Made available in DSpace on 2015-03-04T20:07:56Z (GMT). No. of bitstreams: 0 Previous issue date: 13 / Nenhuma / Esta dissertação tem por objetivo analisar modos pelos quais os discursos pedagógicos constituíram jeitos de pensar a educação através da organização por projetos, colocando sob suspeita a ordem privilegiada dessa denominação e as produtividades colocadas em ação por práticas assim expressas. Para efetivar minhas investigações, utilizei como material de pesquisa duas revistas pedagógicas – a Revista do Ensino do Rio Grande do Sul e a Revista Nova Escola –, analisando as recorrências e proveniência dos discursos que circulam nestes periódicos. Coloquei em jogo olhares na perspectiva que assume a linguagem como constitutiva da realidade, buscando por condições de possibilidade que deram sustentação para os significados construídos para projetos na Contemporaneidade e examinei como essas práticas vêm funcionando na condução das condutas ao servir como potente estratégia para colocar em ação diferentes tecnologias de poder da maquinaria escolar no governo população escolar. Nas análises realizadas, argumento que / This dissertation aims to examine some ways in which the pedagogical discourses constituted a way of thinking about education through the organization by putting projects under suspicion inside the order of that name and the yield set in motion by practices expressed that way. To carry out my investigations, I used as research material two educational journals: the Journal of Teaching in Rio Grande do Sul and the New School Journal, analyzing the recurrences of the discourses that circulate in these journals. I put into play looks from the perspective that takes language as constitutive of reality, searching for conditions of possibility that gave support to the meanings built to designs in contemporary and examined how this practice have been working in dealing with the conduct to serve as a powerful strategy and tactics for put into action different technologies of power machinery in the government school in this population. In the performed analytical, I argument that the use of the term to indicate projec

This thesis is a work of practical philosophy situated at the intersection of bioethics, environmental ethics, and social and political thought. Broadly, its topic is the moral status of nonhuman animals. One of its pivotal aims is to encourage and foster the “sympathetic imaginative construction of another’s reality” and to determine how that construction might feed back on to understandings of ourselves and of our place in this world that we share with so many other creatures. In the three chapters that follow the introduction, I explore a concept (vulnerability), a tradition in moral philosophy (the ethic of care), and a philosopher (Wittgenstein) that are not often foregrounded in discussions of animal ethics. Taken together, these sections establish a picture of other animals (and of the kinship that humans share with them) that can stand as an alternative to the utilitarian and rights theories that have been dominant in this domain of philosophical inquiry. In my fifth and sixth chapters, I extend this conceptual framework by turning to the work of Michel Foucault. Here, I develop a two-pronged approach. The first direction – inspired by Foucault’s work on “technologies of power” – is a broad, top-down engagement that explores many of the social apparatuses that constitute the power-laden environments in which human beings and other animals interact. I focus on the slaughterhouse in particular and argue that it is a pernicious institution in which care and concern are rendered virtually impossible. The second direction – inspired by Foucault’s later work on “technologies of the self” – is a bottom-up approach that looks at the different ways that individuals care for, and fashion themselves, as ethical subjects. Here, I examine the dietary practice of vegetarianism, arguing that it is best understood as an ethical practice of self-care. One virtue of my investigation is that it enables a creative synthesis of disparate strands of philosophical thought (i.e. analytic, continental, and feminist traditions). Another is that it demonstrates the philosophical importance of attending to both the wider, institutional dimension of human-animal interactions and to the lived, embodied experiences of individuals who must orient themselves and live their lives within that broader domain. This more holistic approach enables concrete critical reflection that can be the impetus for social, and self-, transformation.

