Made available in DSpace on 2015-05-07T15:09:31Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1272546 bytes, checksum: 453671f86b143aabf8047b4647651f87 (MD5) Previous issue date: 2014-08-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The school literacy has advocated tasks of reading and writing whose values are determined in the ideals of the skills that go beyond the boundaries of the school and reach the spaces of everyday life of individuals, guiding not only communication events, but alsoconceptions of the nature and potential of the person. Thus, the teaching of reading and writing has responded to the autonomousmodel of literacy, which assumes there is only one way of being literate, this, combined with the range of full citizenship rights and duties, and developing individual and collective progress. The slam of this practice is characterized as symbolic violence insofar as it excludes the possibility of the subject of other forms of relationship with reading and writing, creating arrays of behavior, habitus, marked by theacceptance of rules and sanctions of schooled literacy as neutral and universal. Thus, this study aims at analyzing, from the meanings assigned by a group of 11 students in the 9th year of elementary school, how literacy in school is an expression of symbolic violence. To this end, we adopted as an instrument of data collection, the Focus Group, the codification of Grounded Theory as a method of data treatment and Content Analysis, based on the analysis unit theme, as a strategy for interpretive analysis of the speeches in the group. Data were analyzed and discussed from the theoretical assumptions of Cultural Studies, the New Literacy Studies, Psychology of Education and sociological concepts of Pierre Bourdieu. The results show that there are symbolic manifestations of violence present in the belief that only the school literacy ensures a superior way of life, social mobility and advancement personnel, the provisions of the naturalization of school culture on the jurisdiction, the values adopted to measureto yourself and others, in the belief that only by school literacy is the ability of a person be considered fully functional and suitable to live in society, the naturalization of the additional effort that the group needs to take to adapt their language to the standard regulated by the school , and in recognition of the superiority of school literacy to other forms of relationship of writing and reading, including your own experiences outside of school. Given this, we reflect on the possibilities of achieving literacy in school proposals that denaturalizes speech settled on beliefs about a culture that, presumably taken as legitimate, is invested with privileges, the visibility and relevance of the multiple literacies that take place, even outside of school. / O letramento escolar tem preconizado funções de leitura e de escritacujos valores estãofixados no ideáriodascompetênciasque ultrapassam os limites da escola e alcançam os espaços da vida cotidiana dos sujeitos, orientando não apenas eventos de comunicação, mas concepçõessobre a natureza e as potencialidades da pessoa.Desse modo, o ensino da leitura e da escrita temrespondido ao modelo autônomode letramento, que pressupõe haver apenas um modo de ser letrado, este, associado ao alcance de cidadania plena de direito e deveres, desenvolvimento e progresso individual e coletivo.Ocaráter impositivo desta práticaconfigura-se comoviolência simbólica na medida em que exclui do sujeito a possibilidade de outras formas de relação com a leitura e a escrita,gerando matrizes de comportamento, habitus, marcadas pela aceitação das regras e das sanções do letramento escolar como neutras e universais. Nesse sentido, este trabalho tem como objetivo geralanalisar,a partir dos sentidos atribuídos por um grupo de11estudantesdo 9º ano doEnsino Fundamental Anos Finais, de que modoo letramento escolar constitui-se em expressão da violência simbólica. Para tanto, adotamos como instrumento de coleta de dados, o Grupo Focal, a codificação da Teoria Fundamentada como método de tratamento dos dados e a Análise de Conteúdo,baseada na unidade de análise Tema, como estratégia para a análiseinterpretativa das falas no grupo.Os dados foram analisados e discutidos a partir dos pressupostos teóricos dos Estudos Culturais, dos Novos Estudos sobre o Letramento, da Psicologia da Educaçãoe de conceitos sociológicos de Pierre Bourdieu.Os resultados mostram que há manifestações de violência simbólica presentes na crença de que apenas o letramento escolar asseguraum modo de vida superior,ascensão social e progresso pessoal; na naturalização dasdisposições da cultura escolar sobre a competência; nos valores adotados para medir-se a si mesmo e aosoutros;na crença de que só peloletramento escolar há a possibilidade de uma pessoa ser considerada plenamente funcional e adequada para viver em sociedade; na naturalização do esforço adicional que o grupo precisa empreender para adequar seu padrão linguístico ao normatizado pela escola;eno reconhecimento da superioridade do letramento escolar frente a outras formas de relação de escrita e de leitura, inclusive a de suas próprias experiências fora da escola.Diante disto, refletimos sobre as possibilidades de alcançar propostas de letramento na escolaque desnaturalizem o discurso sedimentado sobre convicções acerca de uma cultura que, tomada presumidamente como legítima, é investida de privilégios, paradarvisibilidade e relevância àmultiplicidade de letramentos que se dão, inclusive, fora da escola.

