Os Projetos Especiais de Ação pertencem à história dos professores da rede municipal há quase vinte anos. Implantados, primeiramente, como uma ferramenta para as escolas gerenciarem melhorias em seus contextos, constituem, atualmente, o principal instrumento da formação docente em serviço. Tal formação objetiva provocar efeitos totalizantes, alcançando práticas institucionais e efeitos individualizantes, incitando cada professor a dar visibilidade às suas ações educativas a fim de recompô-las em modos particulares de pensar, fazer e dizer a profissão. Portanto, aliam-se, nos Projetos, uma tecnologia governamental, que busca conduzir e formatar ações escolares, e tecnologias do eu, que permitem, a cada indivíduo em formação, operar mudanças em si mesmo. Daqui, abrem-se e desenvolvem-se os capítulos iniciais do presente trabalho. Um capítulo dedicado a acompanhar disposições legais, publicações oficiais e acontecimentos que foram conformando os Projetos Especiais de Ação à formação docente no âmbito do trabalho; o outro, empenhado em delinear uma lógica de funcionamento desses instrumentos a partir de três eixos permanentes nas diversas configurações que tomaram ao longo das gestões municipais: a autonomia, a centralidade do aluno e a totalização das práticas em favor de alguma qualidade de ensino. Tais eixos acomodaram e levaram aos professores uma miríade de concepções de ensino e educação, mas também delimitaram as regras pelas quais as mudanças na escola e a própria formação poderiam ser pensadas. Contudo, este trabalho filia-se aos referenciais pós-estruturalistas e aos estudos de Michel Foucault, construindo a análise do ponto de vista das relações de poder e dos processos de subjetivação. Por isso, ao aproximar-se da vida que se vive nos tempos e espaços concretos de formação, depara-se com um campo aberto a múltiplas possibilidades de realização. Desse terreno, um horário coletivo de uma Escola Municipal de Educação Infantil, onde as professoras agem, pensam, falam, brincam, riem e produzem-se, destacaram-se os termos teoria e prática e o discurso da vitimização docente. Os primeiros elementos são utilizados intensamente para definir os posicionamentos profissionais e as relações estabelecidas com a formação em serviço; e o segundo fundamenta as maneiras de lidar com a profissão, normaliza o magistério e a infância e modula uma certa terapêutica do espaço formativo. Vidas ressentidas, doentes e frustradas por uma formação que não realiza a escola idealizada, regozijam-se nas satisfações e nos prazeres mais imediatos, mesmo que estes sejam fugazes. As professoras refutam colocar o presente em questão, entregando-se a posturas queixosas; dão as costas à política, restringindo-se a não aderir às propostas públicas de formação; e não assumem o risco de educar, apegando-se aos seus saberes, creditados como tipicamente docentes, e às formas habituais de pensarem a profissão. Não se pretende uma atitude ajuizadora dos modos de esses sujeitos constituírem suas existências profissionais, mas acredita-se que, para se imaginar novos desenhos para a formação em serviço ou para assumi-la como importante ou dispensável para a docência, é preciso perguntar sobre o que se tem feito, atualmente, nos tempos e espaços destinados aos professores pensarem sua profissão. / The Projetos Especiais de Ação (Special Project of Action) belong to the history of the municipal school teachers for almost twenty years. Deployed first as a tool for schools to manage improvements in their contexts, constitute today the main instrument of in-service teacher education. That education intents to cause totalizing effects, achieving the institutional practices and individualizing effects, inciting, each teacher, to show their educational actions to recomposition of them in particular ways of thinking, doing and saying the profession. Therefore, ally, on the Projects, a government technology, which seeks to conduct and format the school actions and technologies of the self which allow to every individual in education to operate changes in yourself. From this point, the initial sections of this research will be opened end developed. One section dedicated to follow the legal dispositions, the official publications and the happenings that had been conformed the Projetos Especiais de Ação (Special Project of Action) to in-service teacher education; the other one engaged to design a working logic of this instruments from the three permanent axles in different settings which took over the municipal administrations: the autonomy, the centrality of the student and the aggregation of efforts in favor of some quality of teaching. Those axels placed and conducted a plenty of educational conceptions to the teachers, but also delimited rules by which the school changes and the education could be thought. However, this research is affiliated to the poststructuralist