[pt] Esta pesquisa investiga as memórias e as trajetórias dos estudantes de Pedagogia da Universidade Estácio de Sá. A partir de vinte entrevistas semiestruturadas, procurou-se conhecer os fatores que contribuíram para que alcançassem o ensino superior, tendo em vista que a maior parte dos entrevistados é oriunda de segmentos populares. Para fazê-lo, trabalhou- se basicamente com os conceitos de Bourdieu de habitus e de capital social e cultural bem como com as noções de herdeiro e de herança. Observou-se que a caminhada dos estudantes vincula-se a uma multiplicidade de fatores, que se interpenetram favorecendo o avanço nos estudos, não sendo possível destacar apenas um. Entre estes fatores está a maneira complexa e ambivalente com que se apropriam das formas de pensar e agir aprendidas em família e socialmente. Refletindo uma sociedade e uma cultura em transformação, assinala-se que a chegada à universidade relaciona-se ao contraditório processo de aquisição da herança e formas de herdar, que se faz, amiúde, parcialmente. Herdar ou não a história e a memória paternas associam-se, pois, às próprias relações familiares, mas a elas não se reduzem, uma vez que as atuais transformações culturais contribuem para modificar as formas de pensar, representar e agir no mundo. Afastando-se e recuperando a história paterna, constroem os estudantes suas próprias trajetórias. / [en] This research investigates the memories and trajectories of students of Pedagogy in the Estácio de Sá University. Having twenty semi-structured interviews as starting points, we have tried to reveal the factors that have contributed to their ascent to a higher education, having in mind that most part of the interviewed ones come from popular sections of society. In order to do so, we have worked basically with the concepts of Bordieu of habitus and social capital as well as the notions of heir and inheritance. We have observed that the route taken by students is linked with a multiplicity of factors, that are intertwined in a way that makes it possible for them to advance in their studies. For that reason, it seems impossible to highlight only one. Among these factors is the complex and ambiguous way in which they assume the ways of thinking and acting learned in their families and in social contacts. Reflecting a society and a culture in a process of an accelerated transformation, we can affirm that getting into university is connected with the contradictory process of acquisition of inheritance and the ways of inheriting, which is frequently done partially. To inherit or not the history and fatherly memories is connected, therefore, to the familiar relationships themselves, but they are not reduced to them, since the cultural transformations that happen nowadays contribute to change the ways of thinking, representing and acting in the world. Getting away and recovering the parental histories is how the students build their own trajectories.

Esta pesquisa buscou compreender as transformações da metrópole de São Paulo sob as determinações que exigem um aprofundamento das diretrizes econômicas na reprodução do espaço da metrópole paulistana, vislumbrado pela implantação do Rodoanel Mário Covas. Nessa direção, as transformações das quais a discussão tratou reportam necessariamente à atualização de um território urbano economizado, que apenas pode ser devidamente compreendida à luz das contradições que se desdobram desta forma social, a saber, a capitalista. Ademais, a exposição aqui privilegiou, em seu primeiro capítulo, um resgate teórico das contradições não superadas da sociedade moderna desveladas por Marx e, em seguida, as considerações de autores que trazem questões importantes dos desdobramentos inerentes à reprodução social do capitalismo no século XX, a exemplo daquelas trazidas por Ernest Mandel, Robert Kurz e Henry Lefebvre. Em síntese, tratou-se neste momento inicial de recuperar a crise do capital e a produção do espaço enquanto bases conceituais às reflexões pertinentes à pesquisa. O capítulo seguinte, munido das considerações a propósito da reprodução do espaço e da cidade como condição da reprodução das relações sociais de produção, procurou lançar os argumentos que apontam para São Paulo enquanto território privilegiado do capital, ressaltando a mobilidade da riqueza mobiliária e imobiliária como sendo o nexo fundamental à (re)produção de seu espaço. Nele, constituíram-se, assim, momentos de discussão dos termos