• Refine Query
  • Source
  • Publication year
  • to
  • Language
  • 282
  • 211
  • 113
  • 39
  • 16
  • 8
  • 4
  • 4
  • 4
  • 3
  • 3
  • 3
  • 3
  • 3
  • 3
  • Tagged with
  • 758
  • 150
  • 141
  • 103
  • 79
  • 78
  • 69
  • 67
  • 65
  • 63
  • 57
  • 49
  • 44
  • 43
  • 43
  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
211

Entre o social e o individual : as trocas intelectuais e as trajetórias cognitivas no desenvolvimento da autonomia intelectual

Zorzi, Analisa January 2018 (has links)
A presente tese tem como objetivo compreender como ocorreu o processo de desenvolvimento da autonomia intelectual das estudantes no Curso de Licenciatura em Pedagogia a Distância de uma Universidade Pública Federal do sul do Brasil. As referências principais utilizadas estão relacionadas, de um lado, aos debates sobre a formação de professores de um modo geral, sobre a formação de professores à distância, e sobre a importância da pesquisa como um instrumento de aproximação entre teoria e prática nesses processos. Por outro lado, para fundamentar a análise foram utilizados os pressupostos teóricos construtivistas de Jean Piaget sobre as relações interindividuais, na perspectiva das trocas intelectuais realizadas no curso, e sobre a abertura de novos possíveis nas trajetórias cognitivas das estudantes. Trata-se, assim, de uma investigação que se insere no âmbito da pesquisa qualitativa na qual os dados se configuram nas produções escritas dos estudantes e das professoras (tutoras e pesquisadora). Além das produções escritas, foi realizada uma entrevista semi-estruturada com o professor que acompanhou a turma pesquisada no primeiro ano de curso. Para as trocas intelectuais, foram consideradas as postagens de todos os sujeitos (estudantes e professoras tutoras e pesquisadora) que participaram do curso no polo selecionado para a pesquisa. Já para a análise das trajetórias cognitivas, foram selecionadas três (03) estudantes do mesmo polo. A análise das trocas intelectuais evidenciou que houve um processo gradual de desenvolvimento da cooperação no qual alguns elementos construídos foram conservados: a formação do grupo (sistema comum de sinais); as proposições tidas como válidas e valorizadas nos debates, o respeito mútuo e a reciprocidade entre os parceiros. Já as trajetórias cognitivas foram marcadas por um processo de abertura sucessivas de novos possíveis. A análise realizada nos permite afirmar que o desenvolvimento da autonomia intelectual, no processo de formação no curso, esteve relacionado à transformação da noção de pesquisa (objeto e procedimento); a transformação de suas ideias prévias em relação a outras temáticas, e as trocas estabelecidas (leituras, colegas, professores, escola). O desdobramento da perspectiva adotada nessa tese foi que identificamos no processo que à medida em que as estudantes avançaram na abertura de novos possíveis também passaram a coordenar mais elementos a partir do contexto das trocas intelectuais e vice-versa, o que nos faz admitir, que de fato, assim como Piaget já havia elucidado, o sujeito se desenvolve na, a partir e para as relações sociais em que se insere. / This thesis aims at understanding how the process of intellectual autonomy development occurred in students of Pedagogy Graduation distance Course of a public federal university in the south of Brazil. The main references used are related to discussions on teacher training in general, on distance teacher training, and on the importance of research as an instrument to bring theory and practice together in such processes. On the other hand, to underpin the analysis, we used the constructivist theoretical assumptions of Jean Piaget about interindividual relations, in the perspective of intellectual exchanges performed in the course, and about the opening of new possibilities on the students’ cognitive trajectory. Hence, it is an investigation that is in the scope of qualitative research, in which the data is the written production of students and professors (tutors and researcher). Besides written production, semi-structured interview was performed with the Professor that monitored the group in the first year of the course. For the intellectual exchange, we considered the posts from all the subjects (students, tutor professors and researcher professor) that participated in the course in the center selected for the research. For the analysis of the cognitive trajectory, three (03) students of the same center were selected. Analysis of intellectual exchanges highlighted that there has been a gradual process of development of cooperation, in which some constructed elements were preserved: the formation of the group (common signal system); propositions regarded as valid and valued in the discussions; mutual respect and reciprocity among partners. The cognitive trajectories were marked by a process of successive openings of new possibles. The analysis performed allows us to state that the development of intellectual autonomy, in the process of formation in the course, was related to the transformation of the sense of research (object and procedure); the transformation of its previous ideas related to other themes, and the exchanges established (reading, classmates, professors, school). The unfolding of the adopted perspective in this thesis was that we identified in the process that as the students moved forward I the opening of new possibles, they also started coordinating more elements from the context of the intellectual exchanges and vice-versa, which makes us admit that, as Piaget had already elucidate, the subject develops in, from and to the social relations in which they are.
212

