This paper aims to gain an in-depth understanding of construction of ethnic identity and feeling ofbelonging through a case study on Macedonian diaspora in Australia. It examines the aspects whichinfluenced the construction of their (ethnic) identity and what kind of impact the migration processhad on their feeling of belonging. For that purpose, a qualitative research method was chosenconsisting of 9 semi-structured interviews with members of the Macedonian diaspora who havelived in Australia for more than 20 years. The result shows that the decisive factors in determiningtheir ethnic identity was the language, the Macedonian as well as Australian culture and the linkageto their homeland. In addition, although they showed that they have adopted Australian culture butalso kept their Macedonian culture, the psychological condition, memories, place attachment andfamily seemed to be essential for the prevalence of Macedonian ethnic identity and feeling ofbelonging.

The European Union is a supranational structure of its own, created to bring peaceafter years of war on the ground of shared economic interests. In the 1970s, the polity started torealize its need of a European identity to further pursue its integration process efficiently, openinga door on a whole new sphere. This latter shift brought new issues on the table, questioning thefeatures of a common identity bringing the European countries of the Union together andeventually introduced the concept of EU citizenship as a condition of (EU)ropean belonging. Onthe other side of the Atlantic, Argentina has been on the quest of its own identity since theindependence from Spain in 1810. In the twentieth century, the country started to identify withEurope, resulting in the creation of a European identity in a non-geographically Europeancontinent and far from the concept of EU citizenship. This thesis seeks to study the differentunderstandings of a European identity. The leading question is: How are European citizenshipand European identity interwoven in the expression of belonging to Europe in the officialdiscourse in the EU and Argentina? According to a model of the sociologist Delanty, we willdeconstruct the concept of citizenship according to three features and look at citizenship as acommunity of Rights, a participatory behaviour and an identity with means of culturalcohesiveness and historical traditions in both the EU and Argentina’s official discourse. Ourfindings show, neither the study of EU rights and participatory behaviour of Eu citizens inArgentina allow us to understand the identification of Argentina with Europe, in opposition withthe EU. Indeed, being a European in the EU refers to belonging and participating in a politicalsphere and eventually could lead to a political identity. In Argentina being European refers to acultural, if not eugenic identity which can be explained by the history of the country.

A pesquisa procura e refletir sobre convergências conceituais entre a análise psicossocial e o significado dos lugares e a análise geográfica, sobretudo em relação ao encontro geografia/educação. A pesquisa procura demonstrar como a geografia vem desenvolvendo teórica e praticamente uma abordagem capaz de produzir uma solução societária para a reapropriação selvagem dos lugares, por parte de indivíduos e grupos que perderam o sentimento de pertencimento, em relação a seus contextos sócio-geográficos. / The research tries to demonstrate and reflect on conceptual convergences between psychosocial analysis and the significance of places and the geographical analysis, especially in relation to the encounter of geography and education. The research tries to demonstrate how the geography has been developing practically and theoreticically an approach capable of producing a sociatary solution for the wild reapropriation of places by individuals and groups that lost the feeling of belonging, in relation to their socio-geographical contexts.

A pesquisa procura e refletir sobre convergências conceituais entre a análise psicossocial e o significado dos lugares e a análise geográfica, sobretudo em relação ao encontro geografia/educação. A pesquisa procura demonstrar como a geografia vem desenvolvendo teórica e praticamente uma abordagem capaz de produzir uma solução societária para a reapropriação selvagem dos lugares, por parte de indivíduos e grupos que perderam o sentimento de pertencimento, em relação a seus contextos sócio-geográficos. / The research tries to demonstrate and reflect on conceptual convergences between psychosocial analysis and the significance of places and the geographical analysis, especially in relation to the encounter of geography and education. The research tries to demonstrate how the geography has been developing practically and theoreticically an approach capable of producing a sociatary solution for the wild reapropriation of places by individuals and groups that lost the feeling of belonging, in relation to their socio-geographical contexts.