This thesis is a work of practical philosophy situated at the intersection of bioethics, environmental ethics, and social and political thought. Broadly, its topic is the moral status of nonhuman animals. One of its pivotal aims is to encourage and foster the “sympathetic imaginative construction of another’s reality” and to determine how that construction might feed back on to understandings of ourselves and of our place in this world that we share with so many other creatures. In the three chapters that follow the introduction, I explore a concept (vulnerability), a tradition in moral philosophy (the ethic of care), and a philosopher (Wittgenstein) that are not often foregrounded in discussions of animal ethics. Taken together, these sections establish a picture of other animals (and of the kinship that humans share with them) that can stand as an alternative to the utilitarian and rights theories that have been dominant in this domain of philosophical inquiry. In my fifth and sixth chapters, I extend this conceptual framework by turning to the work of Michel Foucault. Here, I develop a two-pronged approach. The first direction – inspired by Foucault’s work on “technologies of power” – is a broad, top-down engagement that explores many of the social apparatuses that constitute the power-laden environments in which human beings and other animals interact. I focus on the slaughterhouse in particular and argue that it is a pernicious institution in which care and concern are rendered virtually impossible. The second direction – inspired by Foucault’s later work on “technologies of the self” – is a bottom-up approach that looks at the different ways that individuals care for, and fashion themselves, as ethical subjects. Here, I examine the dietary practice of vegetarianism, arguing that it is best understood as an ethical practice of self-care. One virtue of my investigation is that it enables a creative synthesis of disparate strands of philosophical thought (i.e. analytic, continental, and feminist traditions). Another is that it demonstrates the philosophical importance of attending to both the wider, institutional dimension of human-animal interactions and to the lived, embodied experiences of individuals who must orient themselves and live their lives within that broader domain. This more holistic approach enables concrete critical reflection that can be the impetus for social, and self-, transformation.

Esta tese dedicou-se a perscrutar como crianças escolarizadas estão sendo subjetivadas como sujeitos de direitos, a partir dos discursos sobre os direitos da infância em circulação no currículo escolar, tendo como referência a prática pedagógica de uma professora que se dispôs a desenvolver a temática dos direitos das crianças em seu planejamento didático-pedagógico. Constituiu-se como foco da pesquisa e corpus de análise e problematização as produções escritas (poesias, narrativas de histórias, diálogos, crônicas, cartas, desenhos, painéis e diários) de alunos/as de 3a. e 4a. séries do Ensino Fundamental, de duas escolas públicas estaduais de Porto Alegre, ambas sob regência da mesma professora. Também foram contemplados no corpus deste estudo o diário de campo da pesquisadora, contendo o registro das aulas acompanhadas e das interações envolvendo as crianças e a professora; o planejamento didático-pedagógico e o diário de classe da professora; livros paradidáticos e didáticos, bem como documentos oficiais que abordam os direitos das crianças. Esta investigação delineou-se como um estudo de caso com matizes etnográficos. Contou com a inspiração teórica de pensadores como Michel Foucault, Alain Renaut e Hannah Arendt, buscando promover uma aproximação entre suas perspectivas analíticas a fim de fundamentar as problematizações do estudo. A partir dos vestígios do empírico, a investigação possibilitou perceber que os discursos sobre a infância de direitos, ao posicionarem as crianças como sujeitos de direitos, constituem-se como verdadeiros e necessários para o contexto social contemporâneo. As técnicas de si implicadas e imbricadas com as tecnologias de poder, em alguma medida estão mobilizando as crianças, a partir de experiências oportunizadas pelo currículo escolar, em direção a um aprendizado que as potencialize a cuidarem de si, a preservarem suas vidas, pois a vida presente tem urgência em ser vivida e é vulnerável. Outra mirada que a imersão no empírico possibilitou vislumbrar foi a emergência de uma proliferação discursiva sobre a infância de direitos que tem inscrito as crianças como sujeitos de direitos, por meio da imbricação dos direitos-proteção com os direitos-liberdade, no sentido de compreendê-las para além da proteção e do cuidado, mas pelo registro da participação, da autonomia, da possibilidade de terem opinião, de serem ouvidas e de terem voz. / This thesis aimed to scrutinize how schooling children have been made subjective as subjects of rights, from discourses on the childhood rights within the school curriculum, having as reference the pedagogical practice of a teacher who accepted to develop the children’s rights thematic in her didactic-pedagogical planning. The focus of the research and corpus of analysis and questioning, the written productions (poetry, chronicles, dialogues, short stories, letters, drawings, panels and diaries) of students in the 3rd and 4th degrees of Elementary Education of two Public State Schools in Porto Alegre, both being taught by the same teacher. It was contemplated in this study the researcher’s field diary, with the registration of the observed classes and the interactions involving the children and the teacher; the didactic-pedagogical planning and the teacher’s class register; para didactic and didactic books, as well as official documents that encompass the children’s rights. This investigation was outlined as a case study with ethnographic hues. It was considered the theoretical inspiration of thinkers such as Michel Foucault, Alain Renaut and Hannah Arendt, trying to promote an approach among their analytical perspectives in order to fundament the questioning of the study. From vestiges of the empiric, the investigation made it possible to notice that the discourses on the childhood rights, by placing the children as subjects of rights, constitute themselves as actual and necessary to the contemporary social context. The self techniques implicated and imbricated with the technologies of power, to a certain extent, are mobilizing the children, from experiences offered by the school curriculum towards a learning that allows them to take care of themselves, to preserve their lives, because the current life urges to be lived and is vulnerable. Another look that the immersion in the empiric made possible to discern was the emergency of a discursive proliferation on the childhood rights that have inscribed children as subjects of rights, through the imbrication of the protection-right with the liberty-right, in the sense of understanding them beyond protection and care, but by the register of participation, autonomy, the possibility of having opinion, being heard and having voice.