da territorialização do capital a partir da reprodução de São Paulo, ressaltando, inclusive, formas de mobilizar riqueza frente a um contexto de acumulação problemático em seus termos substanciais. Por fim, o capítulo 3 procurou expor recortes que trouxessem à discussão a processualidade da atualização do território urbano economizado. Para tanto, expôs-se momentos em sua conexão com a produção do espaço metropolitano: a construção do Rodoanel, a eclosão de empreendimentos logísticos-industriais (condomínios logísticos), os impasses da transferência do CEAGESP e as pressões para expropriação que chegam aos moradores da Vila Nova Esperança, comunidade localizada nas mediações do Rodoanel. A síntese de tais momentos revela uma hipermobilidade da riqueza pressuposta na metrópole de São Paulo condicionada pelos limites internos que marcam a reprodução social capitalista contemporânea. / This research sought to understand the transformations in the metropolis of São Paulo under determinations that demand to delve on the economic guidelines in the reproduction of the space of the city, bearing in mind the construction of the Mário Covas beltway. In this regard, the transformations relate to the remodeling of an economized urban territory, which can only be properly understood in the light of the contradictions unfolding from this social form, namely, the capitalist. The first section of the discussion has focused on a theoretical recapitulation of the unsolved contradictions of modern society revealed by Marx and also on the reflections of authors who bring important questions about the ramifications inherent to the social reproduction of capitalism in the twentieth century, such as those brought by Ernest Mandel, Robert Kurz and Henry Lefebvre. In short, this first section aimed to review the crisis of capital and the production of space as conceptual bases for the inquiry proposed in this research. Knowing that the reproduction of space and the city is a condition for the reproduction of social relations of production, the following chapter sought to present the arguments indicating São Paulo as a privileged territory of capital, emphasizing the mobility of mobiliary and real estate wealth as the fundamental link to the (re) production of its space. Also, a discussion of the terms of the territorialization of capital from the reproduction of São Paulo were constituted, highlighting ways of mobilizing wealth within a context of problematic accumulation in its substantial terms. Finally, chapter 3 sought to expose cases in point that would add to the discussion the processuality of the remodeling of the economized urban territory. In order to do so, events in connection with the production of the metropolitan space were exposed: the construction of the beltway, the emergence of logistic-industrial enterprises (logistic condominiums), the impasses around the transfer of the CEAGESP and the pressures for expropriation imposed to the inhabitants of Vila Nova Esperança neighborhood, a community located in the middle of the beltway. The synthesis of such events reveals a hypermobility of the wealth presupposed in the metropolis of São Paulo, which is conditioned by the internal limits that characterize the contemporary capitalist social reproduction.

Despite his importance as a senior Al-Qaeda spokesman, no detailed examination exists of Adam Yahiye Gadahn’s employment of fiqh al-jihad—that branch of Islamic jurisprudence regulating the lawful waging of jihad—to condemn or condone violence committed in the name of Al-Qaeda. This article first provides a detailed exposition of Gadahn’s sharia-based critique of affiliates’ conduct deemed by him in violation of Islamic law and involving the commission of major sins. Second, Gadahn’s conception of fiqh al-jihad is contextualized and contrasted with the comprehensive fiqh al-jihad-based critiques produced by respected militant Islamist scholars. A key finding here is that Gadahn (unlike these scholars) illicitly truncates the application of fiqh al-jihad with the result that he demands sharia-compliance when criticizing intra-Islamist violence yet ignores sharia-compliance when targeting America and Americans. Third, reasons are considered for this incoherent application of fiqh al-jihad and attempted Islamic legalization of anti-American mass casualty terrorist attacks. Finally, the discussion concludes with implications for counter-Al-Qaeda strategy.

