Este trabalho parte da seguinte pergunta: É possível reflexão na indústria cultural? Hoje, a amplitude da utilização deste conceito atingiu proporções que, concentrando-se de um lado naqueles que nele veem um sentido mais positivista, como um sistema que seria integrador, e, em contrapartida, naqueles que, considerados pessimistas, concebem o sistema totalitário da indústria cultural como sinônimo do final dos tempos, mais se afundam nos dualismos que impedem a reflexão, acabando por ignorar quaisquer possibilidades de ambiguidades na sociedade e no próprio sistema. Na contramão disto e a fim de responder tal questão, este trabalho objetiva apresentar e discutir as contradições do conceito de indústria cultural, por meio dos textos dos autores frankfurtianos que o criaram, especialmente Theodor W. Adorno e Max Horkheimer, de modo a desmistificar e diminuir as distâncias dos abismos dualistas a que os estudos sobre este sistema têm sido tratados. Norteada pelos princípios da Teoria Crítica da Sociedade, esta pesquisa espera mostrar que, ao contrário do que comumente é compreendido a respeito do estudo desse conceito, este também possui as suas contradições, não podendo ser reduzido a definições que se estabelecem em blocos opostos. Se, por um lado, pode ser verdadeira a consideração da indústria cultural como apocalíptica, em virtude de seu caráter totalitário e como mediação primordial para a manutenção da ordem injusta e reificação dos indivíduos, também por outro, não menos o é a concepção de que ela carrega em si mesma os antídotos dessa totalidade na medida em que justamente os nega. Fruto da dialética do esclarecimento, a indústria cultural, como a expressão da barbárie e enquanto espírito objetivo relembraria a natureza de dominação presente na contradição desse mesmo espírito e por isso, também a verdadeira humanidade pendente inerente a essa mesma dialética, apresentando ainda resistências, tanto entre si mesma e a realidade, expressas pela negatividade das obras de arte que ainda conseguem contradizê-la, quanto inerentes a esse mesmo sistema. Dialética essa que, como se mostrará, não se atém somente aos países onde o conceito de indústria cultural fora criado ou no velho continente, mas está presente inclusive naqueles que, sob a égide do atraso como querem os que defendem uma espécie de puerilidade estabeleceria uma possível autonomia a esse sistema; no samba e até mesmo na defesa pela arte popular / This study starts from the following question: Is reflection possible in cultural industry? Today, the amplitude of this concept has reached proportions which, concentrating on the one hand on those who see in it a positivist sense, as an integrator system, and, on the other hand on those who are considered pessimistic, by conceiving the totalitarian system of the cultural industry as a synonym of the end of times, more and more sink into dualisms which prevent reflection, ignoring any possible ambiguities in society and in the system itself. Contrary of this point and in order to answer that question, this study aims to present and discuss the contradictions of the concept of cultural industry, through the texts of the authors of the Frankfurt School who created it, especially Theodor W. Adorno and Max Horkheimer, in order to demystify and reduce the distances of the dual abysses which studies of this system have been treated. Guided by the principles of the Critical Theory of Society, this research hopes to show that, on the contrary of what is commonly understood about the study of this concept, it has also its contradictions and can not be reduced to definitions which are set into opposing blocs. If, on the one hand, the consideration of the cultural industry as apocalyptic is true, because of its totalitarian character and as the essential mediation for the maintenance of the unfair order and reification of individuals, also on the other hand, it is not less as well the concept in which it carries in itself the antidotes of this totality as far as it denies it. Result of the dialectic of enlightenment, the cultural industry, as an expression of barbarity and while as an objective spirit would remind the nature of domination present in the contradiction of this same spirit, and therefore, also the true pending humanity inherent to the very same dialectic, still presenting resistances, even between itself and reality, expressed by the negativity of those arts which can still contradict it, as well as resistances inherent this very same system. Such dialectic which, as this study intends to show, does not only hold on the countries where the concept of cultural industry was created or in the old continent, but it is also present in those where, under the aegis of the delay such as those who want to advocate a kind of puerility of these countries could establish a possible autonomy of this system; in samba and even in the defense of folk art

L'objet d'étude du travail consiste à répondre, sur la base d'une observation des procédures de contrôle ultérieur du droit des marchés publics en Suisse et en France selon une approche de droit comparé, à la question de savoir quels aspects de la procédure de recours française pourraient être repris par la Suisse de lege lata ou de lege ferenda, afin de garantir une procédure de contrôle a posteriori de droit primaire efficace en matière de marchés publics, garante de la sécurité du droit et respectueuse des droits et des garantie de procédure. / This research study aims at answering the question which aspects of the French public procurement appeal procedure could be adopted in the Swiss public procurement procedure de lege lata or de lege ferenda in order to grant a more efficient primary appeal procedure without unduly restraining the procedural rights of the parties.

