Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2017-12-11T11:46:32Z No. of bitstreams: 2 Dissertação - Maria Dolores Martins de Araújo - 2017.pdf: 2276461 bytes, checksum: 25ebd3f628339e2e5064591e6e73de40 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-12-11T11:53:22Z (GMT) No. of bitstreams: 2 Dissertação - Maria Dolores Martins de Araújo - 2017.pdf: 2276461 bytes, checksum: 25ebd3f628339e2e5064591e6e73de40 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-12-11T11:53:22Z (GMT). No. of bitstreams: 2 Dissertação - Maria Dolores Martins de Araújo - 2017.pdf: 2276461 bytes, checksum: 25ebd3f628339e2e5064591e6e73de40 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-11-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research is configured as a case study with an ethnographic character (ANDRE, 2005; LÜDKE, ANDRE, 1986; MOURA FILHO, 2005; STAKE, 1994), within the scope of the qualitative interpretativist research (DENZIN; LINCOLN, 2006; ESTEBAN, 2010; ROSA, ARNOLDI, 2006) and aims to contribute to the understanding of the process of representation of public school teachers. In order to do so, it is based on the constructs ‘identity and representation’ in the post-structuralist perspective of Cultural Studies presented by Hall (2009, 2011), Tadeu da Silva ([1999]/2001, 2001, 2009) and Woodward (2009). In this sense, representation is understood as a form of attribution of meanings, product of discourses and subject to asymmetric relations of power (FOUCAULT, 1995; TADEU DA SILVA, 1999), and identity would therefore be representational (TADEU DA SILVA, 2009). We also take the contributions given by Foucault (1979, 1995, 1996, 2003a, 2003b, 2004a, 2004b, 2004c) concerning the notions of discourse, subject, relations of power /knowledge /truth, objectification, subjectivation and resistance as well as on Paniago’s (2005) Morgado’s (2015), Silva’s (2016) and Paraguassú’s (2017) contributions on the discursive processes of objectification/subjectivation and the possibilities of resistance of the subject-teacher. In addition, the elucidations of research in the areas of Education are considered (ARROYO, 2000; TARDIF, 2000, 2014). The research involved sixteen teachers from a state public high school of a town in the interior of Goiás. In the data generation process, the following instruments were used: questionnaires (profile and reflective), narrative, interview and the field diary of the researcher. Initially, it was possible to perceive that the identity is representational and is in continuous (trans) formation, so that the professional representation involves the life histories of each of the teachers, their social reality, the context in which they live, financial conditions, family issues and representations (objectifications) around teaching. They (re)construct their identities through relationships with the work context, with socially recurrent discourses, with a national educational policy, and from relationships with one another (Seduce, direction, students, parents, co-workers), and power relations integrate the whole process. Thus, the subject teachers are an effect of power, a product constituted from the productive power-knowledge-truth relationship, but also, subjects who find micro-practices of resistance. Our analyzes show the productivity of power and the “perpetual and multiform struggle” between power/ knowledge /resistance. However, since the power of the teacher is a micro-power, its resistance, predominantly, is in the sense of denying the objections imposed upon him/her. Thus, this research may be relevant because it allows conditions for reflection on the teaching profession of the public school in Goiás in the current political-social context, opening space for these professionals to (represent) themselves. / Esta pesquisa se configura como um estudo de caso de cunho etnográfico (ANDRÉ, 2005; LÜDKE; ANDRÉ, 1986; MOURA FILHO, 2005; STAKE, 1994), inserindo-se no âmbito da pesquisa qualitativa interpretativista (DENZIN; LINCOLN, 2006; ESTEBAN, 2010; ROSA; ARNOLDI, 2006), e tem por objetivo contribuir para a compreensão do processo de representação dos professores da escola pública. Para tanto, tem-se como alicerce os construtos identidade e representação, na perspectiva pós-estruturalista dos Estudos Culturais apresentados por Hall (2009, 2011), Tadeu da Silva ([1999]/2001, 2001, 2009) eWoodward (2009). Nessa acepção, a representação é entendida como uma forma de atribuição de sentidos, produto dos discursos e sujeita às relações assimétricas de poder (FOUCAULT, 1995; TADEU DA SILVA, [1999]/2001), e a identidade seria, portanto, representacional (TADEU DA SILVA, 2009). Também tomamos as contribuições dadas por Foucault (1979, 1995, 1996, 2003a, 2003b, 2004a, 2004b, 2004c) referentes às noções de discurso, sujeito, relações de poder/saber/verdade, objetivação, subjetivação e resistência, bem como pautamo-nos nas considerações de Paniago (2005), Morgado (2015), Silva (2016) e Paraguassú (2017) sobre os processos discursivos de objetivação/subjetivação e as possibilidades de resistência do sujeito-professor. Além disso, consideram-se as elucidações das pesquisas nas áreas da Educação (ARROYO, 2000; TARDIF, 2000, 2014). A investigação envolveu dezesseis professores de uma escola da rede pública estadual de Ensino Médio de uma cidade do interior de Goiás. No processo de geração de dados foram utilizados os seguintes instrumentos: questionários (perfil e reflexivo), narrativa, entrevista e diário de campo da pesquisadora. Inicialmente, foi possível perceber que a identidade é representacional e está em contínua (trans)formação, de modo que a representação profissional envolve as histórias de vida de cada um dos professores, sua realidade social, o contexto em que vivem, suas condições financeiras, questões familiares e representações (objetivações) em torno da docência. Eles (re)constroem suas identidades mediante as relações com o contexto de trabalho, com os discursos recorrentes socialmente, com a política educacional nacional e a partir das relações com o outro (Seduce, direção, alunos, pais, colegas de trabalho) e as relações de poder integram todo esse processo. Desse modo, os sujeitos professores são um efeito do poder, um produto constituído a partir da produtiva relação poder-saber-verdade, mas também sujeitos que encontram micropráticas de resistência. Nossas análises evidenciam a produtividade do poder e a “luta perpétua e multiforme” entre poder/saber/resistência. Contudo, como o poder do professor é um micropoder, sua resistência, preponderantemente, está no negar as objetivações que lhe são impostas. Assim, esta pesquisa pode ser relevante por possibilitar condições para a reflexão sobre a profissão de professor da escola pública em Goiás na atual conjuntura político-social, abrindo espaço para que esses profissionais se (auto)representem.

Cette thèse contribue à la compréhension des frictions sur le marché de travail et comment ces frictions affectent les agrégats macroéconomiques comme le chômage et la productivité. Elle jette également un regard critique sur les politiques environnementales telles que la taxe carbone et le financement vert. Le premier chapitre examine comment les contrats de non-competition signés entre employeurs et employés affectent le chômage, la productivité et le bien-être des agents dans l'économie. Ces contrats stipulent que l'employé travaillant sous ceux-ci ne doit en aucun cas travailler pour un employeur concurrent; et ce pour une période déterminée allant de un à deux ans après séparation avec son premier employeur. Ce type de contrat est récurrent aux Etats-Unis et affecte au moins un employé sur cinq dans ce pays. Les résultats des analyses montrent qu'une forte incidence effective de ces contrats peut non seulement comprimer les salaires mais générer du chômage. Ceci est essentiellement dû au fait que certaines personnes ayant signé ce contrat ont du mal à se trouver un nouvel emploi après s'être séparées de leur premier travail. L'article propose de baisser la durée des restrictions d'emploi de ces contrats dans le but d'amoindrir leur effets sur les travailleurs. Cependant, il est à noter que ces contrats sont en partie bénéfiques du fait de l'incitation pour les employeurs de former les employés sur le marché du travail, augmentant la productivité totale. Parlant de contrats d'emploi, le deuxième chapitre évalue les implications de la coexistence de contrats dits temporaires (contrat à durée déterminée) et permanents (contrat à durée indéterminée) sur le flux des travailleurs entre chômage, emploi et non-participation au marché du travail durant le cycle de vie des agents. Cette analyse revêt une importance particulière du fait des effets de ces flux de travailleurs sur l'emploi agrégé et les salaires durant le cycle de vie des agents. Il en ressort que les transitions des individus d'un emploi permanent au chômage sont le plus important facteur expliquant l'emploi agrégé durant le cycle de vie des agents. Toute politique visant à augmenter l'emploi devrait cibler ce flux de travailleurs. Par ailleurs, la transition des individus d'un emploi temporaire vers le chômage se révèle être significatif dans l'explication du faible emploi des jeunes dans les pays européens