Esta tese dedicou-se a perscrutar como crianças escolarizadas estão sendo subjetivadas como sujeitos de direitos, a partir dos discursos sobre os direitos da infância em circulação no currículo escolar, tendo como referência a prática pedagógica de uma professora que se dispôs a desenvolver a temática dos direitos das crianças em seu planejamento didático-pedagógico. Constituiu-se como foco da pesquisa e corpus de análise e problematização as produções escritas (poesias, narrativas de histórias, diálogos, crônicas, cartas, desenhos, painéis e diários) de alunos/as de 3a. e 4a. séries do Ensino Fundamental, de duas escolas públicas estaduais de Porto Alegre, ambas sob regência da mesma professora. Também foram contemplados no corpus deste estudo o diário de campo da pesquisadora, contendo o registro das aulas acompanhadas e das interações envolvendo as crianças e a professora; o planejamento didático-pedagógico e o diário de classe da professora; livros paradidáticos e didáticos, bem como documentos oficiais que abordam os direitos das crianças. Esta investigação delineou-se como um estudo de caso com matizes etnográficos. Contou com a inspiração teórica de pensadores como Michel Foucault, Alain Renaut e Hannah Arendt, buscando promover uma aproximação entre suas perspectivas analíticas a fim de fundamentar as problematizações do estudo. A partir dos vestígios do empírico, a investigação possibilitou perceber que os discursos sobre a infância de direitos, ao posicionarem as crianças como sujeitos de direitos, constituem-se como verdadeiros e necessários para o contexto social contemporâneo. As técnicas de si implicadas e imbricadas com as tecnologias de poder, em alguma medida estão mobilizando as crianças, a partir de experiências oportunizadas pelo currículo escolar, em direção a um aprendizado que as potencialize a cuidarem de si, a preservarem suas vidas, pois a vida presente tem urgência em ser vivida e é vulnerável. Outra mirada que a imersão no empírico possibilitou vislumbrar foi a emergência de uma proliferação discursiva sobre a infância de direitos que tem inscrito as crianças como sujeitos de direitos, por meio da imbricação dos direitos-proteção com os direitos-liberdade, no sentido de compreendê-las para além da proteção e do cuidado, mas pelo registro da participação, da autonomia, da possibilidade de terem opinião, de serem ouvidas e de terem voz. / This thesis aimed to scrutinize how schooling children have been made subjective as subjects of rights, from discourses on the childhood rights within the school curriculum, having as reference the pedagogical practice of a teacher who accepted to develop the children’s rights thematic in her didactic-pedagogical planning. The focus of the research and corpus of analysis and questioning, the written productions (poetry, chronicles, dialogues, short stories, letters, drawings, panels and diaries) of students in the 3rd and 4th degrees of Elementary Education of two Public State Schools in Porto Alegre, both being taught by the same teacher. It was contemplated in this study the researcher’s field diary, with the registration of the observed classes and the interactions involving the children and the teacher; the didactic-pedagogical planning and the teacher’s class register; para didactic and didactic books, as well as official documents that encompass the children’s rights. This investigation was outlined as a case study with ethnographic hues. It was considered the theoretical inspiration of thinkers such as Michel Foucault, Alain Renaut and Hannah Arendt, trying to promote an approach among their analytical perspectives in order to fundament the questioning of the study. From vestiges of the empiric, the investigation made it possible to notice that the discourses on the childhood rights, by placing the children as subjects of rights, constitute themselves as actual and necessary to the contemporary social context. The self techniques implicated and imbricated with the technologies of power, to a certain extent, are mobilizing the children, from experiences offered by the school curriculum towards a learning that allows them to take care of themselves, to preserve their lives, because the current life urges to be lived and is vulnerable. Another look that the immersion in the empiric made possible to discern was the emergency of a discursive proliferation on the childhood rights that have inscribed children as subjects of rights, through the imbrication of the protection-right with the liberty-right, in the sense of understanding them beyond protection and care, but by the register of participation, autonomy, the possibility of having opinion, being heard and having voice.