references and to the Michel Foucaults studies, developing the analysis from the power relations and the subjectivity point of view. Therefore, when approaching the life that is lived in the factual time and place of education, it faced with a filed open to multiple possibilities of achievement. In this field, a collective time of a public school early childhood education, where the teachers act, think, speak, play, laugh and produce themselves, it was detached the terms theory and practice and the teaching victimization discourse. The first elements intensively used to define the professional positioning and the relations established with the in-service education. The second one based ways of dealing with the profession, normalizes the teaching and the childhood and modulates a certain therapeutic of the education. Resentful, sick and frustrated lives for an idealized school that cannot be implemented rejoice themselves with the more immediate satisfactions and pleasures, even if fleeting. The teachers refute to put the present into question, indulging in complainant postures; turning their backs on politics, restricted to ignore the proposed of public in-service education; and do not taking the risk of educating, clinging to their knowledge, credited as typically teaching, and to the habitual ways of thinking about the profession. Do not want an attitude of censorship of the ways the subjects constitute their professional existences, but it is believed to imagine new designs for the in-service education or to take it as important or dispensable for teaching, it is necessary to ask what has been done, nowadays, in times and places for teachers thinking their profession.

This doctoral thesis is part of a line of research on the topic School Practices and Public Policies from the Program of Graduate Studies of the Federal University of Santa Maria (UFSM). Its object of study is a reflection on the teaching of philosophy in a preparatory course for the entrance exam, which emerged from the dialogue between the readings in Michel Foucault and my teaching practice. The overall objective of this thesis is to discuss the limits and possibilities of teaching philosophy as a technologie of the self that is constituted as resistance to political governanment in a preparatory course for the entrance exam. The study analyzes, from a Foucauldian inspiration, the conditions for the emergence of the discourse about the importance of philosophy in the entrance exam to UFSM and its implications; the limits to problematize and the (im) possibilities to produce the teaching of philosophy in a preparatory course for the entrance exam; and it proposes that a governamentality technology may constitute a government technology itself that points to an ethical dimension founded in the care of life and truth. To confirm the thesis former students of the preparatory course for the entrance exam, enrolled in the first and second half of the years 2012 and 2013 in the discipline of Philosophy (the investigated universe consists of 855 students) were interviewed. Through the interviews we could confirm the thesis that teaching philosophy in a preparatory course for the entrance exam may be a space of resistance to this neoliberal governmentality in that it becomes a practice of the self. / A presente tese de doutorado insere-se na Linha de Pesquisa de Práticas Escolares e Políticas Públicas do Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria (UFSM). O objeto de estudo é uma reflexão sobre o ensino da Filosofia, em um curso preparatório para o vestibular, a qual surgiu do diálogo entre as leituras em Michel Foucault e a minha prática docente. O objetivo geral desta tese é problematizar os limites e as possibilidades de ensinar Filosofia como uma técnica de si que se constitua como resistência ao governamento político em um curso preparatório para o vestibular. No estudo, analisam-se, a partir de uma inspiração foucaultiana, as condições de emergência do discurso sobre a importância da Filosofia no vestibular da UFSM e suas implicações; problematizam-se os limites e as (im) possibilidades para produzir o ensino da Filosofia em um curso preparatório para o vestibular; e se propõe que uma tecnologia de governamentalidade pode se constituir numa tecnologia de governo de si que aponte para uma dimensão ética fundada no cuidado com a vida e com a verdade. Para confirmar a tese foram entrevistados ex-alunos do curso preparatório para o vestibular, matriculados no primeiro e segundo semestres dos anos de 2012 e 2013 na disciplina de Filosofia (o universo investigado é constituído por 855 alunos). Por meio das entrevistas pudemos confirmar a tese de que ensinar Filosofia em um curso preparatório para o vestibular pode se constituir em um espaço de resistência a esta governamentalidade neoliberal na medida em que se converte numa prática de si.

