Submitted by Gabriel Swahili (gabrielswahili@gmail.com) on 2016-12-05T18:10:17Z No. of bitstreams: 1 Gabriel Swahili - Tese - FACED.pdf: 2147022 bytes, checksum: 8b6db66ac79a5c0ee0f9ab3eb5ae4079 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2016-12-16T17:23:16Z (GMT) No. of bitstreams: 1 Gabriel Swahili - Tese - FACED.pdf: 2147022 bytes, checksum: 8b6db66ac79a5c0ee0f9ab3eb5ae4079 (MD5) / Made available in DSpace on 2016-12-16T17:23:16Z (GMT). No. of bitstreams: 1 Gabriel Swahili - Tese - FACED.pdf: 2147022 bytes, checksum: 8b6db66ac79a5c0ee0f9ab3eb5ae4079 (MD5) / A universidade contemporânea tem se deparado com desafios de ordem social, epistemológica e estrutural que requerem uma profunda reflexão acerca de seu estatuto e função social. No contexto brasileiro, uma série de reformas incompletas agravam ainda mais a chamada crise da universidade, universidade esta que se vê envolvida em uma nova proposta de expansão e reformulação através do REUNI, programa que – dentre outras coisas – propõe uma reestruturação da arquitetura acadêmica do Ensino Superior. Com o objetivo de compreender os usos e sentidos aplicados à interdisciplinaridade dentro dos Bacharelados Interdisciplinares da UFBA, este estudo objetivou, através da Teoria das Representações Sociais e do método do Discurso do Sujeito Coletivo, compreender como a interdisciplinaridade é interpretada no nexo entre política pública e prática pedagógica por parte da comunidade universitária da UFBA. A partir da literatura, estabelecemos descritores das modalidades e dimensões da interdisciplinaridade, por meio dos quais investigamos os depoimentos de estudantes, gestores e técnicos no intuito de compreender as concepções, estrutura fornecida e práxis na dinâmica interdisciplinar dos BIs, considerando as políticas públicas como contexto e moldura destes processos. A pesquisa revelou que o uso e sentido mais corrente da interdisciplinaridade nos BIs se constitui como a atitude de docentes e discentes dentro do contexto formativo, por meio de uma combinação não necessariamente sistematizada de diferentes disciplinas, denotando uma ênfase no aspecto multidisciplinar do IHAC, muito em decorrência do fato do instituto ainda operar sobre um chassi institucional de caráter predominantemente disciplinar e da ausência de uma política global voltada à interdisciplinaridade na UFBA. / ABSTRACT The contemporary university has encountered social, epistemological and structural challenges that require a profound reflection on its status and social function. In the Brazilian context, a series of incomplete reforms further aggravate the so-called university crisis, a university that is involved in a new proposal for expansion and reformulation through REUNI, a program that - among other things - proposes a restructuring of the academic architecture of Higher Education. In order to understand the uses and meanings applied to interdisciplinarity within the Interdisciplinary Bachelor courses of UFBA, this study seeks, through the Social Representations Theory and the Collective Subject Discourse method, to understand how interdisciplinarity is interpreted in the nexus between public policy and Pedagogical practice by the university community of UFBA. From the literature, we have established descriptors of the modalities and dimensions of interdisciplinarity, through which we investigate the testimonies of students, managers and technicians in order to understand the conceptions, structure provided and praxis in the interdisciplinary dynamics of BIs, considering public policies as context and framework of these processes. The research revealed that the most common use and meaning of interdisciplinarity in BIs was constituted as an attitude of teachers and students within the formative context, through a combination not necessarily systematized of different disciplines, denoting an emphasis on the multidisciplinary aspect of the IHAC, due to the fact that the institute still operates on an institutional chassis of predominantly disciplinary character and the absence of a global policy focused on interdisciplinarity at UFBA

My study is focused on women in graduate Computer Science programs at two universities in Ontario, Canada. My research problem emerges from earlier feminist research addressing the low numbers of women in university Computer Science programs, particularly at the graduate level. After over twenty years of active feminist representation of this problem, mostly through large survey-based studies, there has been little change. I argue that rather than continuing to focus on the rising and falling numbers of women studying Computer Science, it is critical to analyze the specific socio-economic and socio-cultural conditions which produce gendered and racialized exclusion in the field. Informed by Institutional Ethnography – a method of inquiry developed by Dorothy Smith – and by Foucault’s work on governmentality, I examine how specific institutional processes shape the everyday lives of women students. Through on-site observation and interviews with women in graduate Computer Science studies, Computer Science professors and university administrators, I investigate how the participants’ everyday institutional work is coordinated through external textual practices such as evaluation, reporting and accounting. I argue that the university’s institutional practices produce ‘women in computing’ as a ‘problem’ group in ways that re-inscribe women’s outsider status in the field. At the same time, I show that professionalized feminist educational projects may contradict their progressive and inclusive intentions, contributing to the ‘institutional capture’ (Smith) of women as an administrative ‘problem’. Through ethnographic research that follows women students through a range of experiences, I demonstrate how they variously endorse, subvert and exploit the contradictory subject positions produced for them. I illustrate how a North American-based institutional feminist representation of ‘women in computing’ ignores the everyday experiences of ethnoculturally diverse female student participants in graduate Computer Science studies. I argue that rather than accepting the organization of universal characteristics which reproduce conditions of exclusion, North American feminist scholars need to consider the specificity of social relations and forms of knowledge transnationally. Finally, I revisit how women in the study engage with ‘women in computing’ discourse through their lived experiences. I suggest the need for ongoing analysis of the gender effects and changing socio-cultural conditions of new technologies.

My study is focused on women in graduate Computer Science programs at two universities in Ontario, Canada. My research problem emerges from earlier feminist research addressing the low numbers of women in university Computer Science programs, particularly at the graduate level. After over twenty years of active feminist representation of this problem, mostly through large survey-based studies, there has been little change. I argue that rather than continuing to focus on the rising and falling numbers of women studying Computer Science, it is critical to analyze the specific socio-economic and socio-cultural conditions which produce gendered and racialized exclusion in the field. Informed by Institutional Ethnography – a method of inquiry developed by Dorothy Smith – and by Foucault’s work on governmentality, I examine how specific institutional processes shape the everyday lives of women students. Through on-site observation and interviews with women in graduate Computer Science studies, Computer Science professors and university administrators, I investigate how the participants’ everyday institutional work is coordinated through external textual practices such as evaluation, reporting and accounting. I argue that the university’s institutional practices produce ‘women in computing’ as a ‘problem’ group in ways that re-inscribe women’s outsider status in the field. At the same time, I show that professionalized feminist educational projects may contradict their progressive and inclusive intentions, contributing to the ‘institutional capture’ (Smith) of women as an administrative ‘problem’. Through ethnographic research that follows women students through a range of experiences, I demonstrate how they variously endorse, subvert and exploit the contradictory subject positions produced for them. I illustrate how a North American-based institutional feminist representation of ‘women in computing’ ignores the everyday experiences of ethnoculturally diverse female student participants in graduate Computer Science studies. I argue that rather than accepting the organization of universal characteristics which reproduce conditions of exclusion, North American feminist scholars need to consider the specificity of social relations and forms of knowledge transnationally. Finally, I revisit how women in the study engage with ‘women in computing’ discourse through their lived experiences. I suggest the need for ongoing analysis of the gender effects and changing socio-cultural conditions of new technologies.