Esta tese dedicou-se a perscrutar como crianças escolarizadas estão sendo subjetivadas como sujeitos de direitos, a partir dos discursos sobre os direitos da infância em circulação no currículo escolar, tendo como referência a prática pedagógica de uma professora que se dispôs a desenvolver a temática dos direitos das crianças em seu planejamento didático-pedagógico. Constituiu-se como foco da pesquisa e corpus de análise e problematização as produções escritas (poesias, narrativas de histórias, diálogos, crônicas, cartas, desenhos, painéis e diários) de alunos/as de 3a. e 4a. séries do Ensino Fundamental, de duas escolas públicas estaduais de Porto Alegre, ambas sob regência da mesma professora. Também foram contemplados no corpus deste estudo o diário de campo da pesquisadora, contendo o registro das aulas acompanhadas e das interações envolvendo as crianças e a professora; o planejamento didático-pedagógico e o diário de classe da professora; livros paradidáticos e didáticos, bem como documentos oficiais que abordam os direitos das crianças. Esta investigação delineou-se como um estudo de caso com matizes etnográficos. Contou com a inspiração teórica de pensadores como Michel Foucault, Alain Renaut e Hannah Arendt, buscando promover uma aproximação entre suas perspectivas analíticas a fim de fundamentar as problematizações do estudo. A partir dos vestígios do empírico, a investigação possibilitou perceber que os discursos sobre a infância de direitos, ao posicionarem as crianças como sujeitos de direitos, constituem-se como verdadeiros e necessários para o contexto social contemporâneo. As técnicas de si implicadas e imbricadas com as tecnologias de poder, em alguma medida estão mobilizando as crianças, a partir de experiências oportunizadas pelo currículo escolar, em direção a um aprendizado que as potencialize a cuidarem de si, a preservarem suas vidas, pois a vida presente tem urgência em ser vivida e é vulnerável. Outra mirada que a imersão no empírico possibilitou vislumbrar foi a emergência de uma proliferação discursiva sobre a infância de direitos que tem inscrito as crianças como sujeitos de direitos, por meio da imbricação dos direitos-proteção com os direitos-liberdade, no sentido de compreendê-las para além da proteção e do cuidado, mas pelo registro da participação, da autonomia, da possibilidade de terem opinião, de serem ouvidas e de terem voz. / This thesis aimed to scrutinize how schooling children have been made subjective as subjects of rights, from discourses on the childhood rights within the school curriculum, having as reference the pedagogical practice of a teacher who accepted to develop the children’s rights thematic in her didactic-pedagogical planning. The focus of the research and corpus of analysis and questioning, the written productions (poetry, chronicles, dialogues, short stories, letters, drawings, panels and diaries) of students in the 3rd and 4th degrees of Elementary Education of two Public State Schools in Porto Alegre, both being taught by the same teacher. It was contemplated in this study the researcher’s field diary, with the registration of the observed classes and the interactions involving the children and the teacher; the didactic-pedagogical planning and the teacher’s class register; para didactic and didactic books, as well as official documents that encompass the children’s rights. This investigation was outlined as a case study with ethnographic hues. It was considered the theoretical inspiration of thinkers such as Michel Foucault, Alain Renaut and Hannah Arendt, trying to promote an approach among their analytical perspectives in order to fundament the questioning of the study. From vestiges of the empiric, the investigation made it possible to notice that the discourses on the childhood rights, by placing the children as subjects of rights, constitute themselves as actual and necessary to the contemporary social context. The self techniques implicated and imbricated with the technologies of power, to a certain extent, are mobilizing the children, from experiences offered by the school curriculum towards a learning that allows them to take care of themselves, to preserve their lives, because the current life urges to be lived and is vulnerable. Another look that the immersion in the empiric made possible to discern was the emergency of a discursive proliferation on the childhood rights that have inscribed children as subjects of rights, through the imbrication of the protection-right with the liberty-right, in the sense of understanding them beyond protection and care, but by the register of participation, autonomy, the possibility of having opinion, being heard and having voice.