Made available in DSpace on 2017-07-21T20:31:26Z (GMT). No. of bitstreams: 1 ROSENEIDE CIRINO.pdf: 2488116 bytes, checksum: eecf64cd624e996814075f5220ac0253 (MD5) Previous issue date: 2015-11-27 / This research analyzes the conceptions that support the teaching praxis of university professors in academic education process to work in inclusive settings. To this end, we assumed as central thesis the fact that, by providing an academic education focused on elements and categories that differentiate men, such as: deficient, efficient, capable, incapable, able, unable, normal, abnormal; the Academy has contributed to perpetuate exclusionary processes. We made the theoretical and practical analysis from the following arguments: 1) the legal documents that organize inclusive policies are guided by the inclusion of specific groups and not in human diversity; 2) linear assimilation of legal documents within the teaching praxis imposes, in the education process, the perpetration of exclusionary practices, as well as the denial of uno/diverse condition; and 3) if the society proclaimed in legal documents is an inclusive society, this idea can not be restricted in the initial education to the discussion of experts on specific groups. These arguments articulate with each other and promote reciprocal mediation between objective and subjective conditions in relation to working with human diversity, so we took as analysis-base the categories:work, totality and contradiction. With the dialectical methodological foundation, we presented to the subject professors of this research five (5) problem situations of the Basic Education school routine which did not report for students with disabilities, but they were read and interpreted under this condition. Sixty-four teachers working in five (5) degree courses offered in UNESPAR Campus Paranaguá were invited to participate in interviews, which were Pedagogy, Literature, Mathematics, Biological Sciences and History. From the invited professors, forty-four (44) decided to contribute. The research showed the following results; 1) the arguments that support the teaching praxis are articulated to the condition of disability and, by extension, to the clamor for a specialized professor, perpetuating a dual education system articulated to national documents; 2) the teaching praxis converge largely with the guidelines for the undergraduate courses in focus as well as the basis conceptions of Pedagogical Master Plan of the courses; 3) the concepts that support the teaching praxis are marked by speeches and welfare-based ideology, eugenicist, deterministic, biologicist, constructivist, neoconstrutivist, productivist and social adaptation, whose epistemological assumptions are guided in inatism, empirical and constructive fundamentals. Still, we obtained as a result the indication, from the teachers, of the need to demystify ideas that reinforce categorization and articulate the theoretical education to the practical experience in the reality of basic school -which cannot be ignored by the academy. / Esta pesquisa analisou as concepções que sustentam a práxis docente dos professores universitários no processo de formação de acadêmicos para atuar em contextos inclusivos. Para tanto, tomamos como tese central o fato de que, ao propiciar a formação acadêmica centrada em elementos e categorias que diferenciam os homens, como: deficiente, eficiente, capaz, incapaz, apto, não apto,normal, anormal; a academia tem contribuído para perpetuar os processos excludentes. Tecemos as análises teóricas e práticas a partir dos seguintes argumentos: 1) os documentos legais que organizam as políticas inclusivas pautamse na inclusão de grupos específicos e não na diversidade humana; 2) a assimilação linear dos documentos legais no âmbito da práxis docente impõe, no processo formativo, a perpetração de práticas excludentes, bem como a negação da condição uno/diverso; e 3) se a sociedade proclamada nos documentos legais é uma sociedade inclusiva, essa ideia não pode ficar restrita, na formação inicial, à discussão de especialistas acerca de grupos específicos. Esses argumentos articulam entre si e promovem mediações recíprocas nas condições objetivas e subjetivas frente ao trabalho com a diversidade humana, por isso, tomamos como base de análise as categorias: trabalho, totalidade e contradição. Com o fundamento metodológico dialético, apresentamos aos professores sujeitos desta pesquisa cinco (5) situações problemas do cotidiano escolar da Educação Básica as quais não se referiam a alunos com deficiência, mas foram lidas e interpretadas sob essa condição. Foram convidados a participar das entrevistas sessenta e quatro professores atuantes nos cinco (5) cursos de licenciatura oferecidos na Universidade Estadual do Paraná (UNESPAR) Campus Paranaguá, sendo elas: Pedagogia,Letras, Matemática, Ciências Biológicas e História. Dos professores convidados, quarenta e quatro (44) propuseram-se a contribuir. A pesquisa evidenciou os seguintes resultados: 1) os argumentos que sustentam a práxis docente estão articulados à condição de deficiência e, por extensão, ao clamor por um professor especializado, perpetuando um sistema de formação dual articulado aos documentos de âmbito nacional; 2) a práxis docente converge, em grande medida,com as diretrizes das licenciaturas em foco, bem como as concepções base dos Projetos Pedagógicos dos Cursos (PPCs); 3) as concepções que sustentam a práxis docente são marcadas por discursos e ideologias de base assistencialistas,eugenistas, deterministas, biologicistas, construtivistas, neoconstrutivistas,produtivistas e de adaptação social, cujas premissas epistemológicas são pautadas nos fundamentos inatistas, empirista e construtivista. Ainda, obtivemos como resultado o indicativo, por parte dos professores, da necessidade de desmitificar ideias que reforçam a categorização do ser humano e de articular a formação teórica à vivência prática na realidade da escola básica - o que não pode ser ignorado pela academia.