This study deals with the qualities of professionalization of public child welfare. Its relationto general social policy is emphasized. The potentials of welfarism are explored as a part ofthe study of crisis of legitimacy and rationality prevalent in welfare systems.The special situation of child welfare in Iceland with a large variation in local socialservices forms an important background of the work. This is related to sociologicaltheorizing and a position taken turns against viewing professionalization as an accumulatingprocess of power as well as the opposite, the blindness of belief in extensive professionalismas a means for creation of "the good life". The line of "family-state-individual" is traced inrelation to the emergence of social work. Child welfare is found to be imprisoned bytradition, since the idea behind children's placement is not thoroughly explored. The issueof a noted technifying and expansive tendency of professional action in cases of child abuseand custodial disputes is treated. A biased treatment of the family is here called "the childwelfare trap". The search for qualities in what traditionally is identified as "bad parenting" infoster care is suggested to be a potential to transcend central dilemmas of the field.A documentation study of poor relief and the support of mothers in the capital of Iceland,Reykjavik of th e 1930's showed an early coexistence of administrative and client-centeredapproaches. In a survey of records on children's placements in the capital of Icela nd,Reykjavik, it was confirmed that this work in an organization with professional employeeswas predominantly bureaucratic and not child-centered, also other results were similar asfound in Nordic studies. In an interview study of two small towns a passivity was shown toprevail in a laymen dominated child welfare practice at the cost of c hildren's needs, whileschool and day care provided support for families. Three significant achievements emergingin interplay with professionalization of social child care, found valid for the Icelandic çase,are seen as having lead to an increased societal sensitivity to deal with human problems.This has created a new acknowledgement of children's right to well-being despite seriouspractical limitations. Due to coexistent conflicting professional practices, a relative absenceof reg ulation and modernizing of services occurring simultaneously with the revision ofwelfarism, a space of action is presumed to exist for shaping of an outline of new practices.Theoretically opposing views on professionalization act as a kind of negative dialectic, onecentered on reproduction of existing practice, the other by presenting a gloominess of anempty-handed doctrine. The analyses of societal changes and child welfare are seen asfrequently ignoring the search for potentials to hand over power to children, not only bygender-blinaness, but by an age-neutrality which excludes children. The "deepening ofwelfare state crisis" is presumed to constitute a required possibility of a new kind of selfreflectionamong professionals. It is suggested that qualitative aspects of commonlyaccepted societal dichotomies will be challenged by the revision of welfare systems and thatthis creates a potential of a reshaping of pr actices, including the support-control dilemmaof c hild welfare. / digitalisering@umu

Title from second page of PDF document. Includes bibliographical references (p. 174-197).

Made available in DSpace on 2016-08-03T16:15:55Z (GMT). No. of bitstreams: 1 Sueli Thodorof.pdf: 561154 bytes, checksum: 4faf078b5217ec1e4440c469dfb60dc7 (MD5) Previous issue date: 2007-05-22 / The present work focuses on one the most traditional constituent schools of the public schools in São Paulo: The Boards of Class and Serie. Concented to be rooms of collective evaluation with potencial to provide the construction or reconstruction of the Pedagogical Proposal, were reduced, in practice, to mere bureaucratic rituals, while many schools disconsider the legal demand that determines the participation of students in their instances. The study had as aim identification and analisis of the factors that interfere directly and indirectly in the implementation of participation of students and their parents in these constituent schools. Of empirical nature, the research is supported by the analisis of Maurício Tragtemberg, to whom the school works as a center of reproduction of relationship of production, while selects the students through what is named bureaucratic pedagogy . It was focused on one of the schools that included effectively students and their parents in the Boards of Class and Serie, confronting, during the process, the conflicts inherent to bureaucratic structure of the scholar institution. We have perceived that the practice of the majority of the professionals of schools, specially of teachers, keep themselves pierced by traditional representations of patrimonialist character, in the sense pointed out by Weber, in contrast to the effort of the team of direction in deepening the participation of the students and their parents in constituent schools. The traditional representations cohabit and integrate to bureaucratic structure of public school, consisting in one of the principal obstacles to effective participation. We have decided for participant observation, in virtue of our double insertion in this process: as through lecture in public school of the state net as of the drill of a post of specialist in Board of Directors of Education methodological procedure which has allowed us a range of data from various schools, permitting the establishment of some relevant comparisons to the proposed study.