Ongoing development of professional identity is critical for pre-service and in-service elementary music teachers to grow and evolve as music educators over the course of their careers. This study was designed to gain insight into the factors surrounding the formation and ongoing development of professional identity of 4 elementary music teachers in southwestern Ontario, Canada. Narrative in both design and approach, the stories of 4 individual elementary music educators, each at different points along their careers paths, were told using their own words. My personal narrative was also added to the discussion. The participants were known to me in advance of the study and invited to be part of the study because they are all reflective practitioners who were comfortable sharing their stories of teaching music with me. All participants were women, which parallels the reality of the profile of elementary music teachers in Ontario. Over a period of 4 months, I met with each participant for semi-structured interviews and in-school observations. Interviews were recorded using an audio recorder and later transcribed and verified by participants. Field notes were kept during classroom observations and supplemented by journal writings. Informal conversations, via telephone, email, or face-to-face further supplemented the data collected. The data was analyzed by reading and rereading, looking for themes, commonalities and differences of the participants. The results of the study are not meant to be generalized to a larger population, but to provide rich illustrations which may lead to common understanding. The identities of these participants, and my identity, were first influenced through early experiences with music and teaching in the home, at school and in the community. As the participants began university undergraduate programs, both positive and negative experiences informed their developing identity as did experiences in pre-service and in-service teaching. The research findings and recommendations of this study have implications in several areas, including: issues of teacher identity, ongoing professional development and, pre-service and in-service education.

Ongoing development of professional identity is critical for pre-service and in-service elementary music teachers to grow and evolve as music educators over the course of their careers. This study was designed to gain insight into the factors surrounding the formation and ongoing development of professional identity of 4 elementary music teachers in southwestern Ontario, Canada. Narrative in both design and approach, the stories of 4 individual elementary music educators, each at different points along their careers paths, were told using their own words. My personal narrative was also added to the discussion. The participants were known to me in advance of the study and invited to be part of the study because they are all reflective practitioners who were comfortable sharing their stories of teaching music with me. All participants were women, which parallels the reality of the profile of elementary music teachers in Ontario. Over a period of 4 months, I met with each participant for semi-structured interviews and in-school observations. Interviews were recorded using an audio recorder and later transcribed and verified by participants. Field notes were kept during classroom observations and supplemented by journal writings. Informal conversations, via telephone, email, or face-to-face further supplemented the data collected. The data was analyzed by reading and rereading, looking for themes, commonalities and differences of the participants. The results of the study are not meant to be generalized to a larger population, but to provide rich illustrations which may lead to common understanding. The identities of these participants, and my identity, were first influenced through early experiences with music and teaching in the home, at school and in the community. As the participants began university undergraduate programs, both positive and negative experiences informed their developing identity as did experiences in pre-service and in-service teaching. The research findings and recommendations of this study have implications in several areas, including: issues of teacher identity, ongoing professional development and, pre-service and in-service education.

Made available in DSpace on 2014-07-29T15:27:23Z (GMT). No. of bitstreams: 1 Dissertacao Marina Roriz Rizzo Lousa da Cunha.pdf: 1376312 bytes, checksum: 00723a9c18b45d04b611a2b1d6c72527 (MD5) Previous issue date: 2009-03-13 / Essa dissertação analisa a formação da identidade de grupos excluídos da sociedade contemporânea, no contexto de modernidade tardia. Para tanto, baseia-se no estudo de um universo específico, os catadores de materiais recicláveis, grupo sujeito à exclusão social devido, entre outros fatores, à sua ligação direta com o lixo. No contexto estudado, o lixo é local dos excluídos e rejeitados, local em que a sociedade destina tudo o que não tem mais finalidade, ou que tenha ultrapassado seu tempo de uso e de desfrute. Mas é também ambiente de sobrevivência e trabalho de um universo de pessoas que lutam por reconhecimento social e para construírem uma identidade aceita pelos que façam parte da sociedade formal de consumo. O objetivo desta pesquisa, portanto, é compreender como este processo se estabelece. Entender como os grupos formados, a partir do contexto esboçado, configuram sua identidade a fim de promover distinção como grupo social legítimo. Para tanto, parte de um modelo teórico fundamentado na conjugação de três teorias sociais, o desenvolvimento de situações de risco na modernidade tardia, de Beck (BECK, 1997), a formação da identidade no contexto da vida líquida, de Bauman (BAUMAN, 2005) e o consumo como elemento que contribui para a formação identitária, de Bourdieu (BOURDIEU, 2007). Além disso, conta com o suporte da noção de identidade deteriorada de Goffman (GOFFMAN, 1988). Em conseqüência, a pesquisa realizada segue essencialmente procedimentos de interpretação qualitativa, estruturados a partir de metodologia que une aspectos do construtivismo e da fenomenologia. A intenção de uso dessa metodologia é possibilitar o conhecimento do universo dos catadores de materiais recicláveis associados de Goiânia, suas representações pessoais e os motivos que orientam suas percepções.

