The conceptual use of resilience has gained much popularity since the 1970s, positioning post-trauma resilience parallel to the paradigm of Posttraumatic Stress Disorder to offer a new possibility for healing and a new understanding of illness and suffering during the course of a neoliberal turn in psychiatry. In this thesis, it is shown how suffering and vulnerability becomes a source of authenticity rather than a source of a pathological illness. Through fieldwork with Resilience Summit, an alternative private counselling practice for psychotherapy that combines a feminist intersectional approach to traumatology, resilience is approached as a prototype capable of changing subjectivities because it permeates everyday feelings and actions. It does so by utilizing the flexible framework of resilience, as both inherent and cultivated, to create new capabilities, existential perspectives, and relationships in a therapeutic social network. There is the reconstruction of a condition of being through life narratives that are formed and reworked by the labour of emotional regulation and interaction. A new sense of resilient identity can consequently follow by achieving posttraumatic growth and collective engagement. However, Resilience Summit operates by means of affective governance which has been seen in contemporary resilience neoliberal discourses. It is possible to question to which degree Resilience Summit embraces neoliberal discourses of resilience in the context of a private practice.

O presente trabalho tem por objetivo descrever como os processos de escrita e leitura são capazes de suscitar transformações nas identidades e subjetividades das personagens de Terra sonâmbula, romance de Mia Couto. Ainda, buscar-se-á demonstrar como a leitura pode tornar-se fundamental na promoção de significativas mudanças na vida de leitores que habitam espaços dilacerados pela guerra, como ocorre, por exemplo, com Muidinga, uma das personagens da obra que será analisada. / This paper aims to analyze how writing and reading are able to evoke changes in the identities and subjectivities of characters from Mia Coutos Sleepwalking Land. It also aims to show how reading can play a major role in promoting substantial changes in the lives of readers from war-torn areas. An example of this is Muidinga, one of the characters from the book that will be analyzed.

Creative Journeys contribute to our knowledge of how practical ontology navigates multi-perspectives through an auto-ethnographic journey with material. I investigate how it may be possible to navigate geographic locations – Norway, Britain and Spain – through knitting as an approach to practical and philosophical exploration. In Creative Journeys I am in a process of reflexive practice, engaged in external and internal dialogue, haptic encounters, challenges and creative action. My thesis suggests that engagement with material is a fluid process and understanding evolves, so too does my journey in life. In such circumstances material functions as a mediator; creates a bridge between hand, movement, time and space. Material transcends boundaries, assists orientation and facilitates articulation of aesthetics, reminiscence, symbols, patterns, colour, sensory appreciation; all of which contribute to an understanding of relationships. Body is material and being conscious of body movement with the rhythm of diverse locations enables me to make connections through daily events, to attune to different atmospheres. In such a journey there are moments of harmony and misunderstanding, discord and adjustments; interruptions occur with energy and disrupt patterns of life. These are crossing points which enable me to experience myself through the perspective of the other; to understand how situated knowledge changes in relation to diverse perspectives; and to understand how I may contribute to the social fabric of life of diverse locations through the art of paying attention to detail. Creative Journeys are investigated through three questions: How do I relate to the world? How do art subjectivities manifest themselves through art practice? How does art evolve through relations? The questions are examined within the perspective of situated knowledge; subjectivities; material of location and practice. Investigating material in the context of these questions provides opportunities to develop capacities to navigate social, cultural and political orientation, economy, health, race, gender and belief, which all impact on the journey. My approach to the thesis evolved through my relations with creative works of knitted artefacts which I documented in personal journals. The components of practice have woven threads of inquiry through theory and reflective critical practice and form an aspect of the viva voce examination. Along with the illustrations they contribute to 20% of the written component of the thesis.