(AU) / O presente trabalho enfoca um dos colegiados mais tradicionais das escolas públicas no Estado de São Paulo: os Conselhos de Classe e Série. Concebidos para serem espaços de avaliação coletiva com potencial para propiciar a construção ou re-construção da Proposta Pedagógica, foram reduzidos, na prática, a meros rituais burocráticos, à medida que muitas escolas desconsideram a exigência legal que determina a participação dos alunos em suas instâncias. O estudo teve por objetivo a identificação e a análise dos fatores que interferem direta e indiretamente na implementação da participação dos alunos e seus pais nestes colegiados. De natureza empírica, a pesquisa apóia-se nas análises de Maurício Tragtemberg, para quem a escola funciona como centro de reprodução das relações de produção, à medida que seleciona os alunos através do que denomina pedagogia burocrática . Concentrou-se numa das escolas que incluíram efetivamente alunos e pais nos Conselhos de Classe e Série, confrontando, durante o processo, os conflitos inerentes à estrutura burocrática da instituição escolar. Constatamos que as práticas da maioria dos professores da escola pesquisada mantêm-se permeadas pelas representações tradicionais de cunho patrimonialista, no sentido apontado por Weber, em contradição ao esforço da equipe de direção em aprofundar a participação dos alunos e seus pais nos colegiados. As representações tradicionais convivem e integram-se à estrutura burocrática da escola pública, constituindo-se num dos principais obstáculos à efetiva participação. Optamos pela observação participante, em virtude de nossa dupla inserção nesse processo: tanto através da docência em escola pública da rede estadual, quanto do exercício de um cargo de especialista no âmbito da Diretoria de Ensino procedimento metodológico que nos permitiu dispor de dados de várias escolas, possibilitando o estabelecimento de algumas comparações pertinentes para o estudo proposto.(AU)

Made available in DSpace on 2015-03-13T17:10:49Z (GMT). No. of bitstreams: 1 EduardoAN_DISSERT.pdf: 2718531 bytes, checksum: 6137788e32741185e06f48395855f620 (MD5) Previous issue date: 2013-02-28 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / The housing market in Mossor? Rio Grande do Norte (RN) - Brazil have expanded at present moment, causing important changes in the economy and altering the configuration of urban space in the city. However, the effects of this process adversely affect the poor population of the city, creating a series of social problems. This process becomes still more contradictory with the presence of the Programa Minha Casa Minha Vida Program My House My Life (PMCMV). Although this program has to a central purpose (at least in theory) of solve part of the problem of housing scarcity in the country, in the practice its closely links to the logic of capital, stimulates the housing market, cooperating to increased speculation, contributing thus for the more expensive valor of urban land and buildings, putting up as an impediment to the poor population to access to homeownership and decent housing. In this perspective, this paper investigates the nature of the current process of expanding of housing market, animated largely by funds from the PMCMV, and its implications on the social and spatial dynamics of Mossor?, focusing especially the deepening of urban crisis and the contradictions of urban space in this city / O mercado imobili?rio residencial em Mossor? se expande no presente momento gerando transforma??es importantes no ?mbito da economia e alterando sobremaneira a configura??o do espa?o urbano do munic?pio. No entanto, os efeitos desse processo incidem negativamente sobre parte da popula??o pobre da cidade, gerando e agravando uma s?rie de problemas sociais. Esse processo torna-se ainda mais contradit?rio com a presen?a do Programa Minha Casa Minha Vida (PMCMV). Embora esse Programa tenha por finalidade central (pelo menos em tese) resolver parte do problema da escassez da habita??o no pa?s, sua implementa??o, intimamente vinculada ? l?gica do capital, estimula o mercado de im?veis, cooperando para o aumento da especula??o imobili?ria, contribuindo, assim, para o encarecimento do solo urbano e dos im?veis, colocando-se como impedimento para a aquisi??o da casa pr?pria e da moradia digna, por parte da popula??o carente local. Nessa perspectiva, o presente trabalho busca investigar, a natureza do atual processo de expans?o do mercado imobili?rio, animado em larga medida pelos recursos oriundos do PMCMV, e suas implica??es sobre a din?mica socioespacial de Mossor?, frisando, sobretudo, o aprofundamento da crise urbana e das contradi??es no e do espa?o urbano desse munic?pio