Submitted by Aline Batista (alinehb.ufpel@gmail.com) on 2016-03-22T12:45:23Z No. of bitstreams: 2 A constituição do eu-docente na formação inicial através dos Estágios Supervisionados.pdf: 1163097 bytes, checksum: a4665963bf3ba85268bd4252e303552e (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-03-22T12:45:23Z (GMT). No. of bitstreams: 2 A constituição do eu-docente na formação inicial através dos Estágios Supervisionados.pdf: 1163097 bytes, checksum: a4665963bf3ba85268bd4252e303552e (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-09-22 / Sem bolsa / Esta tese tem como objetivo problematizar o modo como os alunos vêm se constituindo enquanto docentes a partir das disciplinas de Estágios Supervisionados do curso Teatro-Licenciatura da Universidade Federal de Pelotas (UFPel). Para tanto, tem como fonte de dados a análise das Diretrizes Curriculares Nacionais para a formação de professores e o Projeto Pedagógico do Curso e, de modo específico, vinte e um relatórios de Estágio dos alunos da primeira turma concluinte do Curso de Teatro-Licenciatura, ingressantes no ano de 2008, e que realizaram seus estágios no período entre o segundo semestre de 2010 e 2011. As bases teóricas fundamentais para esta pesquisa são os estudos de Michel Foucault e Jorge Larrosa. Os últimos estudos realizados por Michel Foucault, o domínio da ética, que trata dos modos de subjetivação e sobre as tecnologias do eu, auxiliaram na discussão sobre a constituição do eu-docente, por entender a disciplina de Estágio como um dispositivo pedagógico em que diferentes práticas ou tecnologias do eu-docente são efetuadas. Os estudos de Jorge Larrosa sobre a educação moral presente nas práticas educativas e o conceito de experiência nas suas relações com o tema da formação humana, foram importantes para a análise dos Estágios. Com base nessas teorizações, foram realizados três movimentos analíticos que levaram a algumas constatações em relação a esta disciplina curricular: O Estágio compartilha de aspectos de uma educação moral na medida em que os alunos não aprendem os conteúdos específicos da área, mas princípios de comportamento ou de procedimentos; ao mesmo tempo, compartilha de elementos da ética, por ser um espaço onde o sujeito observa, narra, expressa, decifra, julga a si mesmo, com intuito de sua constituição e transformação de sua subjetividade. As análises realizadas ainda demonstraram que, na atitude de narrar suas experiências nos relatórios, o acadêmico constitui-se, ou seja, a escrita de si atua como elemento de autoformação do eu-docente. Por fim, foi possível encontrar diferentes marcas de aprendizagens nos futuros professores, através dos Estágios e a possibilidade da experiência como princípios de uma formação humana, contrária a uma formação instrumental ou técnica. / This thesis aims to discuss how students have been formed as teachers from the disciplines of Supervised Traineeship in the Drama- Degree in Universidade Federal de Pelotas - Federal University of Pelotas (UFPel). To do so, it uses as a source of data the analysis of the National Curriculum Guidelines (Diretrizes Curriculares Nacionais) for teacher training and the Course Pedagogical Project and, specifically, twenty-one Traineeship reports produced by students from the first class to graduate in Drama-Degree, who started the course in 2008, and held their traineeships in the period between the second semester of 2010 and 2011. The fundamental theoretical basis for this research are the studies of Michel Foucault and Jorge Larrosa. The latest studies by Michel Foucault, the domain of ethics, which deals with the kinds of subjectivity and technologies of the self, supported the discussion of the constitution of the selfteacher, understanding the discipline of traineeship as a pedagogical device where different practices or technologies of the selfteaching are performed. Studies by Jorge Larrosa concerning moral education in educational practices and the concept of experience in its relation with the subject of human development, were important for the analysis of the traineeship. Based on these theories, three analytical movements were made, which led to some findings in relation to this curricular discipline: the Traineeship shares aspects of moral education as students do not learn specific content from the area, but principles of behavior or procedures; while sharing elements of ethics, because it is a space where the subjects observe, chronicle, express, decode, judge themselves, in order to change their constitution and of their subjectivity. The analysis also showed that the attitude of describing their experiences in the reports, the academics constitute themselves, or, writing itself acts as an element of self-formation of the selfteacher. Finally, we could find different signs of learning in future teachers through the traineeship and the possibility of the experience as principles of human formation, opposite to an instrumental or technical training.