Esta pesquisa toma a ficção como um método que nos permite complexificar as tramas sensíveis-conceituais com o mundo. Partindo de narrativas da personagem Helena, cartografam-se as linhas que configuram a questão da urgência entre uma lógica disciplinar e uma lógica do controle. De uma urgência concebida como acontecimento extraordinário, a ser isolado em um espaço e disciplinado por protocolos biomédicos, para uma urgência intensiva, constituinte do nosso cotidiano e de seus processos de subjetivação. Pelas narrativas de Helena, apreendemos as diversas operações de ambas as modulações da urgência, bem como entrevemos brechas para desviar das mesmas em fugas: a literatura menor e a possibilidade de afirmar paradas vibráteis são apostas deste trabalho como operação de resistência às capturas líquidas das urgências contemporâneas. / This research takes fiction as a method that allows us to complexize the conceptual-sensitive frames with the world. Starting from the narratives of the Helena character, the lines that configure the question of the urgency between a disciplinary logic and a control logic are mapped. From an urgency conceived as an extraordinary event, to be isolated in a space and disciplined by biomedical protocols, to an intensive urgency, constituent of our daily life and its subjectivation processes. Through the narratives of Helena, we learn the different operations of both modulations of urgency, as well as we look at gaps to divert them in fugues: the smaller literature and the possibility of affirming vibrating stops are bets of this work as an operation of resistance to net catches of emergencies contemporary.

Esta Tese procura problematizar as feiras, mostras e exposições da educação profissional e tecnológica como espaços educativo-produtivos que operam tanto no âmbito do desenvolvimento de saberes que escapam ao ambiente escolar formal, e que, portanto, são de difícil desenvolvimento, objetivação e formalização nas salas de aulas e laboratórios, quanto no âmbito da formação das subjetividades trabalhadoras, entendendo estas estratégias como uma forma de governo das condutas dos estudantes-trabalhadores, ou como uma forma de governamento da sociedade. Para tal problematização, utilizei como lócus privilegiado de análise uma das maiores mostras de trabalhos técnicos da América Latina, a Mostratec (Mostra Brasileira/Internacional de Ciência e Tecnologia). De forma geral, pretendi analisar como esta mostra conduz as condutas dos estudantes-trabalhadores, tomando o conceito de governamentalidade como o fio condutor de minha pesquisa, de forma que ele atravessasse minhas incursões pelas teorizações e pelas análises realizadas. De forma mais detalhada, tentei mostrar que as feiras, mostras e exposições da educação técnica profissionalizante operam como lócus privilegiado para a formação das subjetividades dos estudantes-trabalhadores, formação essa que se dá a partir de dois processos ou tratamentos da subjetividade — sujeição social e servidão maquínica — que são complementares, interdependentes e que contribuem para o funcionamento da educação escolar e do próprio neoliberalismo. Argumenta-se que os deslocamentos contemporâneos no mundo do trabalho e na produção fazem com que algumas das tecnologias de governamento da sociedade sejam revalorizadas e reelaboradas no novo contexto do ensino técnico profissionalizante, que tem se apresentado, historicamente, como um sintoma implicado do desenvolvimento das forças produtivas. Considerando-se que a formação do estudante-trabalhador, vinculada às novas necessidades do trabalho contemporâneo, depende cada vez mais do seu caráter imaterial e da produção e do investimento cada vez mais precoce de si mesmo, ou seja, representa um processo onde o “produto” do aprendizado é inseparável do ato de produzir, podemos considerar que a produção escolar-empresarial se aproxima de uma execução virtuosística característica de atividades que encontram seu próprio cumprimento em si mesmas e que exigem a presença de um público. Busquei mostrar que feiras, mostras e exposições da educação profissional e tecnológica operam como estratégias neoliberais de governamento, tanto como um espaço público estatal que permite aos estudantes-trabalhadores executarem seu virtuosismo na presença do outro, quanto como estratégias para o desenvolvimento de saberes que escapam ao ambiente escolar formal. Por outro lado, também visam o desenvolvimento da individualização e da desigualdade concorrencial, bem como o bloqueio e a interrupção do excedente dos processos cognitivos, dos movimentos de cooperação, conhecimento e linguagem, visto que, para existir, o capital precisa bloquear os processos de captação social do valor, porque estes são excedentes, vão além de sua capacidade de comando. / This thesis seeks to problematize the fairs and exhibitions of professional and technological education as educational-productive spaces that operate both in the scope of the development of knowledges that escape the formal school environment, and which, therefore, are difficult to develop, objectify and formalize in the classrooms and laboratories, and in the context of the formation of working subjectivities, understanding these strategies as a form of governing student-worker behavior, or as a form of governing society. For this problematization, I used as the privileged locus of analysis one of the largest exhibitions of technical works in Latin America, the Mostratec (Mostra Brasileira / Internacional de Ciencia e Tecnologia). In general, I intended to analyze how this show conducts student-worker behaviors, taking the concept of governmentality as the guiding thread of my research, so that it crosses my incursions by the theorizations and the analyzes carried out. In a more detailed way, I have tried to show that the fairs, exhibitions and exhibitions of vocational technical education operate as a privileged locus for the formation of subjectivities of student-workers, a formation that takes place from two processes or treatments of subjectivity - social subjection and machinic servitude - which are complementary, interdependent and contribute to the functioning of school education and neoliberalism itself. It is argued that contemporary displacements in the world of work and production mean that some of the technologies of society governance are revalued and reworked in the new context of vocational technical education, which has performed historically, as a implicated symptom of productive forces development. Considering that the formation of student-worker, linked to new contemporary work needs, increasingly depends on its intangible character, production and the investment itself ever more precocious, is a process where the "product" of learning is inseparable from the act of producing, we can consider that the school-enterprise production approaches a feature virtuosic execution of activities that find their own fulfillment in themselves and which require the presence of a public. To analyze and discuss the fairs, shows and exhibitions of professional and technological education, we seek to show that they operate as neoliberalist strategies of government, both as a state public space that allows student-workers to perform their virtuosity in the presence of other, and as strategies for the development of knowledge that flee the formal school environment. On the other hand, also aimed at the development of individualization and the competitive inequality, as well as blocking and stopping surplus of cognitive processes, movements of cooperation, knowledge and language, since to exist, the capital needs to block the process social capture of value, because these are surplus beyond their ability to command.