Conselho Nacional de Desenvolvimento Científico e Tecnológico / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A pesquisa de intervenção proposta foi fundamentada na Teoria Histórico-Cultural, dessa forma baseada nas leis e na lógica do materialismo histórico-dialético. Para tanto, procurou-se conceber um processo de pesquisa que envolvesse a todos como corresponsáveis. No campo da formação dos professores constata-se uma relação dualista/paradoxal nos processos de formção continuada, fruto dos modelos de formação adotados que se caracterizam por processos humanos individualistas. O trabalho de formação de professores desenvolvido buscou a superação desse dualismo, ao promover o desvelamento das contradições no tocante aos modelos de ensino. Como hipótese, imaginou-se que imersos nesse processo, os professores reconheceriam tais contradições e, desse reconhecimento, as contradições tornar-se-iam a força motriz de mudanças da prática pedagógica, percebendo no trinômio ensino-aprendizagem-desenvolvimento a fundamentação da práxis. Objetivando elaborar um processo de formação continuada que trouxesse resultados para o desenvolvimento profissional docente procurei atender a seguinte pergunta de pesquisa: Quais foram e como se deram as mudanças experimentadas pelo professores que participaram do processo de Intervenção Didático-Formativa coelaborada nessa pesquisa de modo a elevar a qualidade de suas práticas pedagógicas? Nesse contexto, o objetivo da pesquisa foi desenvolver um processo de Intervenção Didático-Formativa na perspectiva da Teoria Histórico-Cultural junto a professores de ensino médio, tendo em vista teorizar sobre as mudanças/transformações nas práticas pedagógicas dos professores e apreender os aspectos que transformam a essência da concepção e da prática de ensino. A investigação envolveu dois professores do ensino médio de uma escola pública de Uberlândia-MG. Os encontros formativos ocorreram na escola por meio da formação de um coletivo de estudos entre os anos de 2013 e 2015. Como procedimentos foram utilizados dois aspectos interconectados: as observações das aulas dos professores, tanto para o diagnóstico, quanto para a avaliação processual da instrumentalização teórico-metodológica. O segundo aspecto possui uma dimensão formativa e uma dimensão didática (em duplo acepção), no sentido de formar didaticamente o professor e no sentido de pensar procedimentos didáticos. Os dados coletados foram analisados observando-se as premissas do método, a análise por unidades e a processualidade. Como resultado, os professores apresentaram transformações em suas práticas pedagógicas no tocante à organização do trabalho pedagógico ao passar a centralizar nos estudantes, na aprendizagem e no desenvolvimento a elaboração e o planejamento das suas ações didáticas. Aponto como mudanças significativas a presença do diagnóstico contínuo em relação às turmas, trabalho por sistemas de conceitos e seus nexos conceituais, o uso da problematização como método de ensino. Em relação às ações de formação que emergiram a partir da análise do material compilado e analisado ao longo de todo o processo, enfatizo: formação de coletivos internos a escola, diagnóstico contínuo, elaboração de atividades práticas, fortalecimento das relações entre os participantes, a escolha do material científico utilizado deve ter aderência com as necessidades dos participantes, promover situações que permitam a emergência de contradições entre a prática pedagógica dos professores e o ensino baseado na perspectiva da Teoria Histórico-Cultural. Essa investigação almejou contribuir na concepção de processos formativos que elevem a qualidade de vida dos professores e as formas de ensinar na escola pública brasileira. / The intervention research proposed was based on the Cultural-Historical Theory based on the laws and logic of materialism historical-dialectical. Therefore, we tried to design a research process that involved all as responsible for the process. In the field of continuous teacher's training usually has been found dualistic relationship / paradoxical processes as a result of the adopted training models which are characterized by individualist human processes. The teacher training work sought to overcome this dualism, to promote the unveiling of the contradictions with regard to teaching models. As a hypothesis, we imagined that immersed in this process, teachers recognize such contradictions, and this recognition would make the contradictions become the driving force of change in teaching practice, realizing the teaching-learning-development triad as the basis of praxis. Aiming to develop a process of continuing education to bring results to the professional teachers development looking for answer the following research question: How and what the changes of teachers who participated in the Didactic-Formative Intervention process raised the quality of their teaching practices? In this context, the objective of the research was to develop a process of Didactic-Formative Intervention from the perspective of Cultural-Historical Theory with high school teachers in order to theorize about the changes in pedagogical practices of teachers and learn aspects that transform the essence teaching practice. The research involved two high school teachers of a public school in Uberlândia-MG. The training meetings took place at the school through a collective study group between the years 2013 and 2015. As procedures were used two interconnected aspects: classes observations, and a theoretical and methodological training, both for diagnosis and for the process evaluation, the second aspect has a formative dimension, and a didactic dimension (double meaning) to form didactically the teacher and to elaborate didactic procedures. The collected data were analyzed by observing the assumptions of the method, analysis by units and the processuality. As results teachers showed changes in their teaching practices regarding the organization of the pedagogical work and also centered their design educational actions based on learning and development of the students. The presence of continuous diagnosis during the classes, work with a systems of concepts and their conceptual links, problematization as a teaching method can be pointed as meaningful changes in their praxis. Regarding the training activities that emerged from the analysis of the compiled materials and analyzed throughout the process can be emphasized: forming a collective group of school teachers continuous training, diagnostics, development of practical activities, increase relationships among participants, the choice of scientific material used should have direct relation to the needs of the participants, promoting conditions that enable the emergence of contradictions between the pedagogical practice of teachers and teaching based on the perspective of the Cultural-Historical Theory. This research craved to develop and design a teachers' training processes that increase the quality of teachers life and ways of teaching in the Brazilian public school. / Tese (Doutorado)