Shifting the Focus to Science in the Early Elementary Years: An Examination of Science Achievement Growth in Grades K-2 Using a Nationally Representative Dataset

Bousselot, Tracy 06 September 2018 (has links)
Efforts to understand growth and disparities in science achievement have mainly been focused on the middle and high school grades in studies of K – 12 science education, leaving a gap in the research about the early elementary years. This study used a nationally-representative sample of students in Grades K – 2 to examine science achievement and growth trajectories of students by gender and race/ethnicity. Using multilevel growth modeling, differences in science achievement at Grade 2 and in rate of growth were detected for several student groups. Socioeconomic status, prior reading and math achievement, and student home language status were also significant predictors of science achievement. Growth effect size estimates were calculated by student group and showed substantial year-to-year growth in science achievement in the early elementary grades, with a slight decrease in effect size across years. In order to strengthen current efforts to increase student engagement and participation in science and STEM-related career and college pathways, especially for historically underrepresented groups, policymakers should shift focus to better understand promising practices that best support all students in science from the onset of their K – 12 educational experience.
213

Trajectories of Cannabis Use Disorder: Risk and Developmental Factors, Clinical Characteristics, and Outcomes

Kosty, Derek 18 August 2015 (has links)
Efforts to objectively inform cannabis discourses include research on the epidemiology of cannabis abuse and dependence disorders or, collectively, cannabis use disorder (CUD). For my dissertation I identified classes of individuals based on intraindividual CUD trajectory patterns and contrasted trajectory classes with respect to clinical characteristics of CUD, developmental risk factors, and psychosocial outcomes. Identifying differences between trajectory classes provides evidence for the validity of trajectory-based CUD constructs and informs the development of comprehensive models of CUD epidemiology and trajectory-specific intervention approaches. My dissertation used data from the Oregon Adolescent Depression Project, a prospective epidemiological study of the psychiatric and psychosocial functioning of a representative community-based sample randomly selected from nine high schools across western Oregon. Four waves of data collection occurred between mid-adolescence and early adulthood and included diagnostic interviews and self-report questionnaires. Onset and offset ages of all CUD episodes were recorded. The reference sample included 816 participants who completed all diagnostic interviews. A series of latent class growth models revealed three distinct CUD trajectory classes through age 30: (1) a persistent increasing risk class; (2) a maturing out class, marked by increasing risk through age 20 and then a decreasing risk through early adulthood; and (3) a stable low risk class. Rates of cannabis dependence were similar across the persistent increasing and the maturing out classes. Trajectory classes characterized by a history of CUD were associated with a variety of childhood risk factors and measures of psychosocial functioning during early adulthood. Participants who were male, had externalizing disorders, and had psychotic experiences during early adulthood discriminated between the persistent increasing and the maturing out classes. Future research based on more diverse samples is indicated, as are well-controlled tests of associations between risk factors, trajectory class membership, and psychosocial outcomes. A better understanding of these relationships will inform etiological theories of CUD and the development of effective intervention programs that target problematic cannabis use at specific developmental stages. Designing targeted versus undifferentiated interventions for those at greatest risk for adult psychosocial impairment could be a cost-effective way to mitigate the consequences of CUD.
214

A qualitative spatio-temporal modelling and reasoning approach for the representation of moving entities / Un modèle spatio-temporel de raisonnement qualitatif pour la représentation d'entités dynamiques