EIA's contribution to increased environmental awareness is a posited means by which EIA's contribution to a substantive level of environmental protection can be measured. However, little research has been done to evaluate and properly contextualise this increased environmental awareness in members of the public who participate in EIA and its associated processes of public participation. Utilising a Foucauldian understanding of power and governmentality, this research has shown how this process of becoming environmentally aware takes place within a broader application of governmental power and it is within this context which the success (or otherwise) of steering towards a greater environmental awareness must be evaluated. The biopolitical intentions EIA has for managing environmental life in general draws strict boundaries of expertise and authority in governing the environment, and as products of this formation of governmental power the public become subjects of expert direction. In opposition to this, the public produced a rural environment and local community as defined and governed by forms of experiential knowledge, which although pertaining to a truth-oriented mentality of rule, exerted a similar biopolitical control over the environment and immutable form of authority and expertise within it. It is contended that for EIA to penetrate bounded environments and disrupt their totalising environmentalities, the tool must extend the meaning of uncertainty to explicitly recognise the conflict that exists between actors and their respective environments. In this way, EIA can contribute to a form of self-reflexive and -critical environmental citizenship deemed necessary for a thorough investigation into the political dimensions of the environment and its associated substantive measures of enhancement and protection. Employing a realist governmentality approach to the case-study of the 2016 public inquiry in shale energy proposals in Lancashire, this research generated discourse analyses of key policy documents and public contributions to the inquiry in addition to a 'lived experience' of the inquiry as a participatory space through participant observation. The key findings were that at the policy level, the participating member of the public is produced as both a trustee and an expert, heightening the potential for conflict. Further to this, the experiences of the public inquiry added to this potential by seeking to impose on the participant an individualised, silent identity which was directly contradicted by the public during 'non-technical' sessions who sought to participate actively and collectively. Within their contributions the public produced further internal conflicts, with aspects of this discourse relying on existing institutionalised forms of knowledge and expertise to respond to environmental problems, while in others asserting that localised and personal experiences were necessary. EIA as a technique of government can have a leading role in defining the environment in both a physical, surrounding sense and as a mentality. To do so and challenge essentialised and concrete ideas regarding the environment avoiding the acts of exclusion that underpin them becoming normalised the thesis builds on the analysis to make a proposition for a more effective agonistic EIA process.

