Orientador: Ana Lúcia Goulart de Faria / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-21T10:00:02Z (GMT). No. of bitstreams: 1 Schifino_RenyScifoni_M.pdf: 7941378 bytes, checksum: 5151bb230c4937191df3afd8570d72cd (MD5) Previous issue date: 2012 / Resumo: Este estudo teve por objetivo investigar a luta atual pelo direito das mulheres operárias e suas crianças à creche pública de Santo André, município do Grande ABC do estado de São Paulo. Luta cuja trajetória ganha destaque com a efervescência dos movimentos social e sindical, nas décadas de 1970 e 1980, no Brasil. Para tanto, utilizou-se de levantamento bibliográfico, análise documental e entrevistas com mães operárias que têm filhos e filhas matriculadas em uma das creches da rede pública deste município. A analise dos dados mostrou que as mães defendem, lutam, para além de seus direitos trabalhistas uma vez que fica explícita a busca por educação pública, gratuita e de qualidade, o que desconstrói o discurso recorrente de que as famílias das camadas populares buscam as creches única e exclusivamente enquanto local de guarda e assistência para suas crianças. Demonstra, ainda, que as mesmas valorizam a presença de profissionais especializadas e o fato de seus filhos e filhas conviverem em um espaço coletivo de educação complementar a família, criando condições para a produção das culturas infantis. / Abstract: This study aimed to investigate the current struggle for the rights of working class womens and their children for day care center of Santo André, a city in the "Grande ABC", in the State of São Paulo. A struggle whose trajectory stands out with in the effervescence of social and union movements, in the 1970s and 1980s in Brazil. For this purpose, we used a literature review, document analysis and interviews with working class mothers, who have sons and daughters registered in public daycare centers in this municipality. The data analysis showed that mothers defend, fight, beyond their labor rights, highlighting their the search for public, high quality free, basic education, which deconstructs the recurrent discourse that the working class families look for day care center exclusively as a place of custody and care for their children. The research also shows that they value the presence of specialized professionals and the fact that their children live together in a collective education space, complementary to the family by creating conditions for the production of child cultures. / Mestrado / Ciencias Sociais na Educação / Mestre em Educação

Flera feministiska tolkare har anmärkt att i Emmanuel Levinas i sin filosofi använder ordet feminin på ett sätt som skapar förvirring. I en första läsning verkar det som om han menar kvinnor. Han beskriver dem som tysta, mystiska och utan att ingå i den etiska relationen. Men vid en djupare studie förefaller användningen av det feminina mer som om han vill beskriva ett fenomen av känslor eller möjligen en metafor av riktiga kvinnor. Syftet med denna uppsats är att studera Emmanuel Levinas begrepp det feminina. Denna litteraturstudie har dessutom ett tydligt feministiskt perspektiv. Som huvudkritiker har jag valt den feminist-judiska filosofen Claire Elise Katz. Hennes främsta argument är att tolkningen och förståelsen av Levinas filosofi måste ske i ljuset av den judiska traditionen. Hon tolkar också Levinas det feminina dualistiskt, som riktiga kvinnor och som metafor. I min reflektion av studien kritiserar jag hennes argument där det judiska arvet skulle vara avgörande. Jag tolkar det feminina som absolut alteritet. Tolkningen är möjlig för alla religionsinriktningar i fenomenologisk mening och inte bara judendomen. / Several feminist interpreters have noted that Emmanuel Levinas uses the word feminine in a way that might create confusion. In a first reading, it seems that he denotes women. He describes them as silent, mysterious and without being part of the ethical relation. But in a deeper study, the use of the feminine appears more as a description of a phenomenon of feelings or possibly a metaphor. The purpose of this essay is to study Emmanuel Levinas’ concept of the feminine. This study also has a clear feminist perspective. As a main critic, I have chosen the feminist-Jewish philosopher Claire Elise Katz. Her main argument is that the interpretation and understanding of Levinas’ philosophy must be done in the light of the Jewish tradition. She also interprets Levinas' the feminine in a dualistic way, like real women and as metaphors. In my study, I criticize her argument that the Jewish inheritance would be decisive. I argue that the feminine as absolute alterality is possible for all religions in phenomenological sense, not only for the Jewish tradition.