O eixo principal que estrutura este trabalho é, num sentido amplo, a busca pelo entendimento dos modos de dominação característicos das sociedades modernas. É nessa direção que retomamos a clássica noção de ideologia cunhada em seu teor crítico pela obra de Karl Marx , pois ela aponta, no interior das sociedades capitalistas, para o processo social de produção de ideias, valores e representações cuja função é ocultar e legitimar as divisões de uma determinada ordem social. Nosso objetivo é acompanhar os desdobramentos desse debate na cena francesa do século XX, elegendo duas importantes contribuições: uma fornecida pelo filósofo Claude Lefort, outra, pelo sociólogo Pierre Bourdieu. Embora situados em campos disciplinares diferentes, os trabalhos de Lefort e Bourdieu confluem em direção a uma reformulação das bases a partir das quais os fenômenos ideológicos são tratados, ampliando as perspectivas de análise e lançando uma nova luz sobre eles. Tecida por uma relação crítica com o marxismo, a trajetória lefortiana permite acompanhar o trabalho histórico de um pensamento que busca apreender o surgimento, a especificidade, as formas e as transformações da ideologia nas sociedades modernas. Os trabalhos de Bourdieu, por sua vez, desvelam e caracterizam o modo de dominação moderno concebido enquanto violência simbólica, fenômeno baseado no acordo objetivamente orquestrado entre as estruturas sociais objetivas e as estruturas cognitivas dos agentes. Envolvendo e ultrapassando a noção de ideologia, a violência simbólica é operante na medida em que os agentes participam da dominação e conferem a ela um reconhecimento baseado no desconhecimento dos mecanismos pelos quais a ordem social se produz, reproduz e se legitima. Situando suas heranças e distanciamentos perante a tradição inaugurada por Marx, buscamos refletir sobre o alcance das concepções que esses dois pensadores nos legaram: ideologia enquanto recusa da historicidade, do conflito e da indeterminação constitutiva do político, em Lefort, e enquanto conjunto de práticas e estilos de vida fundados na dominação simbólica, em Bourdieu. / This work is structured, in a broad sense, as an attempt to understand the modes of domination characteristic of modern societies. It is in this perspective that we take into account the classical notion of ideology, as it was critically developed by Karl Marx. This term points out the social process of production of ideas, values and representations within capitalist societies, whose function consists in hiding and legitimizing the divisions of a social order. Our aim is to follow the developments of this debate in the French philosophical scene of the twentieth century, choosing two important contributions in particular: one provided by the philosopher Claude Lefort, another by the sociologist Pierre Bourdieu. Although located in different fields, Bourdieu and Lefort\'s works converge towards a reformulation of the bases from which the ideological phenomena are conceived, by enlarging the analytical perspectives and casting a new light on them. In a constant critical relationship with the Marxism, the lefortian trajectory allows us to follow the historical movement of a thought, which seeks to apprehend the rise as well as the specificities, forms and transformations of ideology in modern societies. The work of Bourdieu, in turn, unveils and characterizes the modern way of domination conceived as a symbolic violence; it is a phenomenon based on the agreement objectively orchestrated between social structures and the cognitive structures of agents. Involving and overcoming the notion of ideology, the concept of symbolic violence becomes effective when the agents participate in the domination. They give it a recognition based on ignorance of the mechanisms by which social order is produced, reproduced and legitimized. Considering the heritages and distances of the two thinkers with reference to a tradition inaugurated by Marx, we try to reflect on the scope of the main concepts that they leaved us: ideology as a refusal of historicity, of conflict and of political indeterminacy in Lefort, and as a set of practices and styles of life grounded in symbolic domination in Bourdieu.

