In public health, prevention is a fundamentally political process as both the selection of problems to be addressed and solutions recommended reflect decisions that are informed by economic, social and cultural forces. Yet prevention is often presented as a monolithic enterprise, an objective and scientific discourse that does not take sides. Behind this facade of political neutrality, diversely positioned individuals and groups often fail to find and/or sustain a common ground for shared prevention initiatives. Increasingly, many prevention awareness campaigns focus upon true accounts or injury narratives that serve both as a catalyst to build multipartite consensus through developing shared collaborative prevention discourses and practices and to mobilize public support for health and safety issues. While the use of the true account form is a recommended strategy in the public health literature directed toward practitioners, the engagement of true accounts in prevention campaigns has not been adequately problematised and examined from a critical social theoretical perspective. A qualitative, sociologically oriented case study of the use of the true account form, the commemorative, in young worker safety campaigns is proposed to deepen our understanding of this particular type of prevention intervention in particular and prevention as an enterprise more generally. The study investigates the socio-historical context in which the Young Worker Memorial LifeQuilt, a Canadian young worker educational initiative, emerged and unraveled as a multipartite prevention campaign centered upon the true account form of consensus commemoratives. A key finding is that true accounts of young workers killed on the job are socially mediated to diffuse blame and build consensus between diversely positioned occupational health and safety practitioners and the family survivors of workplace tragedies. What is included and excluded from these true accounts of workplace injuries, as socially constructed narratives in multipartite prevention awareness campaigns, may be, in part, a product of the terms and conditions negotiated between lead players. The true accounts included in collaborative, cross-institutional prevention campaigns, while referencing real events, may be told in ways that accommodate and harmonize the political perspectives of diversely positioned stakeholders. Conversely, the true account form is a potentially problematic strategy for collaborative prevention discourses and practices, as consensus commemoratives can be retold as critical remembrances of workplace death, with the result that the unifying narrative of a shared, collective memory project is undermined. This dissertation finds that the activity of collaboration shapes prevention as a socio-political activity/practice.

In public health, prevention is a fundamentally political process as both the selection of problems to be addressed and solutions recommended reflect decisions that are informed by economic, social and cultural forces. Yet prevention is often presented as a monolithic enterprise, an objective and scientific discourse that does not take sides. Behind this facade of political neutrality, diversely positioned individuals and groups often fail to find and/or sustain a common ground for shared prevention initiatives. Increasingly, many prevention awareness campaigns focus upon true accounts or injury narratives that serve both as a catalyst to build multipartite consensus through developing shared collaborative prevention discourses and practices and to mobilize public support for health and safety issues. While the use of the true account form is a recommended strategy in the public health literature directed toward practitioners, the engagement of true accounts in prevention campaigns has not been adequately problematised and examined from a critical social theoretical perspective. A qualitative, sociologically oriented case study of the use of the true account form, the commemorative, in young worker safety campaigns is proposed to deepen our understanding of this particular type of prevention intervention in particular and prevention as an enterprise more generally. The study investigates the socio-historical context in which the Young Worker Memorial LifeQuilt, a Canadian young worker educational initiative, emerged and unraveled as a multipartite prevention campaign centered upon the true account form of consensus commemoratives. A key finding is that true accounts of young workers killed on the job are socially mediated to diffuse blame and build consensus between diversely positioned occupational health and safety practitioners and the family survivors of workplace tragedies. What is included and excluded from these true accounts of workplace injuries, as socially constructed narratives in multipartite prevention awareness campaigns, may be, in part, a product of the terms and conditions negotiated between lead players. The true accounts included in collaborative, cross-institutional prevention campaigns, while referencing real events, may be told in ways that accommodate and harmonize the political perspectives of diversely positioned stakeholders. Conversely, the true account form is a potentially problematic strategy for collaborative prevention discourses and practices, as consensus commemoratives can be retold as critical remembrances of workplace death, with the result that the unifying narrative of a shared, collective memory project is undermined. This dissertation finds that the activity of collaboration shapes prevention as a socio-political activity/practice.