Since the late 1980s, the energy sector in Great Britain has undergone some core changes in its functionality; beginning with the early 1990s privatisation, followed by an increased green ambition, and commencing a transition towards a low-carbon economy. As the British energy sector prepares itself for another major overhaul, it also puts itself at risk for not being sufficiently prepared for the consequences this transition will have on the existing generating capacity, security of supply, and the national electricity market. Upon meeting existing targets, the government of the United Kingdom risks becoming complacent, putting energy regulation to the backseat and focusing on other regulatory tasks, while introducing cuts for thriving renewable and other low-carbon energy generating technologies. The government has implemented a variety of directives, initiatives, and policies that have sometimes been criticised due to their lack of clarity and potential overlap between energy and climate change directives. The government has introduced policies that aim to provide stable short-term solutions. However, a concrete way of resolving the energy trilemma and some of the long-term objectives and more importantly ways of achieving them are yet to be developed. This work builds on analysing each low-carbon technology individually by assessing its past and current state in the British energy mix. By accounting for the changes and progress the technology underwent in its journey towards becoming a part of the energy capacity in Great Britain, its impact on the future wholesale electricity prices is studied. Research covered in this thesis presents an assessment of the existing and incoming low-carbon technologies in Great Britain and their individual and combined impact on the future of British energy economics by studying their implications for the electricity market. The methodological framework presented here uses a cost-minimisation merit order model to provide useful insights for novel methods of electricity production and conventional thermal energy generation to aid with the aftermath of potential inadequate operational and fiscal flexibility. The thesis covers a variety of scenarios differing in renewable and thermal penetration and examines the impact of interconnection, energy storage, and demand side management on the British wholesale electricity prices. The implications of increasing low-carbon capacity in the British energy mix are examined and compared to similar developments across Europe. The analysis highlights that if the optimistic scenarios in terms of green energy installation are followed, there is sufficient energy supply, which results in renewable resources helping to keep the wholesale price of electricity down. However, if the desired capacity targets are not met, the lack of available supply could result in wholesale prices going up, especially in the case of a natural gas price increase. Although initially costly, the modernisation of the British grid leads to a long-term decrease in wholesale electricity prices and provides a greater degree of security of supply and flexibility for all market participants.

SammanfattningStudiens syfte är att vidga förståelsen kring hur förskolepersonal konstruerar sitt professionella subjekt. Förskolepersonalens föreställningar om och intentioner i verksamheten visar på olika former för makt och motstånd i deras positionering som professionella. De centrala frågeställningarna för studien är: Vilka föreställningar, intentioner och former för makt och motstånd kan skönjas i förskolepersonalens samtal om förskolan och reflektioner kring egen praxis? Vad framträder som betydelsefulla delar i förskolepersonalens konstruktion av det professionella subjektet? Hur, i förhållande till dessa delar, positionerar sig deltagarna som professionella? Deltagarnas gemensamma samtal och enskilda reflektioner kring eget agerande står i fokus i studien.Förutom Foucaults teorier om makt används feministisk poststrukturalism i en strävan efter multipla förståelser av såväl subjektkonstruktionens processer som ställningstaganden och övervägande angående studiens utformning och innehåll. Intervjusamtal med respektive arbetslag och individuella reflektionssamtal utgör studiens empiriska material. Som underlag för reflektionssamtalen används Stimulated Recall där, av deltagarna, förbestämda sammanhang filmats.Förskolepersonalens konstruktion av det professionella subjektet visar sig göras i relation till egna föreställningar, diskurser, barn, kollegor och förväntningar i samhället formulerade i tanken om det goda och rätta. Självstyrning är framträdande i deltagarnas konstruktion av sina professionella subjekt och ställs återkommande i relation till dominerande diskurser, styrdokument och verksamhetens ledord. Samtidigt som deltagarna konstaterar att de aldrig pratar om makt uttrycker de en medvetenhet om sin positionering i maktrelationer med barn, föräldrar och kollegor och de etiska dilemman det innebär för dem. Pastorala, välmenande makttekniker präglar deltagarnas styrning av barn och verksamhet men öppnar även upp för motstånd. I en strävan efter att lyssna, vilja förstå och tillvarata det som tycks vara viktigt för barnen framträder etiska val i relation till sig själva och andra i