FundaÃÃo de Amparo à Pesquisa do Estado do Cearà / Este trabalho tem como objetivo central analisar os pontos de contato e distanciamento entre as representaÃÃes do Mito Tradicional da Donzela Guerreira nos romances Papisa Joana, de Donna Woolfolk Cross, e Memorial de Maria Moura, de Rachel de Queiroz. A seleÃÃo dos romances citados como corpus desta pesquisa deveu-se Ãs vÃrias semelhanÃas entre as duas narrativas, mesmo levando em conta o fato de seus enredos estarem inseridos em contextos sÃcio-histÃricos bastante diferentes. Partindo dessas premissas, o presente trabalho verifica como as caracterÃsticas do Mito da Donzela Guerreira Tradicional se apresentam nas obras Papisa Joana e Memorial de Maria Moura, detectando-se atà que ponto elas conseguem contemplar as marcas do referido mito. Para a consecuÃÃo dos resultados desta pesquisa, alguns construtos teÃricos importantes tiveram que ser discutidos e transformados em ferramentas analÃticas que permitissem uma melhor apreciaÃÃo dos romances em foco. AlÃm, logicamente, do Mito da Donzela Guerreira Tradicional, merecem destaque, entre as ideias consideradas como chave para o desenvolvimento desta pesquisa, os conceitos de violÃncia simbÃlica, corpo disciplinado e/ou dÃcil e empoderamento. ApÃs a anÃlise das duas obras, confirmou-se a hipÃtese inicial que norteou o trabalho, ou seja, que as diferenÃas na forma como o Mito da Donzela Guerreira à representado em Papisa Joana e Memorial de Maria Moura estampam, na verdade, apenas etapas distintas de um mesmo processo: a trajetÃria das mulheres com vistas ao seu empoderamento.

Cette étude vise à comprendre les diverses manifestations de la maltraitance des élèves exercée par les enseignants, ce qui a un impact négatif sur l'environnement émotionnel, scolaire et social tant pour les élèves que pour les enseignants eux-mêmes, qui sont souvent affectés par les réponses violentes qu'ils reçoivent de leurs propres élèves. L'objectif est également d'analyser les effets défavorables de ce type de relation sur le climat scolaire, qui se traduit par diverses formes de conflits entre enseignants et élèves, entre collègues et ces derniers avec les parents et la direction scolaire. En outre, l'étude cherche à reconnaître les implications que cette problématique engendre pour l'école et le système éducatif lui-même, qui se sent souvent impuissant en raison de la complexité de cette expression de la violence scolaire dont les victimes sont les enseignants et l'école elle-même.Ce travail utilise les outils méthodologiques qui proviennent de la sociologie de Pierre Bourdieu afin d'obtenir une plus grande approche du domaine scolaire et, par conséquent, des relations entre enseignants et élèves qui sont mesurées par les relations de pouvoir à travers lesquelles l'autorité scolaire est exercée. D'autre part, la violence et les brimades à l'école sont abordées dans une perspective socio-éducative qui fournit des éléments fondamentaux pour leur compréhension et leur explication.Pour atteindre les objectifs fixés, la recherche utilise une méthodologie qualitative, focalisée sur la Participation, l’Action et la Recherche – IAP (Investigación Acción Participación pour ces initiales en espagnol) et le modèle des noyaux d’Education Sociale –NES (Núcleos de Educación Social pour ces initiales en espagnol). La population participante était composée d'élèves, d'enseignants, de directeurs et de parents de trois écoles publiques de la ville de Bogotá dans trois localités. Pour cette recherche des entretiens approfondis ont été utilisés avec les enseignants et les directions scolaires. Des groupes de discussion ont été organisés avec les parents et trois NES ont été menés avec les élèves dans le cadre de 24 séances de travail d'une durée d'environ 4 mois.En tant que bilan, la recherche a montré que les punitions physiques et émotionnelles continuent de faire partie des pratiques des enseignants et qu'elles sont façonnées par la répartition inégale du capital qui détermine les positions des élèves et des enseignants dans le domaine scolaire et, de plus, par une lutte continue pour maintenir le pouvoir et l'autorité dans une école qui exige de nouvelles pratiques et formes de relations qui répondent aux réalités de la société contemporaine. / This study is an effort to understand various manifestations of teachers violence against students, which leaves a negative impact on their scope of emotional feelings, academic achivements and social environment for both students and teachers, whom often are affected by the violent respons they receive from their own students. The purpose is also to analyse the unfavourable effects of this type of relationship on the school environment that translates into various forms of conflict, not only between teachers and students, but preceptors and many times includes school administration. In addition, the study seeks to recognize the implications that this problem has on the school and the education system itself, which often feels powerless due to the complexity of this expression of school violence in which it is the teachers and the school itself that are the perpetrators.This work uses methodological tools from the sociology of Pierre Bourdieu in order to obtain a greater approach in the academic field. Hence it mediates the power through which the school authority is exercised on the relationship between teachers and students. Moreover, school violence and bullying are approached from a socio-educational perspective that provides fundamental elements for their understanding and explanation.In order to achieve the objectives set foward, the research uses a qualitative methodology, the Participation Action Research - IAP approach and the Social Education Nuclei -NES model. The participating population was made up of students, teachers, directors and parents of three public schools in the city of Bogotá from three different locations. In-depth interviews were used to work with teachers, students, and school administration. Focus groups were held with parents and 3 NES were conducted with students in 24 work sessions lasting approximately 4 months.In conclusion, the research showed that physical and emotional punishment continue to be part of the practices of teachers and this is shaped by the unequal distribution of the city that determines the positions of students and teachers in the school field. Moreover, it is an ongoing struggle to maintain power and authority in school that demands new practices and forms of relationship that respond to the realities of contemporary society.