The main theme of this thesis is the contradiction between discourse and practice in health promotion. Many health promoters continue to exert power-over the community through top-down programming whilst at the same time using an emancipatory discourse. The thesis has addressed this contradiction in three parts. The first part determines how the emancipatroty discourse has evolved and eplores the role of social movements in the development of contemporary health discourses and their influence on the legitimisation of empowerment. Central to this discourse is the empowerment of communities. To understand the role of this concept the thesis provides an interpretation of the different meanings of power and community, and the different levels of analysis of empowerment in the context of health promotion programming. The second part identifies the nature of health programming and the dominance of top-down, and to a much lesser extent, bottom-up approaches. The thesis argues that these two approaches are not, and do not have to be, mutually exclusive. To address this issue the thesis presents a new methodology is situated within a framework developed for the accomodation of empowerment goals within health promotion programmes. The study also identifies the organisational areas of influence on the processs of community empowerment and it is these which are used for the assessment of this concept. Both the framework and the methodology address the contradiction in health promotion by making community empowerment operational within a programme context. The third part of the thesis supports the rationale for the design of the methodology with field work in rural Fijian communities. The findings are presented as a composite case study to highlight the experiences of implementing the methodolgy and the main themes that emerged during the field work. the final chapter of the thesis brings together the central themes of the study and draws from these and 'emergent agenda' as a way forward for health promotion research and practice.

The organizational consequences of information technology (IT) constitutes a core focus in information systems (IS) research. The relationship between organizations and IT has received considerable attention by IS researchers in order to develop knowledge related to how and why organizations and IT are related. While organizational use of IT continues to increase in practice, previous research has shown that the effects of IT at best are difficult to predict. Consequently, the adoption and assimilation of IT in organizational settings must be recognized as complex and challenging processes, which makes the production of knowledge related to such processes important and pressing.   This dissertation identifies, characterizes and explains a paradoxical outcome of the adoption and assimilation of an enterprise content management (ECM) system in a context of organizational information management. The outcome, labeled the duplicate systems paradox, is constituted by a situation in which an organization continuously allows multiple, overlapping, partially competing and largely incompatible information systems to persist and continue to evolve over time, despite continued awareness of the adverse consequences on organizational information management capabilities. A qualitative case study approach was used as the primary means for data collection. The case study was conducted in the administrative divisions of HealthOrg, a large organization in the medical- and health care sector. To this end, the main objective of this dissertation is to investigate how this paradox was formed, and furthermore, how and why it was able to persist. In order to do this, dialectical theory is combined with contextualism and theory on organizational information processing to form a comprehensive theoretical perspective used to inform the analytical efforts.   By using a dialectical approach, the analysis presents empirical evidence of the existence and composition of three overarching contradictions found to affect the formation and persistence of the duplicate systems paradox. More specifically, the resulting explanatory model demonstrates how three pairs of opposites, control versus support at the requirements level, options versus practices at the solutions level, and top-down versus bottom-up approaches at the transformations level, along with contextual tensions, were essential components in the formation and persistence of the paradox. Thus, the duplicate systems paradox could form and continue to evolve due to contradictory forces present at, and interconnected between, different vertical and horizontal levels within the organization. Through the identification and explanation of the duplicate systems paradox, this study provides a detailed example of how, and why, unintended consequences of IT in organizations may emerge and continue over time.   