Wu, Jing 14 September 2015 (has links)
La recherche développée dans cette thèse introduit une approche qualitative pour représenter et raisonner à partir d'entités spatiales dans un espace géographique à deux dimensions. Les patrons de mouvements entre entités dynamiques sont catégorisés à partir d'un modèle qualitatif de relations topologiques entre une ligne orientée et une région, et de relations d'orientation entre deux lignes orientées, respectivement. Les mouvements qualitatifs sont dérivés à partir de relations spatio-temporelles qui caractérisent des entités dynamiques conceptualisées comme des points ou des régions dans un espace à deux dimensions. Cette architecture de raisonnement permet de dériver des configurations de mouvements basiques dérivées à partir d'entités statiques et dynamiques. L'approche est complétée par une qualification de ces configurations à partir d'expressions du langage naturel. Les compositions de mouvements sont étudiées tout comme les transitions possibles dans des cas de données incomplètes. Les tables de compositions sont également explorées et permettent d'étendre les possibilités de raisonnement. Le modèle est expérimenté dans le contexte de l'analyse de trajectoires aériennes et maritimes. / The research developed in this thesis introduces a qualitative approach for representing and reasoning on moving entities in a two-dimensional geographical space. Movement patterns of moving entities are categorized based on a series of qualitative spatial models of topological relations between a directed line and a region, and orientation relations between two directed lines, respectively. Qualitative movements are derived from the spatio-temporal relations that characterize moving entities conceptualized as either points or regions in a two-dimensional space. Such a spatio-temporal framework supports the derivation of the basic movement configurations inferred from moving and static entities. The approach is complemented by a tentative qualification of the possible natural language expressions of the primitive movements identified. Complex movements can be represented by a composition of these primitive movements. The notion of conceptual transition that favors the exploration of possible trajectories in the case of incomplete knowledge configurations is introduced and explored.Composition tables are also studied and provide additional reasoning capabilities. The whole approach is applied to the analysis of flight patterns and maritime trajectories.
215

The multidimensional relations between the Wari and the Moche states of Northern Peru / Relaciones multidimensionales entre los estados Wari y Moche del norte del Perú

Castillo, Luis Jaime, Fernandini B., Francesca, Muro Y., Luis 10 April 2018 (has links) (PDF)
This paper explores how archaeology can study the relationships between complex multidimensional societies in critical periods of their development through an analysis of the multiple variables, circumstances and contingencies that define social interactions. By focusing on the archaeological record of San José de Moro, an important funerary and ceremonial center in the Jequetepeque valley, the authors approach the multifaceted natures and purposes behind the relationships between the Moche States of northern coastal Peru and the southern Andean Wari during the end of the Early Intermediate Period and the Middle Horizon. / El presente artículo explora cómo la arqueología puede estudiar las relaciones entre sociedades complejas durante periodos críticos de su desarrollo, a través del análisis de las múltiples variables, circunstancias y contingencias que definen las interacciones sociales. Mediante el estudio de los contextos y objetos provenientes de San José de Moro, un importante centro funerario y ceremonial en el valle del Jequetepeque, los autores abordan las naturalezas y propósitos que se traslapan detrás de las relaciones entre los Estados mochica del norte del Perú y la sociedad wari de la sierra sur, durante el Periodo Intermedio Temprano y el Horizonte Medio.
216

Identificando padrões comportamentais do tipo avoidance em trajetórias de objetos móveis / Identifying avoidance behavior patterns in moving objects trajectories

Loy, Alisson Moscato January 2011 (has links)
Com o aumento na disponibilidade e considerável redução de custo das tecnologias que permitem a obtenção de dados de objetos móveis, torna-se abundante a oferta de dados de trajetórias. O estudo dessas trajetórias tem por objetivo permitir uma melhor compreensão dos dados, bem como a extração de novo conhecimento utilizando técnicas computacionais. Um tipo de estudo que pode ser realizado é a análise do comportamento das trajetórias de objetos móveis. O foco do estudo de padrões comportamentais em trajetórias tem sido a busca por padrões de aglomeração ou semelhança no deslocamento de entidades no espaço ou espaço-tempo. Este trabalho propõe a formalização de um novo padrão comportamental que indique quando um objeto móvel está evitando determinadas regiões espaciais. Este padrão foi denominado avoidance. A identificação e o estudo de tal comportamento pode ser de interesse de diversas áreas tais como segurança, jogos eletrônicos, comportamento social, entre outros. Inicialmente, este trabalho apresenta uma heurística com base nas observações das ocorrências do evento avoidance. A partir daí, são definidas as formalizações deste novo padrão. É apresentado, também, um algoritmo para identificar automaticamente o padrão comportamental avoidance em trajetórias de objetos móveis. Para avaliar a eficácia deste algoritmo, ao final desta dissertação são apresentados resultados de experimentos realizados em trajetórias coletadas por pedestres e por veículos em diversos locais da cidade de Porto Alegre e Xangri-lá. / With the increasing availability and considerable price reduction of technologies that allow the collection of moving object data, the offering of trajectory data becomes abundant. The study of these trajectories has the objective to allow a better understanding of the data, as well as the extraction of new knowledge using computational techniques. One of the possible studies is the analysis of the behavior of moving objects. The study on behavior patterns in trajectories has focused on agglomeration and similarity of entities moving in space or space and time. This work proposes the formalization of a new behavior pattern that indicates when a moving object is avoiding some determined spatial region, here called avoidance. The study and identification of this behavior may be of interest in many application areas, like security, electronic games, social behavior, and so on. Initially, this work presents an heuristic based on the observations of avoidance events, and based on this heuristic we define the formalization of this new kind of trajectory behavior pattern. This work also presents an algorithm to automatically identify this behavior in trajectories of moving objects. To evaluate the effectiveness of this algorithm, experiments were performed on trajectory datasets, collected by pedestrians in a park, and by vehicles at several places in the cities of Porto Alegre and Xangri-lá.
217