Mottagandet av nyanlända elever i den svenska skolan är något som har diskuteras mycket, särskilt under de senaste fem åren, men hur bra fungerar egentligen detta? Uppsatsens syfte var att genom en systematisk litteraturöversikt sammanställa en del av den nutida forskningen som fanns inom ämnet mottagande av nyanlända elever med avsikt att ta reda på vilket organisationssätt som är av forskningen rekommenderat, hur det ser ut i några andra länder och vilka rekommendationer som finns. Detta undersöktes genom en systematisk litteraturstudie där 15 artiklar, avhandlingar eller kapitel i antologier valdes ut, kvalitetsgranskades och analyserades. Av undersökningen framkom på en övergripande nivå behovet av en sammanhållen organisation och ett inkluderande förhållningssätt, på skolnivå inkludering av nyanlända elever i skolgemenskapen och slutligen att nyanlända elever bör ses som ungdomar med egna intressen, tidigare erfarenheter och kunskaper som bör tas tillvara på.

This study examines power structures and oppression in the first two novels of the Lunar Chronicles by Marissa Meyer. Postcolonial theory and concepts as the Other/the other, and mimicry supplemented with an intersectional perspective are applied in the study. The study investigates how the protagonist, Cinder, is treated as a cyborg in a human world, and as a Lunar on Earth. Furthermore, it focuses on what happens when the oppressed becomes the oppressor and gains power. I conclude that the humans in Meyer’s sequel treat cyborgs in a similar way as the colonizer has treated the colonized through history. Cyborgs are suppressed due to fear from humans who neither understand cyborgs, nor have any interest to learn about them. The humans have a preconceived idea about what and who the cyborgs are and in correlation to the colonizer, the humans see no point in changing that view. Therefore, humans take the role as the Other while pushing cyborgs to become the other. In a similar way, Lunars become the Other due to their Lunar gift, which creates a power imbalance that they use to suppress people on Earth. When Cinder accesses her Lunar gift, she transforms from being the oppressed into the oppressor, and she must face the consequences of possessing such power which results in someone’s death. She realizes then that she would rather be the oppressed and be hurt herself than to be the oppressor and hurt others.

Den här uppsatsen analyserar Diana Gabaldons skönlitterära verk Främlingen. Syftet är att med en kvalitativ textanalys och närläsning analysera hur främlingskap och annanhet gestaltas i boken utifrån ett postkolonialt perspektiv. Annanhet och främlingskap gestaltas genom benämningar gentemot varandra eller inom den egna grupptillhörigheten. Uppsatsen berör hur verket kan kopplas till Skolverkets (2019) ämnessyfte kring litterära föreställningsvärldar i arbetet med litterära diskussioner utifrån Judith A. Langers (2017) perspektiv. Ett postkolonialt perspektiv med fokus på främlingskap kan användas i litterära diskussioner för att vidga elevers föreställningsvärldar där romanen kan analyseras ur ett annat perspektiv än endast utifrån en given genre.

In this essay I’ve been looking to extend the knowledge regarding the construction as someone as “the other”. The aim is to examine if it is possible to depict and find a general picture of ”the other”, as he/she is described in the media.   I’m not alone in examining this, and I present several works which are somewhat similar to this essay. My work is special however, in that I’ve decided to examine the picture of “the other" by examining how four different Swedish newspapers wrote about the first Russian and the first Chilean Nobel prize winner in literature, Ivan Bunin (1933) and Gabriela Mistral (1945). To be more specific, I’ve been asking the following thematic questions, to find answers to my initial question: Is “the other” portrayed differently, as a result of the winners’ native countries? Is "the other” portrayed differently, as a result of the winners’ social class or gender? Is it possible to distinguish any interesting differences and similarities in how “the other” is constructed, in diverse political schools? Through my findings I’ve discovered that the term “the other” isn’t a homogenous one, as it varies from situation to situation. In Bunin’s case the political aspect of the term tended to outweigh the ethnical one. In other words, the fact that Bunin, in the reporting, is constructed as someone who can represent the political views of the magazine (or is otherfied, as someone who’s representing deviating views), was considered more interesting than portraying a picture of Russia as “the other”. In Mistral’s case the newspapers tended to focus more on her otherness, as a female, in contrast to how the maleness is considered to be normal. There’s also a view of South American people as a whole – as embodied in Mistral – as something different and “other” compared to the Swedish.