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This thesis is based in an ethnografic research developed throughout twelve months with people who participate in two distinct genres of gyms in Santa Maria (RS): Outdoors Gym and Fitness Gym. This work has as its objective to analyze the activities done by people who exercise in both modalities as technologies of the self, from the concept discussed by Michel Foucault. Based on observations in the field, evident differences were found in the way the physical activities are done. Among the practitioners in the Outdoors Gym, the exercises are performed to treat an existing illness or to prevent a future illness, in this genre, physical activities are performed while talking and pleasantry exchanging, without the help of physical education professionals, which highlights sociability as a significant aspect of the use of this gym to these people. On the other hand, in Fitness Gyms, the physical activities are performed aiming to obtain a greater physical conditioning and body muscle, reflecting aesthetics concern. Physical exercise is done through professional body expertise knowledge, in which people do a series of training with the aim to maximize results in the gym. Therefore, research has identified the use of two models of gym, encouraged by different agents, as a way to influence personal behavior. / Esta dissertação fundamenta-se numa pesquisa etnográfica desenvolvida durante dozes meses com pessoas que fazem uso de duas modalidades distintas de academias em Santa Maria (RS): Academia ao Ar Livre e Academia de Ginástica e Musculação. O trabalho tem como objetivo analisar, as atividades exercidas por pessoas que realizam atividades físicas nas duas modalidades de academia como técnicas de si, partindo do conceito discutido por Michel Foucault. Com base nas observações em campo foram constatadas diferenças evidentes nos modos como as atividades físicas são realizadas. Entre as praticantes da Academia ao Ar Livre os exercícios físicos são efetuados para tratar de uma doença existente ou para prevenir uma futura enfermidade, nesta modalidade às atividades físicas são realizadas em meio a conversas e brincadeiras, sem o auxílio de profissionais da educação física, o que ressalta a sociabilidade como um aspecto significativo para o uso da academia para estas pessoas. Por outro lado, na Academia de Ginástica e Musculação as atividades físicas são realizadas visando obter maior condicionamento físico e musculatura corporal, refletindo preocupação com a estética. Os exercícios físicos são realizados através dos conhecimentos de profissionais da expertise do corpo, no qual as pessoas realizam séries de treinos com a finalidade de maximizar os resultados esperados com o uso da academia. Portanto, a pesquisa identificou que a utilização dos dois modelos de academias é incentivada por diferentes agentes, de modo a influenciar nas condutas das pessoas.

Patients' use of medicines is widely recognised as sub-optimal with a high proportion of patients with a long-term condition not taking their medicines as prescribed. Research and policy guidance emphasise the importance of partnership within the patient-prescriber encounter in enhancing patients' use of medicines. There is however considerable evidence that this is not usually achieved by medical prescribers, limiting the extent to which shared decision-making occurs about prescribed medicines. There is a general assumption that nurse prescribers, who within the United Kingdom have comparable prescribing rights to medical doctors, demonstrate greater abilities in collaborative working with patients leading to an enhanced use of medicines. Research evidence is however limited, particularly in relation to the ways in which patients' use of medicines is discussed and negotiated within the patient-nurse prescriber encounter. This study focused on the management of patients' use of medicines within the patient-nurse prescriber encounter. Seven nurse prescribers, working within a number of clinical specialities in both primary and secondary care settings, were recruited to the study together with their patients who were living with one or more long-term conditions (n=21). Data collection involved the non-participant observation of out-patient consultations to examine the management of patients' use of medicines within the encounter and semi-structured interviews with both patients and prescribers. Discourse analysis was undertaken to examine underpinning assumptions, views and beliefs regarding the management of patients' use of medicines. Asymmetry was evident within the encounters with prescribers controlling the agenda for discussion and interrupting patients' attempts to demonstrate their knowledge. Patient accounts of the moral approach adopted in managing their condition in the context of their everyday lives were also ignored. Biomedical and contrasting moral discourses are examined. An interpretive framework derived from the work of Michel Foucault is used to explain the operation of disciplinary, pastoral and bio-political power within the encounter and the extent to which subjugation of patients' knowledge and resistance were evident. Foucault's concept of technologies of the self is examined to explore its potential application in enhancing patients' medicines use.