Made available in DSpace on 2014-06-11T19:25:58Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-12-21Bitstream added on 2014-06-13T19:06:07Z : No. of bitstreams: 1 bergamasco_cms_me_prud.pdf: 1221637 bytes, checksum: 68c19fbe852d33d20a3dff9441ec23fc (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O presente estudo, vinculado à Linha de Pesquisa ―Políticas Públicas, Organização Escolar e Formação de Professores‖, tem por objetivo analisar a cultura escolar festiva de nossas escolas, considerando que o estudo de aspectos simbólicos contidos nos ritos das festas comemorativas pode ajudar a conhecer elementos da identidade escolar e desvelar aspectos importantes da estrutura de uma escola pública laico-brasileira. As datas comemorativas da escola, as festas do calendário escolar, não se desvincularam do calendário litúrgico. Assim, perguntamos: quais os sentidos das festas comemorativas religiosas, em uma escola pública e laica? Para a consecução da pesquisa, procedemos a uma revisão bibliográfica, privilegiando a literatura sócio-antropológica sobre festa e religiosidade, passando pelos estudos sobre a organização da escola. Procedemos também ao trabalho empírico, fazendo uso de questionários e entrevistas, por intermédio do qual, à luz de nosso quadro teórico, procuramos analisar a perspectiva dos professores de uma escola pública do Estado do Paraná, Brasil, sobre religiosidade e festas comemorativas no cotidiano da escola. A partir dos dados bibliográficos e empíricos, podemos inferir que as festas comemorativas têm importância como elemento de coesão, identidade e religiosidade, no interior da escola, e que elas deixam transparecer as estruturas históricas e sociais que, longe de se apresentarem apenas como sobrevivência do passado no presente, são, na verdade, contemporâneas e estruturantes de nossa visão de mundo e do nosso ethos cultural / The current study linked to the 'State Policies, School Organization and Teachers Formation' Research Line aims to analyse the festive school culture in our schools since it is understood that the study of symbolical aspects contained in the rituals of celebration feasts can help to know elements of school identity and watch important aspects of the structure of a Laical-Brazilian state school. The school commemorative dates, the school calendar feasts haven't disconnected of the liturgical calendar. So, we ask: What are the reasons of the religious commemorative feasts in a state and laical school? For the attainment of the reasearch we conducted a bibliographical review privileging the socio-anthropological literature about feast and religiosity passing by the studies about the school organization. We also conducted the empirical work, using questionnaires and interviews by which under our theoretical board , we tried to analyse the teachers' perspectives of a state school in the State of Paraná, Brasil , about the religiosity and commemoratives feasts in school quotidian. Fom the bibliographical and empirical data on we were able to infer that the commemorative feasts have an importance as an element of cohesion , identity and religiosity in the interior of the school and they let reveal the historical and social structures that haven't not only presented as survival of the past in the present, they are in fact contemporaries and structural of our vision of world and our ethos cultural

Orientador: Alberto Albuquerque Gomes. / Banca: Lúcia Helena Tiosso Moretti / Banca: Maria de Fátima Salum Moreira / Resumo: O presente estudo, vinculado à Linha de Pesquisa ―Políticas Públicas, Organização Escolar e Formação de Professores‖, tem por objetivo analisar a cultura escolar festiva de nossas escolas, considerando que o estudo de aspectos simbólicos contidos nos ritos das festas comemorativas pode ajudar a conhecer elementos da identidade escolar e desvelar aspectos importantes da estrutura de uma escola pública laico-brasileira. As datas comemorativas da escola, as festas do calendário escolar, não se desvincularam do calendário litúrgico. Assim, perguntamos: quais os sentidos das festas comemorativas religiosas, em uma escola pública e laica? Para a consecução da pesquisa, procedemos a uma revisão bibliográfica, privilegiando a literatura sócio-antropológica sobre festa e religiosidade, passando pelos estudos sobre a organização da escola. Procedemos também ao trabalho empírico, fazendo uso de questionários e entrevistas, por intermédio do qual, à luz de nosso quadro teórico, procuramos analisar a perspectiva dos professores de uma escola pública do Estado do Paraná, Brasil, sobre religiosidade e festas comemorativas no cotidiano da escola. A partir dos dados bibliográficos e empíricos, podemos inferir que as festas comemorativas têm importância como elemento de coesão, identidade e religiosidade, no interior da escola, e que elas deixam transparecer as estruturas históricas e sociais que, longe de se apresentarem apenas como sobrevivência do passado no presente, são, na verdade, contemporâneas e estruturantes de nossa visão de mundo e do nosso ethos cultural / Abstract: The current study linked to the 'State Policies, School Organization and Teachers Formation' Research Line aims to analyse the festive school culture in our schools since it is understood that the study of symbolical aspects contained in the rituals of celebration feasts can help to know elements of school identity and watch important aspects of the structure of a Laical-Brazilian state school. The school commemorative dates, the school calendar feasts haven't disconnected of the liturgical calendar. So, we ask: What are the reasons of the religious commemorative feasts in a state and laical school? For the attainment of the reasearch we conducted a bibliographical review privileging the socio-anthropological literature about feast and religiosity passing by the studies about the school organization. We also conducted the empirical work, using questionnaires and interviews by which under our theoretical board , we tried to analyse the teachers' perspectives of a state school in the State of Paraná, Brasil , about the religiosity and commemoratives feasts in school quotidian. Fom the bibliographical and empirical data on we were able to infer that the commemorative feasts have an importance as an element of cohesion , identity and religiosity in the interior of the school and they let reveal the historical and social structures that haven't not only presented as survival of the past in the present, they are in fact contemporaries and structural of our vision of world and our ethos cultural / Mestre