A presente dissertação visa explorar as implicações do processo educativo na formação identitária, discorrendo sobre o processo de construção e desenvolvimento da identidade e sua relação com o processo educativo. Para tanto, utilizou-se como marco teórico o conceito de identidade de Roberto Daunis, sendo abordados os conceitos de "eu", "self" e individuação para a compreensão da identidade. Utilizando os pressupostos da estruturação da personalidade dados pela teoria psicanalítica freudiana, a qual determina e fundamenta ativamente a estruturação dialética da identidade, corroborando que personalidade e identidade são estruturas concomitantes, foi dada ênfase às fases psicossexuais do desenvolvimento e a estruturação da psique em ego, superego e id. Baseando-se também nos conceitos de identidade narrativa de Paul Ricoeur, discorre-se sobre as três fases fundamentais para a elaboração da identidade, a saber: a introjeção, a identificação e a identidade. A partir dessa extensa base teórica que fornece subsídios para compreensão da formação identitária, seguiu-se com a análise das implicações do processo educativo na construção identitária, baseando-se na compreensão de que a constituição do ser esbarra, incondicionalmente, nas teorias da educação e aprendizagem e no entendimento do seu caráter ideológico. Sobre as teorias da educação, procurou-se destacar o lugar do currículo na aprendizagem, a influência das instâncias culturais e os tipos de estilos educativos e suas influências, discorrendo-se também sobre as metas educativas. Constou-se que a construção da identidade se relaciona diretamente ao processo educacional, uma vez que os esforços educacionais têm como ponto de gravitação a busca do bem-estar integral dos alunos em conjunto com a educação familiar, que possui especial papel e influência no desenvolvimento da identidade. Por fim, discorre-se sobre as implicações, influências e conseqüências do processo educativo para a formação da identidade, trazendo as contribuições da psicologia da educação de Reinhard e Anne Marie Tausch, os quais enfatizam as características da personalidade como objetivo educacional. Conclui-se que as práticas familiares aliadas ao trabalho na escola criam outras possibilidades de comunicação nas quais todos aprendem, reavaliando valores e vivenciando novas experiências comunitárias. / The aim of this research is to explore the following theme: the implications of the educational process into the formation of identity. It focuses on the development of identity, observing its process of construction, its implications and relationship with the educational process. Robert Daunis' concept of identity was used as a reference and we approached the concepts of "self" and individualization. After we looked at the formation of personality according to Freudian psychoanalytic theory that determines the dialectic formation of identity, arguing that personality and identity are simultaneous structures. The psychosexual phases of development and of psyche into ego, super-ego and "id" formation were also considered. Paul Ricoeur is another mentioned author with the theme of personal identity. He analyses three fundamental phases: introspection, identifying process and establishment of identity. The next step was the analysis of the educational process to construct identity. The basis is the comprehension that the formation of human being is unconditionally connected to educational process and to the understanding of its ideological aspects. It was important to show the place of the curriculum on this process of learning, the influences of means of communication and also many different styles of education and its influences, as well as the educational aims. We observed that the construction of identity is directly related to the educational process, so that educational efforts that are responsible and proper, will try hard to get total well-being for children and pupils, in the physical, intellectual, psycho-social and spiritual aspects always together with the pupils' family which has a special role. Finally, a reflection about the implications, influences and consequences of the educational process to the formation of the identity with contributions from psychology of education by Reinhard and Anne Marie Tausch were made. They focus the characteristics of personality as an educational objective. In this way it was possible to conclude that the family's way of living together with the school work will create other possibilities of communication in which everyone will learn, reconsidering all values and trying to live new community experiences.

