A narrativa sociológica que tentei construir sobre a Termomecanica (TM) partiu de uma retomada dos vários tons que compuseram a experiência de classe dos peões do ABC e a identidade operária combativa que daí resultou. Em seguida, me enveredei na desmontagem da teia simbólica do discurso paternalista que o patrão (Salvador Arena) articulou com vistas a bloquear o desenvolvimento de uma consciência de classe rebelde nos operários de sua fábrica, formatando-lhes, ao contrário, uma identidade resignada, leal ao patrão e à empresa. Após, procurei destacar como, apesar das estratégias de esterilização sindical empreendidas por Salvador Arena, o conflito fabril sempre foi latente. Neste ponto, a ideia foi dar voz àqueles que são cotidianamente obrigados a se calar, conferindo destaque à operários desconhecidos cujas vidas foram indelevelmente marcadas pela TM e por Salvador Arena. Por fim, tentei recuperar as tradições sociais que, num quadro socioeconômico e histórico específico, desembocaram no processo produtivo da Termomecanica e engendraram por meio da referida dominação simbólica paternalista o notável envolvimento do grupo operário, isto é, criaram o fator decisivo que permitiu à TM se colocar de forma singular diante dos concorrentes, dos demais empresários industriais e do Estado. / The sociological narrative about the Termomecanica factory (TM) that I tried to build were started with a reflection about the various aspects of the working class experience in the ABC and about the combative identity that was resulted of this experience. Afterwards, I aimed dismantling the web of symbolic ties which constitutes the patronizing speech of its founder (Salvador Arena), developed in order to hinder the establishment of a rebellious working class consciousness among his factorys workers, being able to create a subdued workers identity, loyal to their boss and company. Later, I tried to highlight the fact that the labor conflict has always been latent, in spite of Salvador Arenas strategies to make the trade unions impotent. At that point, my intention was to acknowledge the ones forcefully silenced, especially the anonymous workers who had TM and Salvador Arena printed in their lives. Finally, I tried to recover the social traditions that in a specific historical and socio-economic panorama culminate in Termomecanicas production process and engender through the patronizing symbolic domination mentioned above the remarkable workers\' engagement, creating a decisive factor to make the Salvador Arena\'s factory a case unique faced with the competitors, the others enterprises and the State.

Esta dissertação analisa a organização da atividade publicitária profissional no Brasil entre 1951 e 1965. Nosso objetivo é demonstrar que, por meio de discussões e disputas em torno da imagem publicitária impressa, podemos entender como se constituiu o campo publicitário brasileiro. Tais discussões envolveram o uso de uma linguagem técnica, a institucionalização da prática e a produção de uma memória. Este processo não apenas formou a classe publicitária (e sua identidade) como também monopolizou a produção de anúncios comerciais a partir da especialização da produção de imagens publicitárias. Veremos ainda que a imagem publicitária, mais do que um objeto bidimensional, é um artefato que circula por diversos espaços e se relaciona de diferentes formas em cada meio pelo qual circula. Compreender a materialidade do anúncio nos permitiu extrapolar a abordagem tradicional de imagens (a partir de seus conteúdos), para pensarmos nas relações sociais que se deram em função de sua produção, circulação e consumo. Tal abordagem foi possível graças ao nosso corpus documental, a revista especializada Propaganda, que forneceu os subsídios para o desenvolvimento da reflexão sobre as práticas publicitárias e os lugares das imagens não apenas nas representações, mas em algumas vivências de época. / This dissertation analyses the organization of the professional advertising activity in Brazil between 1951 and 1965. Our goal is to demonstrate that, through the discussion and disputes about the printed advertising image, we can understand how the Brazilian advertising field was formed. These discussions involved the use of a technical language, the institutionalization of the practice and the production of a memory. This process did not just create the advertising class (and their identity), as well as, it monopolized the commercials production, from the specialization of the advertising image production. We will see that the advertising image, more than a two-dimensional object, it is an artifact that circulates by lots spaces and relates of different forms in each way where it circulates. Comprehending the commercial materiality, let us transcend the image traditional approach (from its content), to think about the social relationships that happened from its production, circulation and consumption. This approach was possible thanks to the documental corpus, the specialized magazine Propaganda, that provided subsidies to the reflection development about the advertising practices and the image places, not only in the representations, but in some experiences in that time.