身體一直是生活世界中的感知與行動的載體，我們透過身體實踐搭建起心靈自我與社會的橋樑。因此藉由修煉身體的修養自我的工夫，使身體修煉承載了傳統文化底蘊與濃厚生命哲學，而牽涉了對生命、信仰乃至宇宙的道德情操。本文主要的研究命題是了解身體如何適應現代資本主義社會及實踐自我修養的技術，並且建立一套生活經濟的模型。本文的分析架構是關於修煉的內隱特質到外部身體實踐之間的互動過程。首先，透過考察修煉主體如何藉由卡理斯瑪的力量建構自身的修煉信仰與集體意識。同時，透過傅柯自我技術理論探討了修煉主體如何自我省察、鍛練以強化他們在日常生活中的身體感知與實踐，並且論述修煉主體如何將自我修煉進一步轉化於日常生活飲食的實踐。所以，藉由「梅門」研究個案，本文認為修煉的商品化是為了適應現代消費社會的世俗需要，而被外顯到美學鑑賞和階級品味的生活風格及在生命經濟當中的身體資本的積累與培塑。 / The body has always been the carrier of our perceptions and activities in the world. Through the bodily practice, the body bridges connections between spiritual self and society. By practicing the self-cultivation, the body inherits traditional cultural heritage and philosophy of life, and hence involves in life, faith, and moral emotion. My main problematics are to understand how body-cultivation adapts to the modern capitalist society, practices the technologies of the self-cultivation, and even builds a modality of life economy. The approach of my analysis is about interactive process between inner spiritual cultivation and outer bodily practice. First, it examines how the practitioners build their bodies based own faith of self-cultivation with collective consciousness formulated by charismatic power. Simultaneously, it explores how the practitioners reflect their inner selves by way of Foucauldian style of self-technology to sharpen their bodily perceptions and practice in everyday life. Then it turns to overview how practitioners realize their inner cultivation in dietary practice of everyday life. Taking the “Meimen Qigong Culture Center” as a case study, I argue that commercialization of self-cultivation is in response to earthly need of modern consumption society since it has been externalized to aesthetic judgement and life styles of social classes as well as bodily capital accumulation in economy of life.

Dans une première partie, une approche sociohistorique permet de dénaturaliser les catégories d'arts martiaux et de sports de combat forgées par des acteurs sociaux en lutte pour le contrôle d’un champ. Cette première étape permet d'identifier trois idéaux types : les combats codifiés, les combats culturalisés et les pratiques de self-defense. La deuxième partie démontre à partir des données de terrains recueillies que le Tai-chi peut être analysé comme une technique de soi et l’école de Tai-chi comme un dispositif visant à l’incorporation d’un éthos confucéen par les élèves. La troisième partie montre la subjectivation des élèves repose sur l’incorporation d’une culture kinesthésique. Cependant, les élèves transforment le dispositif d’éthopoïèse confucéen du maître en un dispositif d’exopoïèse. Le « Ren », forme idéalisée du lien social confucéen, devient une forme de non-lien social permettant d’enraciner l’école dans un imaginaire exotique. L’école devient ainsi un espace d'altérité radicale permettant un déplacement récréatif, une sublimation du quotidien. Cet espace devient ainsi un lieu privilégié de réinvention de soi. / In the first part of thesis, a socio-historical analysis allows an unnaturalision of the concept of martial arts and combat sport created by social actors in their struggle for controlling a field. This first step enables us to identify three ideal types : the codified combat, culturalised combat and self-defence practice. The second part shows from the field data that Tai-chi could be analysed as a technology of the self and the Tai-chi school as an apparatus aiming at the embodiment of a Confucian ethos by the students. The third part points out that the student subjectivation lies on the embodiment of a kinaesthetic culture. However, the student transforms the Confucianist éthopoïesis apparatus into an exopoïesis apparatus. The « Ren », an idealised form of Confucianist social relations became a form of non-social relations rooting the school in an exotic imaginary. The school thus became a space of radical alterity enabling a recreative shift, a sublimation of everyday life. Thus, the school became a favoured place of self-reinvention.