Sweden has one of the most sexually segregated labor markets in the world, which creates unbalanced working groups. In this paper we have analyzed women and men's experiences of a male dominated workplace in electricity industry. The purpose of the study was to analyze men and women's experiences of the male dominance in a workplace where women are in minority. The study also aimed to investigate the perceived organizational culture and whether the interviewees perceived that the workplace was equal. Previous research shows that male dominated workplaces create problematic working conditions for women in particular. Our study was based on semistructured interviews. Six people have been interviewed, of which as many women as men. The result of the study showed that the differences between men and women's experiences are relatively small. Both men and women was satisfied with their work situation, however it appears that women felt a greater need to prove themselves unlike men. Women and men agreed that the culture was perceived as hard and humorous, it differed depending on whether you worked in the office or out in the production.

The purpose of this study is to research toxicity through how it was understood, experienced, and described by game enthusiasts. The toxicity described is further explored through theories of cultural and symbolic domination and through feminist game studies and the lens of masculinity theory. I have thus looked at the cultural fields of online gaming as social domains sometimes structured by hierarchies, where subjects may be positioned in relation to one another by virtue of norms, their identities, habitus, symbolic capital and through (more or less symbolic) violence.  The study is based on semi-structured interviews with six gaming enthusiasts who are about twenty to forty years old, five identifying as men and one identifying as a woman. Interpretation has been conducted through a thematic and discourse analytically inspired method, and through the theoretical framework primarily consisting of Bourdieu´s (developed) theoretical concepts of fields, capital, habitus and symbolic violence, combined with Iris Marion Young’s theory of cultural dominance and social constructionist theories on masculinity. The study shows how subjects may make sense of online gaming as a social arena often associated to online violence and discrimination, and how this can be further analysed from a gender studies perspective.

Lesson observation is an established part of teachers' professional lives within a rational policy discourse which problematises teaching. The problematisation of teaching in official documentation and pronouncements has shaped understanding and experience of teachers' professional work. By approaching this study from a constructionist perspective, and employing the What's the Problem Represented to be? (WPR) approach developed by Bacchi (2009) to examine policy-as-discourse, it is possible interrogate the role of policy in making problems, and their solutions, in very specific ways. The innovative combining of the work of Bacchi with Bourdieu's sociological lens, in particular his concept of illusio, has enabled this research to examine the investment teachers make in the practice of lesson observation and to offer an interpretative rendering of 'how it is possible for "what is said" to be "sayable"' (Foucault 1991:59, cited in Bacchi and Goodwin, 2016:36 original emphasis). The contribution to knowledge within this empirical study is in the articulation of a vocabulary of motives used by participants to make meaning of why they play the game of lesson observation and, through this, an analysis of how policy work is done in a further education (FE) context. This research finds that by playing the game, teachers and observers are, in effect, making the policy work, which in turn produces the forms of objects which have been constructed through the representation of teaching as a 'problem' in official policy; 'outstanding teacher'; 'best practice'; 'effective teaching'; 'learning outcomes'. The reification of these objects within teachers' professional lives has created taken-for- granted realities which enable the binary of professional development and performance management to make sense. Furthermore, the research reveals how, in making the policy work, teachers are in fact doing the work of policy by enacting the objective entities constituted by evidence-based 'best practice' in their teaching. Interpretation of the empirical data contributes new knowledge by proposing that teaching has become represented as a 'problem' of learning within official policy discourse and that this has created a world where learning is a duty for both teachers and learners. The thesis concludes with the recommendation put forward by participants for a democratic and collaborative system of peer review to replace the current system of lesson observation. However, this recommendation is still within the parameters of rational policy narrative in its presupposition that teachers need to improve. The thesis, therefore, recommends debate about what 'development' might mean in the context of FE.