MOTRAC : modelo de trajetórias de aprendizagem conceitual / Conceptual learning trajectory model

Canto Filho, Alberto Bastos do January 2015 (has links)
O presente trabalho avaliou o uso de Tecnologias de Informação e Comunicação (TICs) com o objetivo de melhorar os processos de ensino e de aprendizagem em cursos de engenharia. Com base na Teoria da Aprendizagem Significativa, Teoria da Carga Cognitiva, Teoria da Autodeterminação e Análise de Estilos de Aprendizagem foi desenvolvido um modelo que utiliza diagramas esquemáticos que definem caminhos possíveis de serem trilhados e assim permitir identificar trajetórias de aprendizagem conceitual. Para cada conceito a ser aprendido existem várias trajetórias de aprendizagem possíveis que podem ser modeladas através do modelo MOTRAC proposto que é uma das principais contribuições da Tese. Para mostrar a viabilidade do modelo proposto (MOTRAC) foram modelados diferentes Objetos de Aprendizagem, desenvolvidos e aplicados em situações reais de aprendizagem. Foi também mantido um grupo de controle que assistiu aulas expositivas tradicionais do mesmo conteúdo. O desempenho dos estudantes que aprenderam com os Objetos de Aprendizagem foi significativamente melhor do que o desempenho do grupo de controle devido a: (i) o Modelo de Trajetórias de Aprendizagem Conceitual garante o principal aspecto da aprendizagem significativa que é o ancoramento de novos conceitos em conceitos previamente conhecidos, (ii) os Objetos de Aprendizagem possibilitam implementar em larga escala algumas práticas da tutoria individual como o ajuste de ritmo e uma intensa interatividade de respostas; (iii) os Objetos de Aprendizagem permitem implementar processos de aprendizagem por descoberta guiada; (iv) os Objetos de Aprendizagem permitem introduzir fatores de motivação extrínseca, como atribuição de pontos adicionais a estudantes que resolvam questões; (v) os Objetos de Aprendizagem podem ser utilizados a qualquer hora, em qualquer lugar, permitindo que o estudante escolha hora e lugar mais convenientes para a aprendizagem. Outro aspecto relevante apresentado diz respeito à necessidade de um número mínimo de estudantes para assegurar a viabilidade econômica do desenvolvimento de Objetos de Aprendizagem. A metodologia proposta aborda os processos de ensino e aprendizagem sob uma perspectiva de projeto, isto é, adota uma linguagem que facilita a sua adoção por parte de professores que estejam mais familiarizados com as práticas de projeto do que com as teorias de aprendizagem. / This work evaluates the use of Information and Communication Technology to improve learning and teaching processes in engineering courses. Based on Meaningful Learning Theory, Cognitive Load Theory, Auto-determination Theory and Learning Styles Analysis, a model that uses schematic diagrams to describe meaningful learning trajectories has been developed. These diagrams are used to project meaningful learning objects in a framework called Project Based on Learning Trajectories. Learning Objects produced with this framework have been used in experimental studies that compare the performance of students who have learned using Learning Objects against the performance of students who have learned in typical engineering classrooms. A comparative analysis of knowledge tests shows significant better performance of students who learned using Learning Objects due the following reasons: i) The proposed Model of Meaningful Learning Objects and Project Based on Learning Trajectories framework ensures a Learning Object development that presents propositions connecting new information to students’ previous knowledge, i. e. it assures the main factor of meaningful learning; ii) Learning Objects implement some common practices of one-to-one tutorial as the individual learning pace adjust and intense interactivity; iii) Learning Objects allow to implement a guided discover learning process; iv) Learning Objects allow to introduce extrinsic motivational factors, as the attribution of additional points to students who solve the proposed questions; v) Learning Objects may be executed anytime and anywhere, allowing the students to choose place and time more convenient than the scheduled classrooms. The findings of this work show evidences of the potential effectiveness of the proposed project framework. Other relevant aspect of developing Learning Objects presented refers to the need of a minimum number of users in order to assure economic viability. The proposed framework of Project Base on Learning Trajectories introduces an engineering approach to the learning and teaching processes. This new approach potentially brings to engineering a new perspective of using the project and design engineering skills to actuate improving learning and teaching processes.
218