This thesis examines the relationship between art gallery postcards, subjectivities and domestic spaces. Feminist post-structuralist debates on memory, subjectivity and domestic spaces provide the theoretical framework for this research into taken-for-granted objects of the everyday. Empirical data came from interviewing nine women who buy, use and keep postcards and two New Zealand Art Gallery store managers. Some of the participants were interviewed more than once, while others extended their views by e-mail. Auto-ethnographic narrative is used to explore further the symbolic significance of an individual's postcard consumption. This research focuses attention on the production of gendered subjectivities and domestic spaces through an aesthetic artefact. There are three points to my analysis. Firstly, I argue paradoxically the under-noticed seemingly trivial gallery postcard becomes a memory holder and therefore a significant artefact of symbolic value. Memories are potent, elusive fragments that become attached to a sound, smell, touch or sight. Catching sight of a postcard can trigger a chain of memory associations, which in turn constructs a sense of self through the remembering. Secondly, I contend that subjectivity is understood as fluid and multiple, evolving out of experience and interpretation. Memories formed from experience and connections made with people, place and things become associated with gallery postcards and serve as a catalyst for personal narratives which in turn can operate as tools for constructing subjectivities. Finally I suggest that domestic spaces are a product of relations that can be understood as existing within and beyond the home. Stretched domestic space can be produced by the display of gallery postcards in office spaces. The exploration of the art gallery postcard adds to the knowledges of everyday objects and their role and significance in constructing gendered subjectivities and spaces.

This research explores downtown redevelopment in Tucson, Arizona to investigate who is imagined as the constituent for the redeveloped spaces of downtown Tucson. Drawing from various cases (primarily between 2010-2013), this study resonates with significant contributions of urban geographers to understand the ways that various forms of urban governance, placed subjectivities and political economy help to produce U.S. cities. This research provides a trialectic understanding of forces shaping downtown redevelopment, powers of: social memory; city policies and mechanisms; and economic investment. These forces constantly appear throughout the remaining pages and are informed by each other at times in reactive ways while in other moments in conciliatory ways. Each of these forces--social memory, city policies and mechanisms, and economic development--circulate within a complex of social relations and each, in varying ways (re)produces administrative and institutional norms and juridical regulations.

