Rock’n’roll has specific aesthetic — a set of invisible rules that each young rock musician accepts as a given. If one examines the history of rock’n’roll starting from 1950s, one will notice that there was a clear division in rock that separates the rock’n’roll of 1950s from rock of the second half of the 1960s and beyond—the rock that we know today. This thesis investigates how the visual aesthetic of rock’n’roll evolved from its origins in the 1950s blues tradition, how it was formed in the second half of the 1960s, and how it was modified in the first half of the 1970s. In particular, it focuses on the role played by the British band Rolling Stones as mediators between the 1950s early rock aesthetics rooted in the blues tradition and the Beats’ ideology and the subsequent generations of American rockers who emerged in the 1970s, such as the band New York Dolls. The final section of the thesis investigates how the New York Dolls adopted and transmitted the aesthetics of authenticity pioneered by the Stones to the new wave of punk and grunge bands. Although the thesis considers the music produced within this milieu, its primary focus is on the visual presentation and promotion of the new aesthetic through stage performances, publicity and the medium of television.

Many devastating problems face South Africa’s young children that can hamper their emotional and social development. The Emotional Literacy and Persona Doll programme (Buchanan, 2007) attempts to intervene in the young child’s emotional development. Persona Dolls are used to encourage emotional expression and management in young children. Previous research has indicated the positive effects of the Persona Dolls and Emotional Literacy programmes with children. However, the development in the trainees and practitioners who use these dolls has yet to be researched. This research study assessed the development of empathy, and the personal experiences of trainees who underwent the emotional literacy and Persona Doll training programme in South Africa. Participants included social workers, psychologists, and preschool and foundation phase teachers. Participants’ empathy was assessed before the first training session, and at the end of the training through Davis Interpersonal Reactivity Index (1980). Participants also documented their feelings, experiences, and thoughts while undergoing the training, in a journal. Process notes of persona doll sessions and evaluation forms were also used in the study. Although the quantitative results did not show any significant results in terms of an improvement in empathy for the trainees, the qualitative results demonstrated that the participants found that they were more able to think and talk about their own emotions, and the emotions of others. This is a crucial aspect of emotional literacy, where one is able to identify and think about one’s own emotions. Furthermore, the group of participants learnt important reflection and containment skills, which they believe they can and are using in their work with others, and with their families. While there is no statistically grounded argument for the improvement of empathy, and in extension emotional literacy, the participants in the training seemed to have developed their own emotional literacy skills, and found that they are better able to work with children and adults in the realm of emotional work. Implications and suggestions for further research are discussed.

Ububele is a resource and training centre located in the greater Alexandra Township of Johannesburg. One of Ububele’s projects, the Ububele Persona Doll project, is a programme that is aimed at developing emotional literacy in pre-school children using a life-size handmade doll in a group setting. This research has sought to explore the use of the Ububele Persona Dolls. The sample consisted of eighteen Grade R children at the Ububele Therapeutic Nursery School and their teacher. They were video recorded during six regular Ububele Persona Doll sessions. The use of the dolls in developing emotional literacy in pre-school children, as well as their potential for use in group therapy was assessed in three different stages. Firstly, the presence of emotional material in the form of emotional adjectives was assessed. The teacher’s response patterns and level of empathy, as well as the effectiveness of the responses in terms of the goals of emotional literacy development were analysed. Lastly, the transcripts were examined for the presence of material, with regard to thematic content that could be used in group therapy. The presence of emotional adjectives suggested that there was useful emotional material present, although the material was mainly brought up by the teacher and the range of the material was limited. The teacher’s responses were most frequently informative, didactive or directive responses and questioning responses. However, she did make use of paraphrases and restatements, reflections and verbal encouragers to a lesser degree. With regards to the empathic levels of the responses, most of the responses involved exact replications of what was said by the child and no empathic responses requiring an understanding of human behaviour were given. The goals of emotional literacy training were all being achieved within the sessions. A number of themes, including physical discipline, abuse and neglect, broken or non-nuclear families, and death and dying, emerged. These themes could be concentrated on by a group facilitator.