In terms of implications for research and practice, the findings of this dissertation point to six important observations. First, this research suggests that understanding and characterizing the context in which IT is to be implemented is crucial and challenging. Thus, organizations should pay careful attention to the practical side of context, rather than to the somewhat theoretical boundaries of organizations. It is suggested that the concepts of ‘inner’ and ‘outer’ context may be useful in analyzing and understanding context. Second, this research suggests that organizations should attempt to identify potentially conflicting requirements, and devise clear strategies to decide how to prioritize between such requirements as the identification and explication of requirements present at different levels in the organization may reveal problems that need to be considered when choosing information system (IS). Third, organizations need to pay careful attention to what the adoption of a new IS means in terms of adaptation and/or realignment, and to what extent organizational activities, technological functionalities, or both, should be adapted. Organizations should furthermore be aware that the adoption of systems that can also be used as development platforms may cause a cascade of effects and dependencies that are difficult to manage. Fourth, the findings of this research suggest that organizations faced with the challenge of adopting complex IT solutions need to take into account their previous strategies and planned new ones in order to devise a comprehensive strategic approach since the coexistence of radically different strategies may cause uncertainty and inertia within the overall assimilation process. Fifth, this research indicates that IT management and information management (IM) are highly interrelated activities, but are not mutually exclusive. Thus, organizations adopting technologies that are specifically focused on information management may benefit from developing distinct areas of responsibility and clear communication channels between the involved organizational units. Furthermore, these findings suggest that future research should pay careful attention to, and specifically investigate, the exact nature of the relationship between information management and IT management. Finally, this research demonstrates how a dialectical approach may be used to adequately investigate organizational information management, specifically in relation to the adoption and assimilation of IT.

During a period of over five years two psychiatric teams have attempted to develop a programme for cooperation between child and youth care and adult psychiatric care in common premises in a local community just outside Stockholm. The thesis docu­ments, in six parts, the experiences from these experimental working conditions and how they were used to reach the desired goals of change in the organisations and in the activities of the teams. The thesis also shows how this special situation and the circumstances which followed created obstacles to change. The research-programme was carried out by field-research me­thods, i.e. a combination of direct observation and inter-viewing. The two teams went through different phases of mutual rela­tions. Initially they had to face severe difficulties. During the first 1 1/2 years the level of conflict was high. Indivi­dual members of the staffs became more and more paralyzed. At the same time, however, they could manage to work together with client-fami1ies and with other social welfare institutions. Individuals from different teams could exchange experiences with one another but, at the same time, they were unable to genera­lize and to share these experiences consciously. In the following 1 1/2 years the teams were integrated. New ways of handling therapeutic issues were developed. There were signs of change in the therapeutic identity of the staffs. The last years of the experimental period were characterized by growing reactions against the earlier developement. The teams were again split up, both administratively and in relation to working methods, The first part of the thesis describes the developement of the experimental issue in general. It also gives a presentation of the research-programme. The working pre-conditions are examined in the second part. In the third part the cause of the paralysis of the staff's capability of action is analyzed by viewing the problem from different theoretical perspectives and as a result of a clash between the different "activity-matrices" of the teams. In the fourth part some experiences of the research-methods used are documented. Some difficulties connected with preparation, re­alization and evaluation of experimental work conditions are examined in the fifth part. The sixth part is a summing up of the earlier parts and presents an analysis of the contradictions actua­lized during the experimental period. / <p>Diss. (sammanfattning) Umeå : Umeå universitet, 1985, härtill 6 uppsatser.</p> / digitalisering@umu