Mais que barbies e ogras : uma etnografia do futebol de mulheres no Brasil e nos Estados Unidos / More than barbies or ogresses : an ethnography of women's soccer in Brazil and the United States

Kessler, Claudia Samuel January 2015 (has links)
Com base na etnografia realizada entre 2011 e 2013 – incluindo observação participante, entrevistas, registro fotográfico e enquete – esta tese analisa o significado do futebol de mulheres em Porto Alegre (RS, Brasil) e Amherst (MA, Estados Unidos). Ao invés de utilizar o termo futebol feminino, corrente tanto no espaço esportivo quanto acadêmico, proponho o conceito de futebol de mulheres, objetivando, com isso, a desindexação do pensamento normativo de gênero, refém do binômio “masculino/feminino”. O futebol de mulheres, no Brasil, é um espaço marcado pela expressão de múltiplas perspectivas de gênero, além de se caracterizar por performances corporais improvisadas e criativas, revelando-se um espaço de disputas, mas também de convivialidade, como outros espaços sociais quaisquer. Trata-se, portanto, de afirmar este espaço de relações multifacetadas, deixando de lado o discurso das ausências, da precariedade e da invisibilidade, a partir dos quais este futebol tem sido caracterizado. Em Porto Alegre, podem-se destacar as marcações sociais e econômicas que influenciam na dinâmica dos grupos, enquanto, nos Estados Unidos, acentuam-se as marcações etárias. Com a proposta de ampliar mais do que esgotar as reflexões sobre o tema, reflito sobre a heterogeneidade dos agentes sociais que compõem o mundo futebolístico de mulheres de Porto Alegre e de Amherst, tais como jogadoras, comissões técnicas, organizadores, arbitragem, público e mídia. A tese, no seu conjunto, busca tensionar a necessidade de associação do futebol de mulheres à estrutura futebolística instituída pela lógica do espetáculo midiático e mercadológico, como se esta fosse a única possibilidade de reconhecimento, afirmação de identidades e sociabilidade. / Based on ethnographic practices carried out between 2011 and 2013 - including interviews, photographic documentation and polls - this thesis analyzes the meaning of women's soccer in Porto Alegre (RS, Brazil) and Amherst (MA, United States). Instead of using the term “feminine soccer” commonly used both in sports and academic spaces, I propose the concept of “women's soccer”, aiming thereby to disassociate it from normative gender thinking, still hostage to the binomial “masculine/feminine”. Brazilian women's soccer is a space marked by the expression of multiple perspectives of gender. It is characterized by improvised and creative body performances, revealing itself as a space of disputes, but also conviviality, similar to other social spaces. It's, therefore, necessary to state this space as one of multifaceted relations, leaving aside the “discourse of absence”, precariousness and invisibility from which this space has been characterized. In Porto Alegre, one can highlight the social and economical markers that influence the dynamics of groups, while in United States one can highlight age markings. With the proposal to extend more than exhaust the reflections on the subject, I think on the heterogeneity of social actors that make up the world of “women's soccer” in Porto Alegre and Amherst, such as: players, technical commissions, organizers, referees, public and media. The thesis, as a whole, reflects on the need to associate “women's soccer” to the soccer structure established by the logic of media and marketing spectacles as if this were the only possibility of recognition, affirmation of identities and sociability.
219