Made available in DSpace on 2016-04-25T20:23:09Z (GMT). No. of bitstreams: 1 Ernesto Luiz Marques Nunes.pdf: 1470127 bytes, checksum: a37a27b81b05f309cf8656c2bbd2ec41 (MD5) Previous issue date: 2010-05-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation aims to investigate the vegan activism who are vegans, how vegan groups and collectives are formed, how they work and spread their cause - in the metropolitan region of Sao Paulo. The initial working hypothesis is that the vegan activism is a form of social change, taking into account the questions that make the consumption of products and services that involve the use of animals. The study begins with a characterization of various aspects of vegetarianism - including veganism - considering in this analysis some key concepts of Pierre Bourdieu s theoretical approach, including some his concepts as habitus, taste, symbolic violence and lifestyles. Beyond Bourdieu's reference in the field of social sciences, three other authors, philosophers Peter Singer and Tom Regan and a lawyer, Gary Francione, are presented as theoretical thinker that contribute with some concepts - sentience, speciesism, animal welfare, among others - that serve of theoretical and practical reference to the action of vegans, on which I present a panel of its organization, operation and dissemination of ideas, analyzing their contributions to social change. I adopted a methodology that combines various techniques of quantitative and qualitative profile, as in-depth personal interviews, the online survey, interview by email only with open questions, ethnographic observation and virtual ethnography. A total of 230 vegetarians were interviewed to understand the vegetarian origins, considering the various types of vegetarians (lacto vegetarianism, egg vegetarianism, lacto egg vegetarianism and strict vegetarian or vegan), the differences between the regime and vegetarian eating habits, the main reasons for becoming vegetarian - health, religion, ecology, economics, ethics - as well as pointing out the profile, the characteristics of the lifestyle and the symbolic violence suffered by vegetarians in their daily lives. In this sense, the dissertation is inserted in the field of social sciences, particularly focused on anthropology of consumption, on appropriations and on uses / Esta dissertação de mestrado tem como objetivo investigar o ativismo vegano como se constitui, como se organizam os grupos e coletivos que o formam, como atuam e difundem sua causa na Região Metropolitana de São Paulo. A hipótese inicial de trabalho é a de que o ativismo vegano representa uma forma de transformação social, levando em conta o questionamento que fazem do consumo de produtos e serviços que envolvem a utilização de animais. O estudo inicia com uma caracterização das várias vertentes do vegetarianismo entre as quais o veganismo , considerando em sua análise alguns conceitos-chave da abordagem teórica presente na obra de Pierre Bourdieu, como habitus, gosto, violência simbólica e estilos de vida. Além de Bourdieu, referência no campo das Ciências Sociais, três outros autores, os filósofos Peter Singer e Tom Regan, e o jurista Gary Francione, são apresentados como teóricos que contribuem com conceitos senciência, especismo, bem-estarismo, entre outros que servem de referência teórica e prática à ação dos veganos, sobre os quais apresento um painel de sua organização, atuação e difusão de ideias, analisando, por fim, sua contribuição para possíveis transformações sociais. Foi adotada uma estratégia metodológica que combina diversas técnicas de perfil qualitativo e quantitativo, como a entrevista em profundidade presencial, o questionário on line, a entrevista por e-mail somente com questões abertas, a observação etnográfica e a etnografia virtual. No total foram entrevistados 230 vegetarianos para dar conta de apresentar as origens vegetarianas do ativismo vegano, a partir do detalhamento dos diversos tipos de vegetarianismos (lactovegetarianismo, ovovegetarianismo, ovolactovegetarianismo e o vegetarianismo estrito ou vegano) existentes, as diferenças entre regime e prática alimentar vegetarianos, as principais motivações para tornar-se vegetariano saúde, religião, ecologia, economia, ética , além de apontar o perfil, as características do estilo de vida e as violências simbólicas sofridas por eles em seu dia a dia. Nesse sentido, a dissertação insere-se no campo das Ciências Sociais, particularmente voltada para uma antropologia dos estudos do consumo, das apropriações e dos usos