Early childhood teachers spend their professional lives in social interactions with children, families and colleagues. Social interactions shape how people understand themselves and each other through discourses. Teachers in Aotearoa New Zealand negotiate their subjectivities, or self-understandings, within initial teacher education (ITE), professional expectations, education and society. They are shaped by historical and contemporary discourses of early childhood teaching professionalism as they gain status as qualified and registered teachers. Early childhood teachers’ understandings of their personal professional identities influence self-understandings of everyone they encounter professionally, especially young children. This poststructural qualitative collective case study investigates five newly-qualified early childhood teachers’ negotiations of their personal professional identities. My research study is based in postmodern understandings of identities as multiple, complex and dynamic, and subjectivities as self-understandings formed within discourses. In contrast, institutionally-directed reflective writing in early childhood ITE can reflect modernist perspectives that assume essentialist, knowable identities. Tensions exist between my postmodern theoretical framework and my data collection strategy of facilitated self-study, an approach that is usually based on the modernist assumption that there is a self to investigate and know. My participants explored their subjectivities through focus group discussions, individual interviews, and reflective writing, including institutionally-directed reflective writing. Three dominant discourses of early childhood education emerged from data analysis that drew on Foucault’s theoretical ideas: the authority discourse, the relational professionalism discourse and the identity work discourse. Positioned in these discourses, all participants regarded themselves as qualified and knowledgeable, skilled at professional relationships and as reflective practitioners. They actively negotiated tensions between professional expectations and understandings of their multiple, complex and changing identities. I concluded that these participants negotiated understandings of their personal professional identities within three dominant discourses through discursive practices of discipline and governmentality, seeking pleasurable subject positions, and agentic negotiation of tensions and contradictions between available subjectivities.

Through an analysis of the Danish Immigration Law and asylum system, this research illustrates how the Danish state through state practices and policies permeates and produces the everyday space of humanitarian migrants. Furthermore, it examines how humanitarian migrants experience their everyday life in the Danish asylum system. An examination of state practices in conjunction with humanitarian migrants’ narratives of space and everyday practices, offers an opportunity to explore what kind of politics and political subjectivities that can emerge in the space of humanitarian migrants. This research contribute to our understanding of first, how the securitization of migration has direct impact on the everyday life of humanitarian migrants, second, second, how the state through practices and space governs and de-politicizes humanitarian migrants, and third, humanitarian migrants are able to act politically. Furthermore, this research problematizes the categorization of humanitarian migrants as “asylum seeker” in order to illustrate how the group of humanitarian migrants is a very diverse group of people from different places with various skills and education-, social-, and economic backgrounds. Even though “asylum seekers” are often portrayed as a homogenous group of vulnerable people we cannot assume that these people understand themselves as vulnerable docile “asylum seekers”.