Approximation Of Continuously Distributed Delay Differential Equations

Gallage, Roshini Samanthi 01 August 2017 (has links)
We establish a theorem on the approximation of the solutions of delay differential equations with continuously distributed delay with solutions of delay differential equations with discrete delays. We present numerical simulations of the trajectories of discrete delay differential equations and the dependence of their behavior for various delay amounts. We further simulate continuously distributed delays by considering discrete approximation of the continuous distribution.
220

Artesãos da pele: aprendendo a ser tatuador

FERREIRA, Diego de Jesus Vieira January 2012 (has links)
FERREIRA, Diego de Jesus Vieira. Artesãos da pele: aprendendo a ser tatuador. 2012. 165f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2012. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-02-21T12:16:32Z No. of bitstreams: 1 2012-DIS-DJVFERREIRA.pdf: 1254473 bytes, checksum: ff40b4f81821971e994df08b137a5525 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-02-21T14:09:03Z (GMT) No. of bitstreams: 1 2012-DIS-DJVFERREIRA.pdf: 1254473 bytes, checksum: ff40b4f81821971e994df08b137a5525 (MD5) / Made available in DSpace on 2014-02-21T14:09:04Z (GMT). No. of bitstreams: 1 2012-DIS-DJVFERREIRA.pdf: 1254473 bytes, checksum: ff40b4f81821971e994df08b137a5525 (MD5) Previous issue date: 2012 / In recent decades, it has been observed that the practice of tattooing has acquired new forms and uses of social values, losing much of its aura of marginality, spreading with few restrictions of class, gender or age. Before means restricted to marginal, has recently become an object of consumption, widely announced, expanding its share of consumers demanding new sanitary procedures and transforming the office of tattooist in a lucrative occupation. From the field observations in three tattoo parlors in the city of Fortaleza, aboard the phenomenon by focusing on trajectories of six tattoo artists. The methodological procedures were semi-directed interviews with tattoo artists, informal conversations with customers and participant observation in the studios. The data collected suggest that tattoo artists mostly from the lower classes, are in the practice of tattooing a way to rise socially, avoiding occupations usually reserved for individuals with low education and come from humble families, emerging as a viable option as opposed to unemployment occupations or discredited. Busco discuss how the insertion means, learning and success in the world of tattoo reflects the traditionalism of this circuit very limited, where the neophytes should be initiated into the practice knowledge through the guidance of masters reluctant to cultivate a younger generation, given the possibility of are forming possible competitors. I inquired further about the perception that professionals have about the office itself where, although you claim to ideals of rebellion and nonconformity, often act in a manner contrary to the values they defend, both in the forms of transmission techniques, and in their adherence to market logic. / Nas ultimas décadas, têm-se observado que a prática da tatuagem adquiriu novas formas de usos e valores sociais, perdendo muito da sua aura de marginalidade, disseminando-se com poucas restrições de classe, gênero ou idade. Antes restrita a meios marginais, foi recentemente convertida em objeto de consumo, amplamente publicizada, alargando sua parcela de consumidores, exigindo novos procedimentos sanitários e transformando o oficio de tatuador em uma ocupação lucrativa. A partir da observação de campo em três estúdios de tatuagem na cidade de Fortaleza, abordo o fenômeno focando nas trajetórias de seis tatuadores. Os procedimentos metodológicos adotados foram entrevistas semi-dirigidas com os tatuadores, conversas informais com clientes e a observação participante nos estúdios. Os dados colhidos sugerem que os tatuadores, majoritariamente oriundos de classes populares, encontram na prática da tatuagem um modo de ascender socialmente, evitando as profissões normalmente reservadas a indivíduos de baixa escolaridade e oriundos de famílias humildes, surgindo como uma opção viável em contraponto ao desemprego ou ocupações desprestigiadas. Busco discutir como os meios de inserção, aprendizagem e sucesso no universo da tattoo refletem o tradicionalismo desse circuito bastante restrito, onde os neófitos devem ser iniciados nos saberes da prática através da tutela de mestres reticentes em cultivar uma geração mais jovem, dada a possibilidade de estarem formando possíveis concorrentes. Indago ainda sobre a percepção que os profissionais têm sobre o próprio ofício onde, apesar de reclamarem para si ideais de rebeldia e inconformismo, muitas vezes atuam de forma contrária aos valores que defendem, tanto nas formas de transmissão das técnicas, quanto na sua adesão à lógica de mercado.

Page generated in 0.0704 seconds