A pesquisa procura e refletir sobre convergências conceituais entre a análise psicossocial e o significado dos lugares e a análise geográfica, sobretudo em relação ao encontro geografia/educação. A pesquisa procura demonstrar como a geografia vem desenvolvendo teórica e praticamente uma abordagem capaz de produzir uma solução societária para a reapropriação selvagem dos lugares, por parte de indivíduos e grupos que perderam o sentimento de pertencimento, em relação a seus contextos sócio-geográficos. / The research tries to demonstrate and reflect on conceptual convergences between psychosocial analysis and the significance of places and the geographical analysis, especially in relation to the encounter of geography and education. The research tries to demonstrate how the geography has been developing practically and theoreticically an approach capable of producing a sociatary solution for the wild reapropriation of places by individuals and groups that lost the feeling of belonging, in relation to their socio-geographical contexts.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-10-20T11:37:50Z No. of bitstreams: 1 duartedemagalhaesbarbalho.pdf: 3416286 bytes, checksum: 7ec37cbfb4c5b032f925ae2d2f2ace2d (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-10-25T12:26:15Z (GMT) No. of bitstreams: 1 duartedemagalhaesbarbalho.pdf: 3416286 bytes, checksum: 7ec37cbfb4c5b032f925ae2d2f2ace2d (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-10-25T12:26:26Z (GMT) No. of bitstreams: 1 duartedemagalhaesbarbalho.pdf: 3416286 bytes, checksum: 7ec37cbfb4c5b032f925ae2d2f2ace2d (MD5) / Made available in DSpace on 2016-10-25T12:26:26Z (GMT). No. of bitstreams: 1 duartedemagalhaesbarbalho.pdf: 3416286 bytes, checksum: 7ec37cbfb4c5b032f925ae2d2f2ace2d (MD5) Previous issue date: 2008-06-09 / Este estudo investiga a história institucional e as histórias contadas por alunos do Colégio de Aplicação - CAP/COLUNI, da Universidade Federal de Viçosa, tentando compreender como se construiu uma ‘memória coletiva’ de Histórias de Sucessos sobre essa escola de Ensino Médio. Por intermédio das memórias individuais de alunos e de professores do colégio, buscou-se compreender como esse discurso é produzido, apropriado e atualizado, transformando-se em uma ‘tradição’ que gera um sentimento de pertencimento aos atores sociais envolvidos com esta instituição. Em nossa análise nos valemos principalmente de métodos e instrumentos da História Oral, além do resgate de fontes escritas de cunho arquivístico e bibliográfico. Através de entrevistas, de narrativas de histórias de vida, de depoimentos e de imagens fotográficas, tentamos apreender como o sentimento coletivo de pertencimento, que cria uma identidade singular para essa escola, foi fixado pelas práticas do cotidiano escolar de seus alunos e professores. Como aporte teórico para analisar o significado da tradição escolar nesta instituição, utilizamos o conceito de ‘tradição inventada’, que foi desenvolvido por HOBSBAWM. Para a compreensão do significado da idéia de sucessos inscrita na memória dos ex-alunos do CAP/COLUNI também nos valemos da noção de inculcação de ‘habitus’ inscritas em BOURDIEU, LAHIRE e CHARLOT, as quais nos auxiliaram na explicação das relações dos jovens com o saber nas implicações de situação de sucesso ou de fracasso escolar. / This study investigates both the institutional history and the stories told by the students of the Application High-School – CAP/COLUNI of the Federal University of Viçosa, State of Minas Gerais. The main objective is to have an understanding of how a ‘group memory’ of success stories about this high-school was constructed. From individual memories of students and teachers it aimed to understand how this speech is produced, materialized and kept up dated and then becoming a tradition. This creates a feeling of belonging to the social characters involved in this institution. The methodological issue was the Oral History, written source from archives and bibliography. Through interviews, narratives, statements and images, this study try to grasp how this group felling of belonging, shows a particular identity of this school. This happened mainly because of the daily school practice. As a theoretical support to analyze the meaning of school tradition in this institution concept used was the ‘invented tradition’, which was developed by HOBSBAWM. In order to understand the meaning of the idea of successes inside the CAP/COLUNI’S former students memory, it was issued the notion of ‘habitus’ inquirement found in BOURDIEU, LAHIRE and CHARLOT which helped in the explanation of the teenagers relationship with the knowledge of the school implications.