My work explores subculture as a form of cultural resistance to the dominant ideology. I'm concerned with the ambiguous relationship we occupy as subjects to the material produced by popular culture, and how this is digested and understood by female viewers and cultural outsiders. The specific temporality of the queer subject is a key theme in my work.

Adult attitudes toward the Barbie dolls are ambivalent, with many saying they encourage a variety of undesirable tendencies. This paper looks at the dramatic play that actually occurs with the dolls, much of it involving the normal behavior that one would expect in children who are becoming enculturated through imitation of the adult behavior they see around them. But also common is play that most adults would think of as unconventional or deviant. To what extent are parents, particularly mothers, aware of this? How does this play relate to enculturation? Does it serve other functions? And what implications does it have for the age at which children should be given Barbies and the need for adult supervision or instruction of the children? This thesis describes the types of play engaged in and considers possible answers to the questions raised above. / Department of Anthropology

Feminist theorising has been instrumental in efforts to challenge gender hierarchies and conceptualize care as an ethic of relationality and interdependence, and has influenced visions of pedagogy as a relational, ethical and political endeavour. While these pedagogies importantly challenge simplified, uncontextualized, apolitical notions of both gender and care, they do not necessarily attend to the increasing complexity of children’s heterogeneous commonworlds. Following a theoretical and methodological framework aligned with material feminism and post qualitative research, in particular thinking with feminist scholars Barad and Haraway, this research questions what an engagement with human-and non-human relationality might do to complicate conversations about gender and care. Employing pedagogical narrations through a post-qualitative lens, this inquiry explores how children, educators and things become implicated in gendered caring practices. A diffractive analysis is put to work wherein gender and care are analyzed with/in several child-doll and child-car encounters, and are diffractively read through other doll and car stories near and far from the classroom. This analysis illuminates the political and ethical embeddedness of early childhood pedagogies, and the understanding that gendering and caring emerge with/in a complex web of many relations. Material feminism loosens ties that bind simplified constructions of gender as explanations for care and vice versa, and instead puts forward that gender and care per formatively emerge through intra-action. As such pedagogical and research practices need to pay careful attention to that which is always already on the verge of becoming. / Graduate

A pesquisa apresentada nesta dissertação de mestrado investiga como as crianças de quatro e cinco anos de uma turma de Educação Infantil de uma Escola Municipal de Porto Alegre apresentam e constituem suas configurações familiares em suas brincadeiras. Através de uma perspectiva com inspiração pós-crítica e da metodologia de pesquisa com crianças, concebendo-as como sujeito ativo da investigação, como sugerem os estudos da criança, trato de pesquisar as concepções de família desta turma a partir das narrativas das crianças na interação com os bonecos-família. Faço uso deste tipo de brinquedo, bem como de desenho e fotografias tiradas pelas crianças, para mostrar como, através das brincadeiras com bonecos-família, essas constituem ou não outras configurações possíveis de se ter uma família, de ser família. Historicizo a organização da família e seu papel na cultura e sociedade através dos tempos para, através de sua história, tentar entender como as crianças constituem suas famílias hoje. Faço uso de autores como Almeida (2009), Christensen e James (2005), Tomás (2011) e Corsaro (2009), para tratar dos estudos sobre infâncias; Ariès (1978), Donzelot (2001), Roudinesco (2003) e Shorter (2005), para estudar a historicidade do conceito de família; Fernandes (2005), Filho (2011), Dornelles (2007; 2010), Dornelles e Lima (2014), para entender a organização da pesquisa com criança; e ao tratar do brincar e da brincadeira me apoio em Agamben (2005), Benjamin(1987), Brougère (2004), Marques (2013). Concluo, mesmo que provisoriamente, que as crianças continuam construindo modos nucleares de ser família em suas brincadeiras e que outras formas de constituições familiares são por elas, em grande parte das vezes, tratadas como incompletas, ilegítimas. Ao mesmo tempo, algumas crianças permitiram que essas novas configurações aparecessem e autorizaram seus usos nas brincadeiras de bonecos-família. A pesquisa pretendeu contribuir para problematizar os modos de ser família que atravessam as narrativas das crianças na pesquisa, bem como buscar um novo olhar e entendimento das novas configurações de famílias na contemporaneidade. / The research presented in this Master’s Dissertation investigates how four- and-five-year-old children in a group of childhood education in a municipal school in Porto Alegre show and constitute their family settings in their play. From a post-critical perspective with inspiration and research methodology with children, conceiving them as an active research subject , as child studies have suggested, I try to investigate the family concept in this group, from the children’s narratives in interaction with family-dolls. I use this kind of toy, as well as drawing and photographs taken by the children to show how these are or are not other possible configurations for having/being a family, by playing with family-dolls. I historicize the family organization and role in culture and society through the ages to try to understand with its history, how children are their families today. I have drawn to writers like Almeida (2009), Christensen and James (2005), Thomas (2011) and Corsaro (2009), to address the childhood studies; Ariès (1978), Donzelot (2001), Roudinesco (2003) and Shorter (2005), to study the historicity of the family concept; Fernandes (2005), Filho (2011), Dornelles (2007; 2010), and Dornelles and Lima (2014), to understand how the research with children is organized; and dealing with playing I have drawn on Agamben (2005), Benjamin (1987), Brougère (2004) and Marques (2013). I conclude, although only temporarily, that children continue constructing nuclear ways of being a family in their playing and that other forms of family constitutions they render incomplete, illegitimate. At the same time, some children have allowed these new settings to appear and authorized their use in playing with family-dolls. The research aimed to help problematize the ways of being a family running through the children’s narratives in the research and find a new gaze and understanding of new families in contemporary times.