Made available in DSpace on 2016-04-26T14:58:06Z (GMT). No. of bitstreams: 1 Ernesto Luiz Marques Nunes.pdf: 1470127 bytes, checksum: a37a27b81b05f309cf8656c2bbd2ec41 (MD5) Previous issue date: 2010-05-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation aims to investigate the vegan activism who are vegans, how vegan groups and collectives are formed, how they work and spread their cause - in the metropolitan region of Sao Paulo. The initial working hypothesis is that the vegan activism is a form of social change, taking into account the questions that make the consumption of products and services that involve the use of animals. The study begins with a characterization of various aspects of vegetarianism - including veganism - considering in this analysis some key concepts of Pierre Bourdieu s theoretical approach, including some his concepts as habitus, taste, symbolic violence and lifestyles. Beyond Bourdieu's reference in the field of social sciences, three other authors, philosophers Peter Singer and Tom Regan and a lawyer, Gary Francione, are presented as theoretical thinker that contribute with some concepts - sentience, speciesism, animal welfare, among others - that serve of theoretical and practical reference to the action of vegans, on which I present a panel of its organization, operation and dissemination of ideas, analyzing their contributions to social change. I adopted a methodology that combines various techniques of quantitative and qualitative profile, as in-depth personal interviews, the online survey, interview by email only with open questions, ethnographic observation and virtual ethnography. A total of 230 vegetarians were interviewed to understand the vegetarian origins, considering the various types of vegetarians (lacto vegetarianism, egg vegetarianism, lacto egg vegetarianism and strict vegetarian or vegan), the differences between the regime and vegetarian eating habits, the main reasons for becoming vegetarian - health, religion, ecology, economics, ethics - as well as pointing out the profile, the characteristics of the lifestyle and the symbolic violence suffered by vegetarians in their daily lives. In this sense, the dissertation is inserted in the field of social sciences, particularly focused on anthropology of consumption, on appropriations and on uses / Esta dissertação de mestrado tem como objetivo investigar o ativismo vegano como se constitui, como se organizam os grupos e coletivos que o formam, como atuam e difundem sua causa na Região Metropolitana de São Paulo. A hipótese inicial de trabalho é a de que o ativismo vegano representa uma forma de transformação social, levando em conta o questionamento que fazem do consumo de produtos e serviços que envolvem a utilização de animais. O estudo inicia com uma caracterização das várias vertentes do vegetarianismo entre as quais o veganismo , considerando em sua análise alguns conceitos-chave da abordagem teórica presente na obra de Pierre Bourdieu, como habitus, gosto, violência simbólica e estilos de vida. Além de Bourdieu, referência no campo das Ciências Sociais, três outros autores, os filósofos Peter Singer e Tom Regan, e o jurista Gary Francione, são apresentados como teóricos que contribuem com conceitos senciência, especismo, bem-estarismo, entre outros que servem de referência teórica e prática à ação dos veganos, sobre os quais apresento um painel de sua organização, atuação e difusão de ideias, analisando, por fim, sua contribuição para possíveis transformações sociais. Foi adotada uma estratégia metodológica que combina diversas técnicas de perfil qualitativo e quantitativo, como a entrevista em profundidade presencial, o questionário on line, a entrevista por e-mail somente com questões abertas, a observação etnográfica e a etnografia virtual. No total foram entrevistados 230 vegetarianos para dar conta de apresentar as origens vegetarianas do ativismo vegano, a partir do detalhamento dos diversos tipos de vegetarianismos (lactovegetarianismo, ovovegetarianismo, ovolactovegetarianismo e o vegetarianismo estrito ou vegano) existentes, as diferenças entre regime e prática alimentar vegetarianos, as principais motivações para tornar-se vegetariano saúde, religião, ecologia, economia, ética , além de apontar o perfil, as características do estilo de vida e as violências simbólicas sofridas por eles em seu dia a dia. Nesse sentido, a dissertação insere-se no campo das Ciências Sociais, particularmente voltada para uma antropologia dos estudos do consumo, das apropriações e dos usos