Submitted by Edileide Reis (leyde-landy@hotmail.com) on 2013-05-13T18:29:53Z No. of bitstreams: 1 Maria Neuma Mascarenhas Paes.pdf: 301655 bytes, checksum: c5476505c0846faa7ecb121ad23f9c18 (MD5) / Approved for entry into archive by Rodrigo Meirelles(rodrigomei@ufba.br) on 2013-05-16T17:29:29Z (GMT) No. of bitstreams: 1 Maria Neuma Mascarenhas Paes.pdf: 301655 bytes, checksum: c5476505c0846faa7ecb121ad23f9c18 (MD5) / Made available in DSpace on 2013-05-16T17:29:29Z (GMT). No. of bitstreams: 1 Maria Neuma Mascarenhas Paes.pdf: 301655 bytes, checksum: c5476505c0846faa7ecb121ad23f9c18 (MD5) Previous issue date: 2006 / Esta dissertação, de caráter analítico, teve como objetivo realizar um estudo do processo de reativação da memória discursiva que se inscreve na instância do acontecimento: o assassinato de Júlia Fetal, crime passional, ocorrido na sociedade baiana, em 1847, narrado na obra A bala de ouro: história de um crime romântico por Pedro Calmon. A memória discursiva analisada compreende a memória mítica, a memória social inscrita em práticas e a memória narrada do historiador, enquanto história cultural. Para tanto, e tendo como fundamento teórico a Análise de Discurso de Linha Francesa, buscou-se examinar tanto as condições de produção que permitiram a irrupção dos processos discursivos no nível da formulação (1947) como, também, a memória discursiva que opera no nível do enunciado. Para se analisar a me mória mítica, apontou-se o domínio do saber da formação discursiva, em torno do “amor”, a partir da antiguidade clássica até às formulações românticas, as quais foram analisadas com um desempenho maior, nesta dissertação, para poder verificar os discursos que se apresentam repetidos em forma de paráfrase ou metáfora, e que mantêm uma regularidade enunciativa, sustentada pelo sujeito de discurso, que se situa na verticalidade da formação discursiva. Na memória social, verificaram-se os discursos pré-construídos, enquanto interdiscursos, sobre a cidade do Salvador, que uma vez retomados no intradiscurso, na formulação, são re-significados para constituir os sentidos. Além disso, verificaram-se, também, os discursos corporificados nos gestos dos espaços urbanos da cidade que, através da linguagem, passam a se significarem. / Salvador

A presente pesquisa, um estudo de caso de natureza qualitativa e dialética, teve como objetivo geral conhecer, interpretar, explicar e compreender as contradições existentes no processo de formação de professores leigos realizado pela FURG em SVP e como essas contradições se apresentam na prática pedagógica das alunas-professoras leigas; e sob a luz dos resultados da pesquisa poder apontar algumas sugestões de saberes que sejam capazes de contribuir na elaboração de novas propostas pedagógica para a formação de professores em serviço, na construção de seus currículos, podendo oferecer condições adequadas de produzir conhecimentos incontestáveis às alunas-professoras leigas – transformando radicalmente a realidade em que vivem e concomitantemente poder mudar suas vidas. O estudo foi realizado tendo como corpus empírico os Trabalhos de Conclusão de Curso das quarenta e sete professoras leigas que concluíram o Curso de Pedagogia – Anos Iniciais. A tese principal, de que há contradição no processo de formação dos professores leigos estudado, foi confirmada pelas dificuldades e impedimentos que as alunas-professoras leigas descreveram em seus relatos críticos (TCC) para desenvolveram uma prática pedagógica coerente com a perspectiva emancipadora das teorias trabalhadas no curso. Sugere-se para a organização, sistematização e execução de outros cursos semelhantes, aproximarem o máximo possível a teoria da prática, tanto nas questões pedagógicas do ensinar e do aprender, como principalmente na “ação-reflexão-ação” do cotidiano da universidade/escola, de modo que ambas venham a se constituir em uma unidade. A pesquisa, para a formação de um professor pesquisador, mesmo que em serviço, assume um dos pilares práticos da produção de saberes críticos para a transformação radical da sociedade e da educação vigente, pois os conhecimentos produzidos nessa prática são verdadeiros se forem verificados na prática, na produção, no experimento, na revolução social. / The current research, which was based on a dialectic and qualitative study, had a general aim of perceiving, interpreting, explaining and understanding the existing contradictions in the process of majoring laic teachers carried by FURG in SVP. It also aimed to show how those contradictions appear during the educational practice of the laic teachersto- be. According to the results of the research, some suggestions of knowledge can be pointed out, which might contribute to the issuance of new educational proposals to the formation of teachers that are working and also on the building up of their curriculum. It can also provide proper conditions to bring unquestionable knowledge to the laic teachers-to-be – therefore changing the reality which they live in and being able to concomitantly change their lives. The study was carried out having as empirical corpus the End of Course Papers of the forty seven laic teachers which majored in Education – Elementary School. The main thesis, i.e., that there is a contradiction in the process of majoring laic teachers, was confirmed by the difficulties and obstacles described in the critic