Depuis au moins trente ans, les descendants de l’immigration maghrébine sont, en France, l’objet d’interrogations scientifiques et politiques. De la mesure des degrés et rythmes d’intégration à l’identification de pratiques discriminatoires, la sociologie des descendants d’immigrés s’est concentrée sur l’étude des modes de vie et des trajectoires des membres de cette population vue depuis le pays de résidence, également pays de naissance. Pour compléter ces perspectives, ce travail propose d’étudier les liens matériels entretenus avec le pays d’origine des parents à travers une pratique apparemment mineure : les séjours de vacances passées au « bled », dans le pays de naissance de leurs parents – en l’occurrence l’Algérie. Ce travail interroge les enjeux d’appartenances qu’impliquent ces séjours vacanciers en les rapportant aux trajectoires et aux caractéristiques sociales des personnes rencontrées (classe sociale, sexe, âge et génération, situation familiale). Les appartenances ne sont pas appréhendées ici uniquement à travers des pratiques symboliques (comme la pratique de la langue du pays d’origine ou la religion des parents) ou par le biais de déclarations, mais à travers la description et l’analyse de pratiques matérielles mises en œuvre à l’occasion de ces séjours de vacances. Il apparaît alors que ces pratiques sont révélatrices de modes variés de relation aux « origines », entre pratiques mémorielles d’inscription dans une lignée familiale et/ou une histoire nationale, et entretien au présent de sociabilités familiales ou amicales à travers des pratiques de loisir partagées.La recherche s’appuie principalement sur une enquête qualitative menée à la fois en France (dans la région lyonnaise) et en Algérie (particulièrement dans la région de Sétif, première région d’émigration représentée à Lyon), réunissant des entretiens ethnographiques et des observations in situ des pratiques et des relations de vacances. Elle propose de combiner une ethnographie des pratiques présentes avec une perspective longitudinale sur l’évolution de ces pratiques, appréhendée du point de vue des individus et de leur famille, et du point de vue de l’Etat algérien. / For at least thirty years now, descendants of North African immigration in France have been at the centre of scientific and political debates. Defining degrees and rhythms of integration or identifying forms of discrimination, sociological analysis of the descendants of migrants has generally analysed life practices and social trajectories from the perspective of the country of birth and residence. This work proposes an alternative perspective by describing and analysing the material links that are maintained with the country of parental origin through an apparently minor phenomenon: holidays trips to the country of birth of their parents – in this case, Algeria.This thesis explores questions of affiliation and feelings of belonging that are raised in these trips, taking into account the various social backgrounds and trajectories (social class, sex, age and generation, family status) of the descendants who participated. Affiliations are not merely questioned through declarations or symbolical links to the country of origins (such as language or religion), but also through the description and analysis of material practices around holidays trips in Algeria. This analysis of practices reveals different ways of maintaining relations with the country of origin, between roots tourism, consisting of finding one’s place in family or national history, and leisure tourism, in which affiliations are based on current social relationships with family and/or friends.This research is based mainly on qualitative methods (interviews and observations) implemented both in France (around the city of Lyon) and Algeria (specifically in the area of Setif, the main region of origin for Algerian families in Lyon). The description and analysis of present-day practices is completed by a longitudinal perspective on the evolutions of these holidays practices. These evolutions are analysed both from the point of view of the descendants and their families, and the point of view of the source state of emigration, Algeria.