Esta pesquisa buscou compreender as transformações da metrópole de São Paulo sob as determinações que exigem um aprofundamento das diretrizes econômicas na reprodução do espaço da metrópole paulistana, vislumbrado pela implantação do Rodoanel Mário Covas. Nessa direção, as transformações das quais a discussão tratou reportam necessariamente à atualização de um território urbano economizado, que apenas pode ser devidamente compreendida à luz das contradições que se desdobram desta forma social, a saber, a capitalista. Ademais, a exposição aqui privilegiou, em seu primeiro capítulo, um resgate teórico das contradições não superadas da sociedade moderna desveladas por Marx e, em seguida, as considerações de autores que trazem questões importantes dos desdobramentos inerentes à reprodução social do capitalismo no século XX, a exemplo daquelas trazidas por Ernest Mandel, Robert Kurz e Henry Lefebvre. Em síntese, tratou-se neste momento inicial de recuperar a crise do capital e a produção do espaço enquanto bases conceituais às reflexões pertinentes à pesquisa. O capítulo seguinte, munido das considerações a propósito da reprodução do espaço e da cidade como condição da reprodução das relações sociais de produção, procurou lançar os argumentos que apontam para São Paulo enquanto território privilegiado do capital, ressaltando a mobilidade da riqueza mobiliária e imobiliária como sendo o nexo fundamental à (re)produção de seu espaço. Nele, constituíram-se, assim, momentos de discussão dos termos da territorialização do capital a partir da reprodução de São Paulo, ressaltando, inclusive, formas de mobilizar riqueza frente a um contexto de acumulação problemático em seus termos substanciais. Por fim, o capítulo 3 procurou expor recortes que trouxessem à discussão a processualidade da atualização do território urbano economizado. Para tanto, expôs-se momentos em sua conexão com a produção do espaço metropolitano: a construção do Rodoanel, a eclosão de empreendimentos logísticos-industriais (condomínios logísticos), os impasses da transferência do CEAGESP e as pressões para expropriação que chegam aos moradores da Vila Nova Esperança, comunidade localizada nas mediações do Rodoanel. A síntese de tais momentos revela uma hipermobilidade da riqueza pressuposta na metrópole de São Paulo condicionada pelos limites internos que marcam a reprodução social capitalista contemporânea. / This research sought to understand the transformations in the metropolis of São Paulo under determinations that demand to delve on the economic guidelines in the reproduction of the space of the city, bearing in mind the construction of the Mário Covas beltway. In this regard, the transformations relate to the remodeling of an economized urban territory, which can only be properly understood in the light of the contradictions unfolding from this social form, namely, the capitalist. The first section of the discussion has focused on a theoretical recapitulation of the unsolved contradictions of modern society revealed by Marx and also on the reflections of authors who bring important questions about the ramifications inherent to the social reproduction of capitalism in the twentieth century, such as those brought by Ernest Mandel, Robert Kurz and Henry Lefebvre. In short, this first section aimed to review the crisis of capital and the production of space as conceptual bases for the inquiry proposed in this research. Knowing that the reproduction of space and the city is a condition for the reproduction of social relations of production, the following chapter sought to present the arguments indicating São Paulo as a privileged territory of capital, emphasizing the mobility of mobiliary and real estate wealth as the fundamental link to the (re) production of its space. Also, a discussion of the terms of the territorialization of capital from the reproduction of São Paulo were constituted, highlighting ways of mobilizing wealth within a context of problematic accumulation in its substantial terms. Finally, chapter 3 sought to expose cases in point that would add to the discussion the processuality of the remodeling of the economized urban territory. In order to do so, events in connection with the production of the metropolitan space were exposed: the construction of the beltway, the emergence of logistic-industrial enterprises (logistic condominiums), the impasses around the transfer of the CEAGESP and the pressures for expropriation imposed to the inhabitants of Vila Nova Esperança neighborhood, a community located in the middle of the beltway. The synthesis of such events reveals a hypermobility of the wealth presupposed in the metropolis of São Paulo, which is conditioned by the internal limits that characterize the contemporary capitalist social reproduction.