Amidst growing concerns due to a rise in incidents of inter racial conflict between African Caribbean and South Asian young men; this thesis draws on the concept of identity formation as an instigating factor in terms of why young people may get embroiled in conflict with other cultural groups. Drawing on semi structured questionnaires with professionals and community workers, an ethnographic study with young people involved in or party to the incidents and a few in depth focus groups it explores the historical issues associated with the conflict, the development of identity and how and why this may be different for those from Black and Minority Ethnic (BME) groups and how it can then materialise into conflict when threatened. It aims to contribute to practice, knowledge and understanding of inter racial conflict and how the creation of positive identities can reduce these incidents. It also seeks to identify approaches and interventions most likely to be effective in addressing this which include working with parents, carers and the wider community who may carry some of the historical issues that allow the conflict to exist. Findings point to identity formation being complex and multifaceted, which can be affected through personal and social experiences: many of these being different for young people from BME communities. Identity is fragile and can be shaped and changed through these experiences which can be compounded by interrelated needs and anxious backgrounds which can then manifest into behaviour that targets those that they may feel threatened by. This study cites the importance of cultural specific responses and interventions which are holistic, informal and flexible to meet the distinct needs of not only young people but those that are influential in their lives. In addition it highlights the importance of work associated with identity formation and the creation of positive identities as a precursor to reducing conflict situations.

O presente trabalho busca compreender como ocorre a relação entre a educação democrática e a formação de identidade juvenil no âmbito da autonomia e do protagonismo, por meio da realização de um estudo de caso em uma escola democrática. Buscou-se caracterizar a relação do estudante que se conecta ao aprendizado sem um adulto dominante dirigindo o processo de aprendizado, e como essa liberdade impacta sua vida escolar e a formação de sua identidade autônoma e o protagonista. Interessou conhecer o estudante e sua integral relação com os sistemas simbólicos culturais, possibilitando uma abordagem sobre currículo e sua relação com a construção de identidades juvenis sob a perspectiva dos Estudos Culturais, cujas contribuições de Stuart Hall, importante teórico dos Estudos Culturais que trata das identidades, foram imprescindíveis. Para isso, além da revisão bibliográfica dos principais temas abordados, foi realizada também uma pesquisa experimental com estudantes, corpo docente e estrutura de uma escola da região metropolitana de São Paulo que se assume como escola democrática. Foi também realizada a coleta de uma pequena parte de dados em uma escola tradicional privada na mesma região. A coleta de dados ocorreu por meio de entrevistas utilizando a técnica do grupo focal; entrevistas individuais com corpo docente; observações; análise do Projeto Político Pedagógico da escola objeto de estudo; coleta de dados a partir do uso de redações nessa escola e em uma segunda escola, sendo essa de modelo tradicional. No que se refere à análise dos dados, utilizou-se a análise de conteúdo, de Laurence Bardin, e foram construídas três categorias e um conjunto de indicadores para cada uma delas, que serviram de base para a análise. Os resultados mostram que há indícios de protagonismo e autonomia nos estudantes da escola democrática. O currículo da escola prevê uma série de ferramentas que contribuem para a participação e diálogo. Porém, não é possível afirmar que a autonomia e o protagonismo sejam características exclusivas de estudantes desta escola, conforme visto na comparação entre as redações dos estudantes da escola democrática e da escola tradicional. Outro aspecto importante é a capacidade de construção coletiva destes estudantes, o que sugere que os estudantes desta escola estejam construindo uma identidade que se preocupa com as relações sociais, com o entorno e com a importância da convivência coletiva pautada nas regras e no respeito, uma vez que eles deliberam temas em assembleias e praticam a escuta atenciosa nos diversos campos de diálogo que a escola oferece / This study aimed to understand the relationship between democratic education and formation of juvenile identity in the scope of autonomy and protagonism, through a case study in a democratic school. It was sought to characterize the relationship of students with the learning process without the guidance of a dominant adult, and how this freedom impacts their school life and the formation