How can articulating dance in practice, problematize the notion of an expanded concept of choreography at Stockholm University of the Arts? What approaches are needed to make different perceptions of dance as phenomena contribute to the development of the field? These are the questions of the study and they are examined through dancing. The examination builds upon a relation between comprehension and constitution, and the question, if we ever are comprehended? Placing my dancing body in center of the research gave rise to a position which yielded the required perspective. When dancing, the stance of “representing a genre” was assumed, taken and explored concretely, “folkdance”within the context of Stockholm University of the Arts. Researching by dancing allowed for the exposition of the practice so that it could be reflected upon with someone else. Five meetings in the dance studio facilitated the articulation of practices and approaches through the process of learning from an other. Moving in theoretical circles through different realms and allowing these circles to intersect in practice, the work achieves its critical point of view in relation to choreography and the field of dance. The expanded notion of choreography is critiqued using theories which deals with ideas of universal practice and exclusion. The work looks for a constructive way to fill an empty space that is perceived within the epicenter of the expansion. It fills this space with dance and works with choreography as a critical practice that acknowledges the specific and intense physical work which must be invested by any body in order to find a way of being in the world. In maintaining an ambivalent relation to the practice there is an urge, to move on in dance through choreography, to find ways in which agency can constitute the subject within discursive context, and to reflect upon aesthetic, political and pedagogical consequences of the ideas that arise. By searching for further ways to articulate difference in dance, the study contributes to the field of contemporary dance pedagogy.

En kvalitativ studie av HBO-serien Chernobyl från 2019 och hur denna upprätthåller en i västerländsk media producerad för underhållning ofta förekommande stereotyp porträttering av Sovjetunionen och dess invånare. Studiens teoretiska utgångspunkt är centrerad kring filmteori och representationsteori och undersöker huruvida man genom othering i västerländska produktioner upprätthåller en bild av de forna sovjetiska länderna och dess invånare baserad på den uppfattning som lades till grund för i filmer producerade under kalla kriget. Studiens resultat är att serien kan läsas som ett försök att genom adaptionen av en inhemsk sovjetisk skildring av världens största kärnkraftsolycka försöka ge symbolisk upprättelse till katastrofens offer, trots att serien i stor utsträckning bekräftar den stereotypa skildring av sovjetiska medborgare ofta tidigare sedd i västerländsk media. / A qualitative study of the 2019 HBO miniseries Chernobyl and how it perpetuates a stereotype western perception of post Soviet countries and their inhabitants, influenced by the antagonists created during Cold War in film produced by west. The Soviet stereotype is examined through film and representation theory, and seeks to investigate how the practice of othering is carried out by narrative functions throughout pivotal moments of the series. The analysis concludes that the sensitive matter of adapting a domestic Soviet narrative of the worlds greatest nuclear disaster into a Hollywood production can be read as an attempt to grant the real life victims a symbolic kind of solace, yet it also fails to portray Soviet citizens outside of the stereotype conforming depiction often seen in western media.

Syftet med studien är att bidra med kunskap om hur fritidslärare påverkar elevers sociala miljö i fritidshemmet och vad som skapar ett positivt skolklimat. Vi undersöker även vilka strategier lärarna använder sig av för att främja olika värden. Dessa värden är de som kommer av värdegrunden på fritidshemmet. Dessutom diskuterar vi om lärares påverkan möjliggör eller begränsar kompisskapande i en fritidshemskontext. I studien har vi identifierat fem olika teman som vi analyserar detta utifrån: styrda aktiviteter, kohesion och värden i verksamheten, den signifikante andre, ingrupp kontra utgrupp, explicit värdepedagogik och implicit värdepedagogik. Resultatet i studien visar på att lärarna använder sig av både explicit och implicit värdepedagogik för att få eleverna att internalisera värden och på så sätt främja ett positivt skolklimat. Vi har också funnit att tid för planering och en stark gemenskap bland lärarna bidrar till detta. Vidare visar resultatet att trygghet och gemenskap i fritidshemmet främjar kamratskapande, det vill säga hur barn skapar goda relationer med varandra i gruppen. Utifrån detta diskuterar vi om kompisskapande är begränsat i fritidshemmet, eftersom barnens frihet och valmöjligheter styrs av lärarna och organisationen.

There has been an increase in the deadly violence with firearms and with that an increase in drug dealing. Because of that politicians have toughed up the debate on how to deal with it, where longer and harder punishments seem to be the way to go. The persons who are most likely to get caught up in the violence are men in the ages 15-29 years old, where not only drugs are the main reason, but also the socioeconomic- and demographic differences in our country will be a factor. The retributive justice system is still the dominating one, but reparative justice is getting bigger within Sweden too, it’s just not yet on the same level as in other countries. The purpose of this thesis was to know more about the experiences and challenges that the professionals have that work with reconciliation and mediation. A qualitative method with semi structured interviews has been used to interview two professionals working at Försoningsgruppen and two professionals working at Medlingsverksamheten in Lund. To analyze the results I used theories about shame, guilt, the other and theories about moral and empathy. The results from the interviews showed that to be able to reconcile, the person who has done wrong needs to be able to feel guilt and to take on genuine and full responsibility for their actions. It also showed that the person that has done wrong needs to take on a new identity, an identity of both being a human and a human that has done harm to another person. They need to become the other, and that is one hard thing to accept.