Esta dissertação procurou investigar a representação de família do Juizado de Criança e Adolescente de São Gonçalo. Essa representação em três vertentes, ou seja, a representação que o Juizado da Criança e Adolescência de São Gonçalo possui de família, a representação que a equipe psicossocial tem de família e a autorepresentação das famílias assistidas. Procuramos também perceber o lugar da família nas análises e procedimentos de intervenção, assim como compreender como o Estado é visualizado e acionado na aquisição dos direitos de cidadania. Para alcançar o objetivo do estudo tivemos encontros com membros da equipe psicossocial e acesso a processos para investigar aspectos acima explicitados. No início deste trabalho, realizamos uma discussão capaz de explicitar os fundamentos que direcionaram nosso olhar sobre a realidade investigada utilizando o conhecimento praxiológico, realizando uma breve contraposição entre o estruturalismo e subjetivismo. As lentes teóricas do conhecimento praxiológico possibilitaram o uso dos conceitos de Poder Simbólico e Violência Simbólica para análise do nosso objeto. Trabalhamos a constituição do modelo de família moderna nuclear burguesa por ter relação direta com a representação de família expressa no contexto da pesquisa; abordamos a realidade da família na atualidade por entendermos que está articulada com a realidade vivenciada pelas famílias assistidas. Para historicizar as práticas de controle e tutela das famílias pelo Poder Judiciário, recorremos a Donzolet (França) e Costa (Brasil). Também realizamos um resgate histórico da institucionalização da Política de Assistência para chegar ao atual Sistema de Proteção Atual com o seu princípio de matricialidade sóciofamiliar e expressamos nossa crítica em relação a convocação da família como uma instância de proteção social, caracterizamos este fato como um processo de privatização e despolitização da Política Social. Para o exame desse processo de privatização, realizamos uma análise das mudanças históricas-estruturais que têm requerido da sociedade e da família considerável comprometimento. Mas sinalizamos o avanço da idéia de centralidade da família enquanto unidade de atenção das políticas públicas. Entendemos que se trata de um desafio em busca de opções mais coletivas na proteção dos indivíduos de uma nação. Nas considerações finais, explicitamos os aspectos que observados e levantados durante a pesquisa, registrando especialmente a violência simbólica vivenciada pelas famílias na medida em que não são percebidas como parte da questão social. Esta violência se manifesta principalmente pela ausência de suas falas, posicionamento frente à ação de destituição familiar que sofrem. Também se apresenta na falta de reconhecimento de seus direitos e de sua cidadania. / This theis soughat inversatigate the representation of families of Court on Children and Adolescentes in São Gonçalo city in three parts: first, the representation that the Court has a family and, finally, the autorepresentation households assisted. We also understand that the state is displayed and activated the acquisition of rights of citizenship. To achieve the objective of the study, We had meetings with team members of the psychosocial and a acess to Court proceedings to investigate issues explained above. At the beginning of this work, we performed a thread able to explain the reasons that directed our gaze on the reality investigated, using the praxiological knowledge, making a brief comparison between structuralism and subjectivism. The theoretical lens of praxiological knowledge allowed the use of the concepts of Symbolic Power and Syimbolic Violence for the analysis of our object. The Work of building of modern nuclear family model of bourgeois, context of research, address the reality of the family in today because we feel that is combinened with the experiencedf by the the families assisted. To historicize the pratices of control and supervision of families by the judiciary, we use the Donzelot( France) and Costa( Brazil). We also do a rescue historical instituticnalization of polcy assistentance to reach recent Current Protection System, witht its principle of sociofamiliar matrix, we express ourcristism of the convening of the family as a forum for matrix, we expresss our criticism of the covening of the family as a forum for social mprotection, and characterized it as fact a process of depoliticization and privatization, of Social Policy. For the examination of this process of depoliticization, we conduzed an analysis of historical and structural changes that move required of the company and the family considerable commitment. But thee move signaled the the idea of centrality the production of individuais of a nation. In closing comments, clarify the issues raised and that observed during the survey, registrer especially the symbolic violence record by the families in that are not perceived as part of the social question. This violence is manifest mainly by thee absence of his speeches, position opposite to the place for analysis and investin. The violence mentioned, also shows the lack of recognition of families assisted and citizenshisp of the same. Also recorded in theses final comments, the, silent pain we feel when we look at the process of the Psychosocil Court said earlier this summary, the team members of the psysosocial Court Said earlier this summary, the absence of families, to families, to herd in action indicated above (dismissal family).