they acquire a legitimacy with health care institutions because of their pregnancy. Targeted as public at risk by the perinatal public policies, these women are guided into dedicated healthcare facilities, which recognize them as subjects. The thesis interrogates the reifying effects of this type of recognition. The newly arrived immigrant women are recognized only through their pregnancy; they experience a racialized assignment to maternity. They develop incorporated strategies to counter mechanisms of domination, by using their pregnant body as a resource. Finally, the thesis analyses racialization mechanisms inside the health care structures and users’ practices of resistance.

This thesis considers Michel Foucault’s understanding of friendship as a way of life and its relationship to anarchist models of affinity based organizing. I argue that Foucault’s interviews on friendship, his understanding of power structures as simultaneously individualizing and totalizing, and his notion of the care of the self all help us to rethink what friendship means today. Further, friendship can be a guide towards experimental and aesthetic forms of political resistance. Friendship for Foucault is not utopian, however, and I examine its use as a technique of police surveillance and intelligence gathering in the context of the G20 protests in Toronto in 2010. If friendship can play an important role in the regime of what Foucault termed governmentality, it can also be a site of struggle whereby an alternative vision for politics is elaborated. I argue that this has particular resonance with anarchism, and that while friendship has the danger to becoming an invisible form of power, anarchism responds to this by proposing a culture of solidarity. Overall, I argue that Foucault offers an original account of friendship that fundamentally shifts our understanding of the relationship between friendship and politics. / Graduate

Cette étude explore la transformation des critères normatifs qui donnent accès au statut de femmes respectables à travers le concept de nouveau sujet féminin discuté par Radner (1999), Gill (2008; 2012) et McRobbie (1993; 2009) où l’idée de recherche active de « sexiness » chez les femmes à l’époque contemporaine est centrale. Le post-féminisme, une formation discursive qui émerge dans les années 1980, est identifié comme étant à l’origine de ces transformations. Cette position identitaire permettrait aux femmes de résister aux stigmates attachés à celles qui se posent comme sujet sexuel actif plutôt que comme objet sexuel passif et conduirait ainsi à l’« empowerment » sexuel. Or, cette vision du nouveau sujet féminin est contestée puisqu’elle ne représenterait qu’une seule possibilité d’émancipation à travers le corps et deviendrait par sa force normative un nouveau régime disciplinaire du genre féminin. L’interprétation valable à donner au nouveau sujet féminin représente un débat polarisé dans les milieux féministes et ce mémoire cherche à y apporter des éléments de discussion par l’étude des motivations des femmes à s’inscrire à des cours de pole-fitness et des significations qu’elles donnent à leur pratique. Ce mémoire apporte des éléments à la compréhension de l’impact de cette recherche de « sexiness » sur la subjectivité des femmes à travers les concepts de pratiques disciplinaires et stratégies de résistance. / This study explores the new female subject of postfeminism centred on the idea of ‘classy’ sexiness that represents a transformation from the traditional bourgeois femininity focused on passive sexuality. The possibility for women to represent themselves as active sexual subjects is understood by postfeminism writers as a way to transgress the stigmata attached to those who do not behave as mute and passive sexual objects. This transformation in normative femininity have been criticised due to the fact that it may represents only one form of power given to women which is limited to the sexualised body and thus supports heteronormative relations. In this vision, the new female subject operates as a disciplinary discourse by the injunction to constitute oneself through sexiness. The interpretation of this new female subject causes divergent opinions within feminist circles. The need to obtain an interpretation of this new female subject that will take in consideration both the possibilities of resistance to patriarchy and heteronormativity as well as the regulative aspects of this limited version of femininity based on sexiness represents a tense fray in the feminist communities. This study aims to enrich this debate by gaining a deeper understanding of what drives women to enroll in pole dancing classes and what meanings they attach to this activity. The main objective is to shed new light on the impact of this search for sexiness on female subjectivities based on the tense relation between disciplinary practices and strategies of resistance.