A pesquisa apresentada nesta dissertação de mestrado investiga como as crianças de quatro e cinco anos de uma turma de Educação Infantil de uma Escola Municipal de Porto Alegre apresentam e constituem suas configurações familiares em suas brincadeiras. Através de uma perspectiva com inspiração pós-crítica e da metodologia de pesquisa com crianças, concebendo-as como sujeito ativo da investigação, como sugerem os estudos da criança, trato de pesquisar as concepções de família desta turma a partir das narrativas das crianças na interação com os bonecos-família. Faço uso deste tipo de brinquedo, bem como de desenho e fotografias tiradas pelas crianças, para mostrar como, através das brincadeiras com bonecos-família, essas constituem ou não outras configurações possíveis de se ter uma família, de ser família. Historicizo a organização da família e seu papel na cultura e sociedade através dos tempos para, através de sua história, tentar entender como as crianças constituem suas famílias hoje. Faço uso de autores como Almeida (2009), Christensen e James (2005), Tomás (2011) e Corsaro (2009), para tratar dos estudos sobre infâncias; Ariès (1978), Donzelot (2001), Roudinesco (2003) e Shorter (2005), para estudar a historicidade do conceito de família; Fernandes (2005), Filho (2011), Dornelles (2007; 2010), Dornelles e Lima (2014), para entender a organização da pesquisa com criança; e ao tratar do brincar e da brincadeira me apoio em Agamben (2005), Benjamin(1987), Brougère (2004), Marques (2013). Concluo, mesmo que provisoriamente, que as crianças continuam construindo modos nucleares de ser família em suas brincadeiras e que outras formas de constituições familiares são por elas, em grande parte das vezes, tratadas como incompletas, ilegítimas. Ao mesmo tempo, algumas crianças permitiram que essas novas configurações aparecessem e autorizaram seus usos nas brincadeiras de bonecos-família. A pesquisa pretendeu contribuir para problematizar os modos de ser família que atravessam as narrativas das crianças na pesquisa, bem como buscar um novo olhar e entendimento das novas configurações de famílias na contemporaneidade. / The research presented in this Master’s Dissertation investigates how four- and-five-year-old children in a group of childhood education in a municipal school in Porto Alegre show and constitute their family settings in their play. From a post-critical perspective with inspiration and research methodology with children, conceiving them as an active research subject , as child studies have suggested, I try to investigate the family concept in this group, from the children’s narratives in interaction with family-dolls. I use this kind of toy, as well as drawing and photographs taken by the children to show how these are or are not other possible configurations for having/being a family, by playing with family-dolls. I historicize the family organization and role in culture and society through the ages to try to understand with its history, how children are their families today. I have drawn to writers like Almeida (2009), Christensen and James (2005), Thomas (2011) and Corsaro (2009), to address the childhood studies; Ariès (1978), Donzelot (2001), Roudinesco (2003) and Shorter (2005), to study the historicity of the family concept; Fernandes (2005), Filho (2011), Dornelles (2007; 2010), and Dornelles and Lima (2014), to understand how the research with children is organized; and dealing with playing I have drawn on Agamben (2005), Benjamin (1987), Brougère (2004) and Marques (2013). I conclude, although only temporarily, that children continue constructing nuclear ways of being a family in their playing and that other forms of family constitutions they render incomplete, illegitimate. At the same time, some children have allowed these new settings to appear and authorized their use in playing with family-dolls. The research aimed to help problematize the ways of being a family running through the children’s narratives in the research and find a new gaze and understanding of new families in contemporary times.