The purpose of this study was to understand how White students from low socioeconomic status backgrounds (operationalized as students who are both low income and of the first generation in their family to attend college) experience and navigate social class during college. This was a qualitative research study employing a phenomenological research methodology. A critical theoretical lens was used to illuminate systemic issues of power and privilege related to social class present in the experiences of these participants. This study was guided by the following research question: How do White, low SES students experience and navigate social class during college? Participants in this study had many similar experiences to one another related to their social class. However, there also existed a variety of individual differences in how students understood and experienced their social class during college. Overall, participants expressed a limited awareness of their social class growing up, but all became keenly aware of it during college. In particular, during college, students became aware of how their own social class differed from the dominant middle class to upper class social class represented on campus. Participants minimized the salience of social class as an aspect of their identity with many of them expressing that they did not want their social class to define them. While participants largely did not feel as if social class was an important aspect of their identity, it became clear through their stories that this aspect of their identity influenced how they viewed themselves, the world around them, and their higher SES peers in college. For example, participants readily acknowledged the frustration and resentment that set them apart from their college peers. The students who participated in this study exhibited ethics of hard work, self-sufficiency, and financial responsibility. These values and attitudes also were evident in students' practices and behaviors (e.g., their judicious spending habits, their long hours working for pay). It also became clear that the long hours most participants in this study worked in order to afford college meant missing out on opportunities for involvement in activities outside of the classroom. Finally, participants' experiences interacting with their high SES peers played a pivotal role in their awareness of their social class during college. Participants were often frustrated by the attitudes, values, and behaviors of their higher SES peers, and for some, these social class differences led to social isolation. Overall, these findings illuminate a variety of issues and areas for concern, directly related to social class, experienced by low-income, first-generation college students in higher education.

This thesis examines the effects of de-industrialisation on the lives of adult learners attending adult education programmes in the former coal mining and steel working communities of County Durham. It presents the outcomes of a qualitative study of life history stories which are 'person centred'. Focusing on the subjective experiences of learners, both past and present, was an appropriate way in which the learner voice could be heard as well as helping to understand their experiences and views on the effects that de- industrialisation has had on their lives, and if lifelong learning was improving their life chances. The importance of social class and gender in configuring and understanding adult learner experiences are critical factors whilst, at the same time, the collective resources of these working class communities have been systematically undermined. Furthermore, the provision of publically funded adult education has declined dramatically since the 1980s. Through the prism of learners' lives the study explores experiences of employability skills programmes and community adult education programmes on shaping the position, disposition and identity of learners who have experienced a major trauma to their communities, their families and themselves. Ontological insecurity, a product of de-industrialisation, has a critical impact on the lives of these adults. The thesis adopts Hirschman's (1970) framework of 'Exit, Loyalty and Voice', originally used to frame the responses of workers confronting the possibility of job losses in a firm, as a way of understanding the reactions of adult learners to the impact of de-industrialisation on communities. In Hirschman's framework the relationship between exit, loyalty and voice followed a distinctive pattern. Loyalty, for example, was the opposite of voice, as people in a firm stayed silent in order to be saved from job loss. In this study, loyalty to the community has enabled individuals to benefit from support and community provision, which has given them a lifeline for survival and a step on the way to finding a voice. Exit, in the original framework, involved proactive workers getting 'ahead of the curve' by finding alternative employment before others. In this study, employability skills training - as a resource for exit - does not deliver. Instead, it systematically demoralises individuals and undermines their capacity to act. It involves churning learners between welfare and more training programmes and, where and when available, into short-term work. The overall impact has resulted in the social exclusion of these learners from the labour market and from the community - the opposite of agency. It is argued that this is a paradox given that social and economic inclusion was an aim of lifelong learning policies. The thesis challenges the claim of neoliberal ideology that purports to promote the freedom of individuals to determine their own fate. Those attending employability skills programmes are expected to find solutions to structural problems, and are subjected to coercive methods through psychological interventions that are expected to bring about attitudinal behaviour changes to achieve employability. It is argued that this is a paradox given deficient labour market conditions which are beyond the control of the learner. Attention is given to public sector community adult education that once offered liberating models of adult education, but have now been subjected to the logic of neoliberal governmentality. This is creating new 'subjectivities' for educators, who are being coerced to deliver learning for the economy rather than social purpose education. What has emerged is a new role of the employability trainer.