förskolepersonalens positionering som professionella. Därmed utmanas strukturer, dominerande diskurser och ojämlika maktrelationer. Nyckelord: förskola, subjektskonstruktion, professionellt subjekt, diskurs, makt, styrningstekniker, motstånd / AbstractThe aim of the study is to widen the understanding of how preschool personnel con-struct their professional subject. Positioning as professionals, their perceptions and in-tentions show different forms of power and resistance. The major questions of the study are: Which perceptions, intentions and forms of power and resistance can be seen in preschool personnel´s conversations about kindergarten and their reflections within their own practice? What significant parts emerge in the preschool personnel´s construction of the professional subject? How do the participants position themselves as professionals in regard to these elements? This study focuses on the participant’s conversations and individual reflections on their own actions in a preschool environment. In addition to Foucault’s theory of power, feminist post structuralism is applied in the pursuit of multiple understandings of both the processes of constructing the subject and as standpoints and considerations regarding the study design and substance. The study´s empirical material consists of conversations from interviews with the participants and their individual reflections. As a basis for reflection, Stimulated Recall is being used with filmed contexts pree-defined by the participants.Expressed in the idea of good and rightness, the preschool personnel´s construction of the professional subject is found to be made in relation to their own perceptions as well as discourses, children, colleagues and expectations from society. Technologies of the self are prominent in the participants construction of their professional subject, re-current placed in relation to dominant discourses, policy documents and mutual state-ments regarding their practice. While the participants note that they never talk about power, they express an awareness of their position in power relations with children, par-ents and colleagues, and the ethical dilemma it puts them in. The participant’s conduct of children and practice is characterized by pastoral, well-intentioned power techniques which also are found to enable a practice of resistance. In their strive for wanting to lis-ten, understand and take charge of what appears to be important to the children, posi-tioning as professionals, ethical choices emerges in relation to themselves and others. This is found to challenge structures, dominant discourses and unequal power relations. Key words: preschool, construction of the subject, professional subject, discourse, pow-er, technologies of power, resistance

Nach einem Überblick über die theoretischen Erklärungsmodelle der diskursiven Subjektkonstitution von Émile Benveniste über Louis Althusser und Michel Foucault zu linguistischen Ansätzen in der Gesprächsanalyse und social semiotics angelsächsischer Provenienz, werden zwei erfolgreiche US-amerikanische "Ratgeber"-Talkshowreihen der neunziger Jahre ("Oprah Winfrey" und "Rolonda") einer umfassenden pragma-linguistisch orientierten Gesprächsanalyse unterzogen. Dazu war es nötig, je drei Sendungen dieser Shows zuerst vollständig zu transkribieren, sie dann in Phasen einzuteilen und Vergleichskriterien zu bestimmen. Die Ausgangshypothese ist, dass trotz großer Ähnlichkeiten im Format, beide Shows erhebliche Unterschiede in der öffentlichen Darstellungsform bzw. Repräsentanz ihrer Teilnehmerrollen (Talkmaster, Gäste und Publikum) und deren Verhältnis zueinander aufweisen, und dass diese erheblichen Abweichungen dem Mikrobereich der lexiko-grammatisch systematisch erfaß- und beschreibbaren Redeweisen und Gesprächsstrukturen implizit eingeschrieben ist. Kernstück der Arbeit ist die Herausarbeitung von Ebenen, auf denen sich diskursiv show-spezifische Teilnehmer-Identitäten konstituieren: Dialogsequenzierung und -organisation, Gebrauch von Personalpronomen und Anredeformen, Fragetypen, narrative Strategien, lexikalische (Selbst-) Kategorisierungen, sämtliche Bereiche der Modalität. Auf dieser Ebene der interpersonellen Funktion von Sprache werden innerhalb der Show-Sendungen und zwischen den beiden Show-Reihen sehr unterschiedliche Gesprächsstrategien deutlich, die sich erstaunlich plausibel mit Foucaults diskursiven Subjektivierungs- vs. Objektivierungsstrategien korrelieren ließen, und also als unterschiedliche Machttechnologien zur Hervorbringung und Reproduktion spezifischer "öffentlicher Subjekte" darstellen, wie sie in medialen Formaten als Abbilder des "Durchschnittsmenschen" in Erscheinung treten. Sie signifizieren Varianten eines "Alltags"-Subjekts (repräsentiert durch die in der Show zu Alltagsproblemen befragten Gäste in ihrem Verhältnis zu Talkmaster und Studiopublikum), das einmal - neoliberal-protestantisch - als rational-einsichtsfähig sich selbst disziplinierend im Diskursfeld des Neoliberalismus-Protestantismus konstituiert und gezeichnet wird, im anderen Falle als irrational-verantwortungslos fremden Regulierungsinstanzen und außengelenkten sprachlichen Disziplinierungs- und Abbitteritualen unterworfen wird und somit eine Teilnehmerrolle innerhalb autoritär-feudalistischen Diskurse charakterisiert.