Submitted by Leonardo Cavalcante (leo.ocavalcante@gmail.com) on 2018-05-15T12:08:05Z No. of bitstreams: 1 Arquivototal.pdf: 3252061 bytes, checksum: 89c7fae572e70db456869de80f6dc45f (MD5) / Made available in DSpace on 2018-05-15T12:08:05Z (GMT). No. of bitstreams: 1 Arquivototal.pdf: 3252061 bytes, checksum: 89c7fae572e70db456869de80f6dc45f (MD5) Previous issue date: 2016-05-13 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This text has as objectives to analyze the relationship between education and learning of female gender and the workmanship cultural doll; and to discuss the construction of the woman's self-conception and his/her relationship with the body starting from the memory and of the writing of itself. The text is structured in the following way: Introduction, where it presents the theme, the objectives, the problematization, justification and motivation, his/her relevance and contribution for the area of the Education and of the Cultural Studies, as well as the theoretical referential. In the first chapter, it elaborates an abbreviation history of the dolls and his/her influence in the women's from the childhood life through the adult phase. The second chapter describes the research in it action / intervention character, presenting the process of experience of the researcher's teaching in classroom and this space as locus of the research, as well as the experience of the doll’s workshop that have been accomplished there. Finally, the third chapter consists on the analyses of the documents that had been apprehended along the research. In that way, the applied methodology consisted of collecting the researched participants' descriptive and narrative texts, as well as to accomplish with the same ones a doll’s workshop in which they could set up a doll and they introduced her/it in the intention of uttering a self-conception through of that object. The results obtained with the research indicate that not just the doll as an object, but an entire system of institutions and social groups, mainly the family, they have important and decisive participation in that learning of female gender guiding the girls how to become women and the women ideal behavior, reinforcing with this an ideology of how a woman has to be and how a woman has to act. / Este texto tem como objetivos analisar a relação entre educação e aprendizagem de gênero feminino e o artefato cultural boneca; e discutir a construção da autoimagem da mulher e sua relação com o corpo a partir da memória e da escrita de si. O texto estrutura-se da seguinte forma: Introdução, onde apresenta o tema, os objetivos, a problematização, justificativa e motivação, sua relevância e contribuição para a área da Educação e dos Estudos Culturais, assim como o referencial teórico. No primeiro capítulo, elabora uma breve história das bonecas e sua influência na vida das mulheres da infância até a fase adulta. O segundo capítulo descreve a pesquisa no seu caráter de ação/intervenção, relatando o processo de experiência de docência da pesquisadora em sala de aula e esta como lócus da pesquisa, como também a experiência da oficina de bonecas aí realizada. Por fim, o terceiro capítulo traz as análises dos documentos apreendidos. Dessa forma, a metodologia aplicada consistiu em coletar textos descritivos e narrativos das participantes pesquisadas, como também realizar com as mesmas uma oficina de bonecas na qual elas montaram uma boneca e a apresentaram no intuito de exteriorizar uma autoimagem através desse objeto. Os resultados obtidos com a pesquisa indicam que não apenas o objeto boneca, mas toda uma rede de instituições e grupos sociais, principalmente a família, têm importante e decisiva participação nessa aprendizagem de gênero feminino direcionando as meninas a serem mulheres e como uma mulher deve se comportar, reforçando assim uma ideologia de ser e como ser mulher.