In the last decade, Professional Learning Communities (PLCs) are increasingly used as models for teachers’ joint efforts in developing their teaching. The overall aim of this licentiate thesis is to expand the knowledge of PLCs in mathematics, by deepening the understanding of aspects that influence the establishment, organization, and implementation of PLCs in mathematics. Specifically, the aim is to contribute with an overview of how PLCs in mathematics are organized and framed, and also to explain what may enable and hinder PLCs in mathematics. To fulfill the purpose, two studies are conducted where Cultural Historical Activity Theory (CHAT) is used as a conceptual and analytical framework. In the first study, previous research of PLCs in mathematics are synthesized through a configurative literature review, resulting in a description of how PLCs in mathematics are organized and framed. In the study, similarities, and differences between different models of PLCs in mathematics are examined regarding subjects, objects, mediating artifacts, rules, community, division of labor and outcomes. The result shows three different activity systems, with different objects or motives for implementing the PLCs. The activity systems vary concerning the use of mediating artifacts, and what norms regulate the activity system, but are similar regarding participants, context, and division of labor. In the second study, contradictions, and their manifestations in PLCs in mathematics are analyzed. Contradictions may enable or hinder the work of PLCs depending on whether they are identified or not. Contradictions, and their manifestations, are in the study examined through interviews with teacher leader coaches with experience in coaching teacher leaders of PLCs in mathematics. In the study, four contradictions, in and between activity systems, are identified. These four contradictions are manifested through 26 conflicts and dilemmas. The identified contradictions are connected to the norms and traditions that are part of mathematics as a discipline as well as the teacher profession. Taken together, the result of the two studies can be useful in establishing, organizing, and implementing future PLC endeavors. / Kollegialt lärande har det senaste decenniet blivit väletablerat i skolans värld som modell för lärargemensam undervisningsutveckling. Det övergripande syftet med den här licentiatavhandlingen är öka kunskapen om kollegialt lärande i matematik genom att fördjupa förståelsen för aspekter som kan påverka etablering, organisering och genomförande av kollegialtl ärande i matematik. Mer specifikt är syftet att bidra med en kunskapsöversikt över hur kollegialt lärande i matematik kan organiseras och inramas, samt att hitta möjliga förklaringar till vad som möjliggör och vad som hindrar kollegialt lärande i matematik. Detta görs genom två studier där verksamhetsteori använts för att konceptualisera och analysera kollegialtl ärande. I den första studien sammanställs tidigare publicerade studier om kollegialt lärande i matematik i en konfigurativ litteraturstudie, vilket resulterar i en kunskapsöversikt över hur kollegialt lärande i matematik kan organiseras och inramas. I studien analyseras likheter och skillnader mellan olika metoder för kollegialt lärande i matematik med avseende på de verksamhetsteoretiska begreppen subjekt, objekt, medierande artefakter, regler, gemenskap, arbetsdelning och utfall. Tre olika objekt, det vill säga motiv för att genomföra kollegialt lärande, identifieras som konstituerar tre olika verksamhetssystem, där objekt, normer och medierande artefakter skiljer sig åt. Subjekt, arbetsdelning och gemenskap är lika mellan de tre verksamhetssystemen. I den andra studien analyseras vilka motsättningar, det vill säga oförenligheter, som manifesteras i kollegiala lärgrupper i matematik. Motsättningar kan hindra eller möjliggöra kollegialt lärande beroende på om de identifieras eller inte. Motsättningar och deras manifesteringar har studerats genom att lärledarcoacher, som coachat lärledare för kollegialt lärande i matematik, intervjuas. I studien identifieras fyra motsättningar inom och mellan verksamhetssystem, manifesterade genom 26 konflikter och dilemman. De identifierade motsättningarna är sprungna ur matematikämnets och läraryrkets traditioner och normer. De två studiernas resultat sammantaget kan vara användbart vid organisering och genomförande av framtida kollegiala lärprojekt.