Esta Tese procura problematizar as feiras, mostras e exposições da educação profissional e tecnológica como espaços educativo-produtivos que operam tanto no âmbito do desenvolvimento de saberes que escapam ao ambiente escolar formal, e que, portanto, são de difícil desenvolvimento, objetivação e formalização nas salas de aulas e laboratórios, quanto no âmbito da formação das subjetividades trabalhadoras, entendendo estas estratégias como uma forma de governo das condutas dos estudantes-trabalhadores, ou como uma forma de governamento da sociedade. Para tal problematização, utilizei como lócus privilegiado de análise uma das maiores mostras de trabalhos técnicos da América Latina, a Mostratec (Mostra Brasileira/Internacional de Ciência e Tecnologia). De forma geral, pretendi analisar como esta mostra conduz as condutas dos estudantes-trabalhadores, tomando o conceito de governamentalidade como o fio condutor de minha pesquisa, de forma que ele atravessasse minhas incursões pelas teorizações e pelas análises realizadas. De forma mais detalhada, tentei mostrar que as feiras, mostras e exposições da educação técnica profissionalizante operam como lócus privilegiado para a formação das subjetividades dos estudantes-trabalhadores, formação essa que se dá a partir de dois processos ou tratamentos da subjetividade — sujeição social e servidão maquínica — que são complementares, interdependentes e que contribuem para o funcionamento da educação escolar e do próprio neoliberalismo. Argumenta-se que os deslocamentos contemporâneos no mundo do trabalho e na produção fazem com que algumas das tecnologias de governamento da sociedade sejam revalorizadas e reelaboradas no novo contexto do ensino técnico profissionalizante, que tem se apresentado, historicamente, como um sintoma implicado do desenvolvimento das forças produtivas. Considerando-se que a formação do estudante-trabalhador, vinculada às novas necessidades do trabalho contemporâneo, depende cada vez mais do seu caráter imaterial e da produção e do investimento cada vez mais precoce de si mesmo, ou seja, representa um processo onde o “produto” do aprendizado é inseparável do ato de produzir, podemos considerar que a produção escolar-empresarial se aproxima de uma execução virtuosística característica de atividades que encontram seu próprio cumprimento em si mesmas e que exigem a presença de um público. Busquei mostrar que feiras, mostras e exposições da educação profissional e tecnológica operam como estratégias neoliberais de governamento, tanto como um espaço público estatal que permite aos estudantes-trabalhadores executarem seu virtuosismo na presença do outro, quanto como estratégias para o desenvolvimento de saberes que escapam ao ambiente escolar formal. Por outro lado, também visam o desenvolvimento da individualização e da desigualdade concorrencial, bem como o bloqueio e a interrupção do excedente dos processos cognitivos, dos movimentos de cooperação, conhecimento e linguagem, visto que, para existir, o capital precisa bloquear os processos de captação social do valor, porque estes são excedentes, vão além de sua capacidade de comando. / This thesis seeks to problematize the fairs and exhibitions of professional and technological education as educational-productive spaces that operate both in the scope of the development of knowledges that escape the formal school environment, and which, therefore, are difficult to develop, objectify and formalize in the classrooms and laboratories, and in the context of the formation of working subjectivities, understanding these strategies as a form of governing student-worker behavior, or as a form of governing society. For this problematization, I used as the privileged locus of analysis one of the largest exhibitions of technical works in Latin America, the Mostratec (Mostra Brasileira / Internacional de Ciencia e Tecnologia). In general, I intended to analyze how this show conducts student-worker behaviors, taking the concept of governmentality as the guiding thread of my research, so that it crosses my incursions by the theorizations and the analyzes carried out. In a more detailed way, I have tried to show that the fairs, exhibitions and exhibitions of vocational technical education operate as a privileged locus for the formation of subjectivities of student-workers, a formation that takes place from two processes or treatments of subjectivity - social subjection and machinic servitude - which are complementary, interdependent and contribute to the functioning of school education and neoliberalism itself. It is argued that contemporary displacements in the world of work and production mean that some of the technologies of society governance are revalued and reworked in the new context of vocational technical education, which has performed historically, as a implicated symptom of productive forces development. Considering that the formation of student-worker, linked to new contemporary work needs, increasingly depends on its intangible character, production and the investment itself ever more precocious, is a process where the "product" of learning is inseparable from the act of producing, we can consider that the school-enterprise production approaches a feature virtuosic execution of activities that find their own fulfillment in themselves and which require the presence of a public. To analyze and discuss the fairs, shows and exhibitions of professional and technological education, we seek to show that they operate as neoliberalist strategies of government, both as a state public space that allows student-workers to perform their virtuosity in the presence of other, and as strategies for the development of knowledge that flee the formal school environment. On the other hand, also aimed at the development of individualization and the competitive inequality, as well as blocking and stopping surplus of cognitive processes, movements of cooperation, knowledge and language, since to exist, the capital needs to block the process social capture of value, because these are surplus beyond their ability to command.