Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-16T14:31:55Z No. of bitstreams: 1 joaopaulofernandessoares.pdf: 952341 bytes, checksum: 7abf5d11989bb233885029ab37e8f1d5 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-02-26T12:37:15Z (GMT) No. of bitstreams: 1 joaopaulofernandessoares.pdf: 952341 bytes, checksum: 7abf5d11989bb233885029ab37e8f1d5 (MD5) / Made available in DSpace on 2016-02-26T12:37:15Z (GMT). No. of bitstreams: 1 joaopaulofernandessoares.pdf: 952341 bytes, checksum: 7abf5d11989bb233885029ab37e8f1d5 (MD5) Previous issue date: 2014-03-17 / Esta pesquisa buscou identificar e compreender as motivações para a permanência de um grupo de idosos que participam do Projeto Vida Ativa (PVA) de atividade física e as consequências dessa decisão nas relações sociais desses sujeitos. Além desse objetivo, buscou-se compreender como é possível, através das vivências corporais, refletir sobre gênero, feminilidades e empoderamento feminino na velhice. Nesse sentido, fez-se necessário expor as experiências geracionais e os modos de subjetivação vivenciados no PVA. Esta pesquisa qualitativa se caracteriza como um estudo antropológico de cunho etnográfico, que teve como marco teórico os referenciais dos estudos em antropologia social e urbana. As técnicas foram a observação sistemática das aulas e eventos do PVA e entrevistas realizadas com um grupo de oito sujeitos, sendo cinco alunas e um aluno do PVA, além da professora e da estagiária do projeto. A pesquisa de campo ocorreu no município de Ubá/MG, durante nove meses, no período de março a novembro de 2013. As motivações das idosas e do idoso para a continuidade no PVA passam pela reconstrução dos projetos individuais e da construção de um projeto coletivo na velhice. Os laços de sociabilidade e reciprocidade são marcantes nas relações estabelecidas. As experiências geracionais vivenciadas expõem conflitos geracionais e apropriações simbólicas mútuas das unidades geracionais presentes no PVA. As experiências de gênero deixam claro que o PVA é um espaço predominantemente feminino e que o grupo de interlocutoras demostra construírem diversas estratégias para que esse espaço permaneça dessa forma. A presença dessas mulheres nesse espaço é constantemente negociada com seus grupos familiares, que assumem valor simbólico central nas construções identitárias dessas idosas. Assim, a polissemia dos modos de subjetivação presentes no PVA aponta para a multiplicidade e heterogeneidade das experiências dos sujeitos na velhice. / This research sought to identify and understand the reasons for the persistence of a group of seniors who participate in PVA - project for physical activity – and the consequences of that decision in the social relations of these subjects. Beyond this goal, we sought to understand the possibility of reflecting on gender, femininity and female empowerment in old age through bodily experiences. Accordingly, it was necessary to expose the generational experiences and modes of subjectivity experienced in PVA. This qualitative research is characterized as an anthropological ethnographic study that had as reference the theoretical framework of studies on social and urban anthropology. The techniques were the systematic observation of classes and events of PVA and interviews with a group of eight subjects, five students and a PVA student, as well as teacher and the intern in the project. The fieldwork took place in Uba/MG, for nine months, from March to November 2013. The motivations of older and elderly to continue in PVA are based on the reconstruction of individual projects and the construction of a collective project in old age. The ties of sociality and reciprocity are striking in that relationship. The generational experiences expose generational conflicts and mutual symbolic appropriations of generational units present in PVA. The experiences of gender make clear that PVA is a female-dominated space and the group of interlocutors demonstrates various strategies to build that space remains that way. The presence of these women in this space is constantly negotiated with their family groups, who take central symbolic value in the identity constructions of these elderly. Thus, the multiple meanings of the modes of subjectivity present in PVA points to the multiplicity and heterogeneity of the subjects experiences in old age.

The climate and ecological emergency (CEE) is depicted as far in space and time to the (yet) unaffected human through politics not acting according to it as well as media not doing the topic justice. No experiences or experiences only through media depiction are created which the human bases its reality on. This is not only problematic but also mediates a distorted reality of not being and feeling affected by the CEE. (Climate) activism can be seen as a counter-perspective of politics. Extinction Rebellion (XR) – a decentralized movement – mostly aims for polarization, actions in the physical space, and disruptions. Decentral XR groups practice close-making of the CEE through different strategies and affect-mediations in the public space. Nevertheless, like most climate activist actions, it also deals with the dilemma of media depictions. The reach of the action within the public space as an affect-mediation is lesser than the reach through the media translation. If most humans are negatively affected through the media reach, what happens if affect-mediations are executed in the coded infrastructure(s) that surrounds the humans? As human entanglements with the coded infrastructure(s) can be seen as a body-mind-life extension, I aim with this work to intervene in it. By proposing to seed digitally induced disruptions as affect-mediations in the human entanglements with coded infrastructures(s) surrounding them, the work is aiming to practice close-making and enhance the notion of feeling affected. The approach was explored by mapping out the coded infrastructure(s) of the author, making it public through two workshops as well as setting up affect-mediation prototypes. By empowering local (XR) activist groups to explore and generate disruptive ideas based on my proposal, the research question emerged: How can local activist (Extinction Rebellion) groups be empowered to create affect-mediations and therefore affecting bodily experiences with the CEE through executing digitally induced disruptions to support their local demands? While conceptualizing a platform for XR as the Design Project – incorporating and digitally translating the workshop as well as other elements – the concept aims to host a collective pool of digitally induced disruption actions and approaches.

This thesis takes its departure in 15-year-old students’ learning about the human body. During a semester I followed most of the sciences taught in one class of grade 9 students. I have chosen to illustrate lessons and analyse using the influence of feminists perspectives different situated actions in this science classroom practice, thereby raising a number of didactic questions focusing on the limits and possibilities of school science teaching. With the help of different analytic tools I have made close readings of transcribed situations presented in four studies. The results show ways in which science content becomes relevant to students’ experiences, but also how students’ unique voices may shift focus from the expected science content. Overall, the results show how some discursive performances that are often taken for granted in science education are filled with explicit and implicit norms about how things should be for example in relation to femininity and masculinity. These performances may affect how students come to regard themselves and the world around them. However, the results also point out opportunities for changing these discursive performances. One way of doing this, which emerges from my results, is to create possibilities for acts in situations of equal subject positions, where different kinds of positions are welcomed. This is an approach where the content of science education involves and transforms the experiences of students’ social lives, where students’ actions in encounters with the differences are regarded as an important part of meaning making. Therefore, I suggest that ongoing negotiations in teaching should be taken into account, be regarded as a significant part of the learning processes and, through this, open up new possibilities of widening what kind of meaning making becomes available for the students. This, in turn, may create a space with unimagined ethical opportunities by paying attention to disparities, i.e. to others who may act from a different logic than we are used to, in other words: welcoming and involving differences. / At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Papers 2, 3 and 4: Manuscripts.