The present study focuses on the Vindelälven-Juhttátahkka Biosphere Reserve (BR) in Northern Sweden, which serves as an implementation site of UNESCO’s Man and the Biosphere (MAB) programme. In response to a series of environmental and social problems identified in the specific locale, the area inhabited by both “Swedish” and “Sami” people, is designed to serve henceforth as a learning site for sustainable development. Taking Michel Foucault’s work on discourse and power as a reference point, in this study we analyze the discourse that permeates life in the specific milieu, to understand how power operates in the BR and look for resistance. Following Foucault’s theorization of discourse, the study has employed Foucauldian Discourse Analysis (F.D.A.) on the empirical material, gathered from official documents and interviews with people in the BR. Our research has concluded that by employing its scientific programme, UNESCO’s discourse has managed to a large extent to construct in this place a reality that does not allow a future to be imagined outside of the context of sustainable development. This study has found its participants to be influenced by UNESCO’s discourse and has constrained them from perceiving present or imagining future realities that do not sustain the power of the Swedish state under the global neoliberal rule. Lastly, our research has illustrated that the participants who have been found to respond to their experiences have also been found to resist the discourse permeating the BR.

Bionic devices for reestablishing or augmenting users' capabilities (e.g., bionic prostheses or exoskeletons) are becoming increasingly common. While prior research examined how such devices affect others' perceptions of their users, little is known about how these devices affect users' self-image and -perception, and the corresponding theory is scarce. To account for this gap, we conducted semi-structured interviews with users of bionic upper limb prostheses to obtain insights into their self- and meta-perceptions. Results of our qualitative analysis indicate that using bionic prostheses influences the social (self-) perception of bionics users in multiple ways, such that users describe themselves as being seen as more competent by others and treated differently after receiving the bionic prosthesis in comparison to simpler models. Results imply a somewhat complex dual identity among users in the sense that the bionic device instills competence, but disability-related feelings of stigma are present simultaneously. Despite being exploratory, our findings thus indicate that using bionic devices affects users' self-perception, stereotypes, and interpersonal perceptions. The ongoing proliferation of restoring devices and the introduction of augmenting technologies in future work contexts, for example, might thus have unintended social consequences that need to be accounted for.

對宣稱以「報導真相」為職責的新聞專業而言，一旦新聞報導的「真實」被解構，不再有客觀真實做為新聞是否正確的參照依據，一切報導都是符號建構的結果，此時新聞專業「報導真相」的宣稱是否仍然有效？特別是當前新聞媒體打著「真實」的招牌進行與真實無關的活動，「真實」淪為新聞常規的儀式化象徵，新聞專業的正當性倍受質疑，新聞記者究竟該如何安身立命？難道真的沒有人在乎真實嗎？ 本文從新聞記者的實際個案故事裡，探究新聞專業中的「真實」意謂什麼？除了新聞報導所再現的真實之外，從倫理主體的角度來看，記者更在乎的是新聞採訪報導過程中的真實性（truthfulness），關切的是在追求報導真相的過程中，記者是否盡可能真誠地報導他所知的一切？報導內容是否正確地反映他所掌握的現實？此時，真實不再只是報導的對象，真實做為一種價值，它是主體行事判斷的依據，也是主體追求的德行。記者在實際情境下行使專業判斷時，他所感到的良心不安，便是驅使他成為追求真實性的倫理主體之可能所在。 藉由傅柯晚期的倫理系譜學架構探究當代新聞專業的倫理問題，本文所關注的是記者如何運用自我技術將自己形塑為道德的行動者。因為良心不安的焦慮促使記者重新關心自己，透過真理意志的作用使他突破集體規訓對於個體的束縛，經由長期的自我修練促成個體由內而外的轉變，將自己打造成為追求真實性的倫理主體。如此一來，才使得新聞專業追求報導真實的理想，在不完美的現實情境下仍然有落實的可能。