comme la France, surtout pour ceux ayant un niveau d'éducation élevé. l'article va plus loin en construisant un model qui explique les profils de transitions observés durant le cycle de vie des agents et analyse comment les effets associés aux réformes de protection de l'emploi dans les pays européens sont distribués entre les travailleurs selon leur niveau d'éducation et âge. Enfin, le troisième chapitre jette un regard critique sur les politiques environnementales comme la taxe sur les émissions générées par les unités de production et le financement vert. L'article montre qu'en dépit de leur efficacité dans la réduction des émissions, ces politiques peuvent impacter négativement l'allocation des ressources comme le capital entre les firmes, réduisant la productivité agrégée. Ceci provient du fait que certaines entreprises très productives mais financièrement contraintes peuvent avoir des difficultés à investir dans la technologie de réduction de leurs émissions carbone alors que d'autres moins productives que les premières mais très riches, investissent plus facilement. Le poids du fardeau fiscal lié aux emissions force les premières à quitter le marché réduisant la productivité. Ceci suggère que d'autres politiques comme celle de subventions vertes sont importantes pour réduire ces potentielles distortions. / This thesis contributes to understanding labor market frictions and how these frictions impact macroeconomic aggregates such as unemployment and productivity. It also critically examines environmental policies such as carbon taxes and green financing. The first chapter examines how non-compete contracts signed between employers and employees affect unemployment, productivity, and welfare in the economy. These contracts stipulate that the employee, while under contract, cannot work for a competing employer for a specified period, typically ranging from one to two years after separation from their initial employer. This type of contract is widespread in the United States and affects at least one in five employees in the country. Results show that a high enforceable incidence of these contracts can compress wages and generate unemployment. This is primarily due to the fact that some individuals who have signed such contracts face difficulties in finding new employment after separating from their initial job. The article proposes reducing the duration of the post-employment restrictions of these contracts to mitigate their effects on workers. However, it is worth noting that these contracts partially benefit employers by incentivizing them to invest in employee training, thereby increasing overall productivity. Speaking of employment contracts, the second chapter evaluates the implications of the coexistence of temporary contracts (fixed-term contracts) and permanent contracts (indefinite-term contracts) on worker flows between unemployment, employment, and labor force non-participation over the life-cycle. This analysis is particularly important due to the effects of these flows on aggregate employment and wages over the life-cycle. It is found that transitions of individuals from permanent employment to unemployment are the most significant factor explaining aggregate employment over the life-cycle. Any policy aimed at increasing employment should target this flow of workers. Moreover, the transition of individuals from temporary employment to unemployment is significant in explaining the low employment of young individuals in European countries like France, especially for those with higher levels of education. The article goes further by constructing a model that explains the observed transition profiles during agents' life-cycle and analyzes how the effects linked to employment protection reforms in European countries are distributed among workers based on their level of education and age. Finally, the third chapter provides a critical assessment of environmental policies such as emissions taxes on production units and green financing. The article shows that despite their effectiveness in reducing emissions, these policies can negatively impact resource allocation, such as capital, among firms, thus reducing aggregate productivity. This is because some highly productive but seriously financially constrained firms may struggle to invest in emission reduction technology, while less productive but wealthy entrepreneurs invest more easily. The burden of emissions-related fiscal measures forces the former to exit the market, thereby reducing productivity. This suggests that other policies, such as green subsidies, are important to mitigate these potential distortions.