A pesquisa apresentada nesta dissertação de mestrado investiga como as crianças de quatro e cinco anos de uma turma de Educação Infantil de uma Escola Municipal de Porto Alegre apresentam e constituem suas configurações familiares em suas brincadeiras. Através de uma perspectiva com inspiração pós-crítica e da metodologia de pesquisa com crianças, concebendo-as como sujeito ativo da investigação, como sugerem os estudos da criança, trato de pesquisar as concepções de família desta turma a partir das narrativas das crianças na interação com os bonecos-família. Faço uso deste tipo de brinquedo, bem como de desenho e fotografias tiradas pelas crianças, para mostrar como, através das brincadeiras com bonecos-família, essas constituem ou não outras configurações possíveis de se ter uma família, de ser família. Historicizo a organização da família e seu papel na cultura e sociedade através dos tempos para, através de sua história, tentar entender como as crianças constituem suas famílias hoje. Faço uso de autores como Almeida (2009), Christensen e James (2005), Tomás (2011) e Corsaro (2009), para tratar dos estudos sobre infâncias; Ariès (1978), Donzelot (2001), Roudinesco (2003) e Shorter (2005), para estudar a historicidade do conceito de família; Fernandes (2005), Filho (2011), Dornelles (2007; 2010), Dornelles e Lima (2014), para entender a organização da pesquisa com criança; e ao tratar do brincar e da brincadeira me apoio em Agamben (2005), Benjamin(1987), Brougère (2004), Marques (2013). Concluo, mesmo que provisoriamente, que as crianças continuam construindo modos nucleares de ser família em suas brincadeiras e que outras formas de constituições familiares são por elas, em grande parte das vezes, tratadas como incompletas, ilegítimas. Ao mesmo tempo, algumas crianças permitiram que essas novas configurações aparecessem e autorizaram seus usos nas brincadeiras de bonecos-família. A pesquisa pretendeu contribuir para problematizar os modos de ser família que atravessam as narrativas das crianças na pesquisa, bem como buscar um novo olhar e entendimento das novas configurações de famílias na contemporaneidade. / The research presented in this Master’s Dissertation investigates how four- and-five-year-old children in a group of childhood education in a municipal school in Porto Alegre show and constitute their family settings in their play. From a post-critical perspective with inspiration and research methodology with children, conceiving them as an active research subject , as child studies have suggested, I try to investigate the family concept in this group, from the children’s narratives in interaction with family-dolls. I use this kind of toy, as well as drawing and photographs taken by the children to show how these are or are not other possible configurations for having/being a family, by playing with family-dolls. I historicize the family organization and role in culture and society through the ages to try to understand with its history, how children are their families today. I have drawn to writers like Almeida (2009), Christensen and James (2005), Thomas (2011) and Corsaro (2009), to address the childhood studies; Ariès (1978), Donzelot (2001), Roudinesco (2003) and Shorter (2005), to study the historicity of the family concept; Fernandes (2005), Filho (2011), Dornelles (2007; 2010), and Dornelles and Lima (2014), to understand how the research with children is organized; and dealing with playing I have drawn on Agamben (2005), Benjamin (1987), Brougère (2004) and Marques (2013). I conclude, although only temporarily, that children continue constructing nuclear ways of being a family in their playing and that other forms of family constitutions they render incomplete, illegitimate. At the same time, some children have allowed these new settings to appear and authorized their use in playing with family-dolls. The research aimed to help problematize the ways of being a family running through the children’s narratives in the research and find a new gaze and understanding of new families in contemporary times.