reports (End of Course Papers) by the laic teachers-to-be, in order to develop an educational practice coherent to the emancipating perspective of the theories studied during the course. It is suggested the organization, the systematization and the devising of other similar courses, in order to approach as close as possible, theory to practice. This proximity of theory and practice should be held on educational matters of teaching and learning as well as mainly on the “action-reflectionaction” of the daily routine in the university/school, so that both become one unit. For the formation of a researching teacher, even when working, the research assumes one of the practical foundations to the production of critic knowledge to a radical change in society and current educational system, once the knowledge acquired in that practice is true if it is checked in practice, in production, in experiment, in the social revolution.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Cette recherche s inscrit dans le domaine théorique de l Histoire des idées linguistiques et de l analyse du discours ; son but est proposer une réflexion sur la contradiction qui s établit entre les différentes prises de position du sujet grammairien à produire la connaissance sur la langue. Pour développer cette problématique, nous sélectionnons, en guise de corpus d analyse, trois grammaires brésiliennes de la langue portugaise publiées à la moitié du XXe siècle : Gramática Normativa da Língua Portuguesa, de Rocha Lima (1957), Gramática Resumida, de Celso Pedro Luft (1960), e Moderna Gramática Portuguesa, de Evanildo Bechara (1961). Dans ces grammaires, nous nous consacrons à comprendre comment se constitue la contradiction entre les différents prises de position du sujet grammarien par rapport à la saisie du même objet de la connaissance. Ainsi, la contradiction que nous nous référons ici est celle qui se manifeste dans le fil du discours à être repris un énoncé qui se réfère à une autre prise de position sujet. Pour comprendre comment se constitue le fonctionnement de la contradiction dans le domaine du savoir grammatical nous mobilisons essentiellement la notion de discours transverse et les modalités de fonctionnement subjective (PÊCHEUX, 2009 [1988]). Avec ce dispositif d'analyse, nous développons une réflexion pour comprendre comment il s établissent les relations de contradiction entre les prises de position du sujet grammairien. À partir de l'étude a développé, nous comprenons que la contradiction se constitue entre les prises de position du sujet grammairien et se réfère à la façon singulier dont le sujet appréhende son objet de connaissance. En outre, il faut considérer que la prise de position du sujet, bien qu'il ne se chevauche pas à la reprise de position du sujet dominante, est également régie par un processus d'identification, de sorte que le sujet ne peut pas se jeter dehors de l'idéologie dont le domine. En ce sens, même si le sujet ait l'illusion de l'autonomie sur leur dire (l oubli nº. 1) et qu il croie (faussement) d être libre pour prendre position, le discours du sujet est déterminé historiquement et idéologiquement par la position dans laquelle le sujet s inscrit. / A presente pesquisa, filiada à Análise de Discurso de linha francesa pecheuxtiana e à História das Ideias Linguísticas, tem o objetivo de propor uma reflexão sobre a contradição que se estabelece entre as diferentes tomadas de posição do sujeito gramático ao produzir conhecimento sobre a língua. Para tanto, como ponto de partida para a nossa reflexão, selecionamos três gramáticas publicadas em meados do século XX, mais especificamente entre 1956 e 1961, a saber, Gramática Normativa da Língua Portuguesa, de Rocha Lima (1957), Gramática Resumida, de Celso Pedro Luft (1960), e Moderna Gramática Portuguesa, de Evanildo Bechara (1961). Nessas gramáticas, dedicamo-nos a compreender como se constitui a contradição entre as diferentes tomadas de posição de sujeito gramático em relação à apreensão de um mesmo objeto de conhecimento. Desse modo, a contradição que referimos aqui é aquela que se manifesta no fio do discurso ao ser retomado um enunciado que remete a outra tomada de posição sujeito. Para compreender como se constitui o funcionamento da contradição no interior do domínio do saber gramatical, mobilizamos, principalmente, a noção de discursotransverso e as modalidades de funcionamento subjetivo (PÊCHEUX, 2009 [1988]). Com esse dispositivo de análise, desenvolvemos uma reflexão para compreender como se estabelecem as relações de contradição entre as tomadas de posição do sujeito gramático. A partir do estudo desenvolvido, compreendemos que a contradição se constitui entre as tomadas de posição do sujeito gramático e remete à forma singular como o sujeito apreende o seu objeto de conhecimento. Além disso, é preciso considerar que a tomada de posição sujeito, ainda que não se sobreponha à tomada de posição sujeito dominante, também é regida por um processo de identificação, de modo que não é possível a esse sujeito lançar-se para fora da ideologia que o domina. Nesse sentido, ainda que o sujeito tenha a ilusão da autonomia sobre seu dizer (esquecimento nº. 1) e acredite (ilusoriamente) que é livre para tomar posição, o seu discurso é determinado histórica e ideologicamente pela posição na qual ele se inscreve.