No description available.

Submitted by Johnny Rodrigues (johnnyrodrigues@ufcg.edu.br) on 2018-10-09T14:15:36Z No. of bitstreams: 1 ANDRESSA BARBOSA DE FARIAS LEANDRO - DISSERTAÇÃO PPGH 2014..pdf: 6317371 bytes, checksum: 3e67250e7bed6b958831bfad5d66be6b (MD5) / Made available in DSpace on 2018-10-09T14:15:36Z (GMT). No. of bitstreams: 1 ANDRESSA BARBOSA DE FARIAS LEANDRO - DISSERTAÇÃO PPGH 2014..pdf: 6317371 bytes, checksum: 3e67250e7bed6b958831bfad5d66be6b (MD5) Previous issue date: 2014 / O presente estudo tem como objetivo problematizar as práticas escoteiras vivenciadas, na cidade de Campina Grande-PB, nas décadas de 1980-1990, refletindo sobre o disciplinamento dos corpos e a construção de identidades nos Grupos de Escoteiros (General Sampaio, Santos Dumont e Baturité). Deste modo, com base, na análise de fontes orais, na documentação dos arquivos dos referidos Grupos de Escoteiros, nos registros da União dos Escoteiros do Brasil, fotografias e jornais, buscamos refletir como um movimento educativo pensado para a realidade dos jovens ingleses do início do século XX, conseguiu atrair tantas crianças para as suas fileiras na cidade de Campina Grande, na década de 1980-1990, quase cem anos depois de sua criação? Partindo da premissa de que os Grupos de Escoteiros são espaços disciplinares, cujo objetivo é a formação do jovem educado, cumpridor dos seus deveres e útil para a sociedade, refletimos sobre a aplicação do Método Escoteiro, entendido em nosso trabalho como um mecanismo que cumpre a função de disciplinar o corpo, a mente e as emoções dos escoteiros. Analisamos ainda as práticas simbólicas que perpassam o escotismo, responsáveis por estabelecerem a coesão e o sentimento de pertença entre os membros escoteiros, buscando a construção de uma identidade comum. Para a concretização desta pesquisa dialogou-se como alguns autores, a exemplo de FOUCAULT (1987) e suas reflexões teóricas sobre o poder disciplinar, BOSI (1994) e HALBWACHS (1990) acerca da memória, HALL (2005) que nos deu subsídio para discutir a produção de identidades, CHARTIER (1990) e sua análise sobre as representações sociais, CERTEAU (1994) sobre as táticas de resistência, dentre outros. / The following study has as objective to problematize the scouts practices lived, in the city of Campina Grande - PB, in the decades of 1980-1990, reflecting about the discipline of the bodies and the building of identities in the scout groups (General Sampaio, Santos Dumont and Batiruté). Thus, based on the analysis of oral sources, in the files documentation of the referred scout groups, in the records of the Union of Scouts Brazil, photographs and newspapers, we reflect as an educational movement thought to the reality of young Englishmen of the early twentieth century, has attracted many children to their ranks in the city of Campina Grande, in the decade of 1980-1990, nearly a hundred years after its creation? Assuming that the Scout Groups are disciplinary spaces, whose goal is the formation of an educated young, aware of their duties and availabilities to society, we reflected on the implementation of the Scout Method, seen in our work as a mechanism whose function is to discipline the body, mind and emotions of the scouts. We also analyzed the symbolic practices that pervade the scouting, responsible for establishing cohesion and sense of belonging among scouts members seeking the construction of a common identity. To achieve this research, it was discussed as some authors, like FOUCALT (1987) and his theoretical reflections on disciplinary power, BOSI (1994) and HALBWACHS (1990) on the memory, HALL (2005) who gave us allowance to discuss the production of identities, Chartier (1990) and his analysis of the social representations, Certeau (1994) on resistance tactics, among others.