A presente pesquisa, um estudo de caso de natureza qualitativa e dialética, teve como objetivo geral conhecer, interpretar, explicar e compreender as contradições existentes no processo de formação de professores leigos realizado pela FURG em SVP e como essas contradições se apresentam na prática pedagógica das alunas-professoras leigas; e sob a luz dos resultados da pesquisa poder apontar algumas sugestões de saberes que sejam capazes de contribuir na elaboração de novas propostas pedagógica para a formação de professores em serviço, na construção de seus currículos, podendo oferecer condições adequadas de produzir conhecimentos incontestáveis às alunas-professoras leigas – transformando radicalmente a realidade em que vivem e concomitantemente poder mudar suas vidas. O estudo foi realizado tendo como corpus empírico os Trabalhos de Conclusão de Curso das quarenta e sete professoras leigas que concluíram o Curso de Pedagogia – Anos Iniciais. A tese principal, de que há contradição no processo de formação dos professores leigos estudado, foi confirmada pelas dificuldades e impedimentos que as alunas-professoras leigas descreveram em seus relatos críticos (TCC) para desenvolveram uma prática pedagógica coerente com a perspectiva emancipadora das teorias trabalhadas no curso. Sugere-se para a organização, sistematização e execução de outros cursos semelhantes, aproximarem o máximo possível a teoria da prática, tanto nas questões pedagógicas do ensinar e do aprender, como principalmente na “ação-reflexão-ação” do cotidiano da universidade/escola, de modo que ambas venham a se constituir em uma unidade. A pesquisa, para a formação de um professor pesquisador, mesmo que em serviço, assume um dos pilares práticos da produção de saberes críticos para a transformação radical da sociedade e da educação vigente, pois os conhecimentos produzidos nessa prática são verdadeiros se forem verificados na prática, na produção, no experimento, na revolução social. / The current research, which was based on a dialectic and qualitative study, had a general aim of perceiving, interpreting, explaining and understanding the existing contradictions in the process of majoring laic teachers carried by FURG in SVP. It also aimed to show how those contradictions appear during the educational practice of the laic teachersto- be. According to the results of the research, some suggestions of knowledge can be pointed out, which might contribute to the issuance of new educational proposals to the formation of teachers that are working and also on the building up of their curriculum. It can also provide proper conditions to bring unquestionable knowledge to the laic teachers-to-be – therefore changing the reality which they live in and being able to concomitantly change their lives. The study was carried out having as empirical corpus the End of Course Papers of the forty seven laic teachers which majored in Education – Elementary School. The main thesis, i.e., that there is a contradiction in the process of majoring laic teachers, was confirmed by the difficulties and obstacles described in the critic reports (End of Course Papers) by the laic teachers-to-be, in order to develop an educational practice coherent to the emancipating perspective of the theories studied during the course. It is suggested the organization, the systematization and the devising of other similar courses, in order to approach as close as possible, theory to practice. This proximity of theory and practice should be held on educational matters of teaching and learning as well as mainly on the “action-reflectionaction” of the daily routine in the university/school, so that both become one unit. For the formation of a researching teacher, even when working, the research assumes one of the practical foundations to the production of critic knowledge to a radical change in society and current educational system, once the knowledge acquired in that practice is true if it is checked in practice, in production, in experiment, in the social revolution.