of their autonomous identity and protagonism. The students and their integral relationship with the cultural symbolic systems were analyzed, allowing us to approach the curriculum and its relationship with the construction of juvenile identities from the perspective of Cultural Studies, for which the contributions of Stuart Hall, an important Cultural Studies theorist who deals with identities, were essential. For this, in addition to the bibliographic review of the main themes discussed, experimental research on students, faculty, and structure was also carried out in a democratic school in the metropolitan region of São Paulo and some data were also collected in a private traditional school in the same region. Data collection was done through interviews using the focal group technique; individual interviews with the faculty; comments; analysis of the Pedagogical Political Project of the school under study; and data collection from essays in this school and in a traditional model school. The content analysis of Larence Bardin was used to analyze the data, and three categories were established and a set of indicators was created for each of them, which served as a basis for the analysis. The results show that the democratic school students have some protagonism and autonomy and that the curriculum of this school provides a series of tools that contribute to participation and dialogue; however, it is not possible to affirm that the autonomy and protagonism are the exclusive characteristics of students of this school, as seen by comparing the essays of the democratic school students with those of the traditional school students. Another important aspect in the democratic school is the students collective construction capacity, which suggests they have built an identity concerned with social relationships, environment and importance of collective coexistence based on rules and respect as they discuss themes in meetings and practice attentive listening in the several fields of dialogue the school offers

Submitted by Irene Nascimento (irene.kessia@ufpe.br) on 2016-10-18T17:18:58Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Tese - Versão para CD - Fabiana Souto Lima Vidal.pdf: 14427514 bytes, checksum: 143f6a6098fa62ebee4c2cdb898f5ea4 (MD5) / Made available in DSpace on 2016-10-18T17:18:58Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Tese - Versão para CD - Fabiana Souto Lima Vidal.pdf: 14427514 bytes, checksum: 143f6a6098fa62ebee4c2cdb898f5ea4 (MD5) Previous issue date: 2016-07-01 / CAPES / O presente percurso investigativo foi desenvolvido na linha de Formação de Professores e Prática Pedagógica do Programa de Pós-Graduação em Educação – UFPE. Buscamos compreender percursos de formações estéticas/culturais na/para a formação de professores(as) e tomamos como campo de investigação o curso de Pedagogia da Universidade Federal de Pernambuco, considerando os três turnos de funcionamento. Dentre vários(as) autores(as), estabelecemos diálogos com Costa, Silva, Sommer, Hall, Darras, Dewey e Larrosa, lentes teóricas que contribuíram para ampliar nosso olhar para o interesse deste estudo, os Estudos Culturais e o debate sobre o campo da Estética. Leituras que deram suporte para pensar as formações estéticas/culturais de professores(as) na/para a contemporaneidade, proporcionaram reflexões acerca do currículo enquanto política cultural e deixaram pistas para entender estética numa perspectiva horizontal, contemporânea. Isso nos possibilitou construir reflexões acerca das experiências estéticas/culturais como elementos nas/das/para as formações estéticas/culturais de professsores(as) e para a construção de identidades docentes estéticas. Como aporte metodológico, nos inspiramos na Etnografia para transitar pelo campo, buscar olhar para o mesmo a partir de vários recortes, peças que juntamos ao longo do percurso, dentre as quais, destacamos os registros de observações realizadas no eixo disciplinar, mais especificamente, em sete componentes curriculares. Também contamos com a participação mais intensa de seis estudantes com os quais fizemos parte dessa viagem, escutamos suas falas e nos detivemos nos registros realizados por eles(as) em cadernos de memórias de percursos estéticos/culturais. Para além do eixo disciplinar, utilizamos os registros, escritos e imagéticos, realizados em diversos momentos da nossa incursão no campo – eventos, cursos, palestras etc. Ainda nos imbuímos de um espírito flâneur e de um olhar curioso e crítico para compreender as condições físicas e estruturais enquanto elementos também de formação estética. Na construção da nossa narrativa etnográfica, nas nossas análises, dialogamos com a Análise de Conteúdo sistematizada por Laurence Bardin, mais especificamente, nos inspiramos na análise categorial, por entendermos o contributo desta para juntar peças no nosso caleidoscópio e enriquecer nosso olhar sobre o campo. Dentre as diversas imagens que se formaram nesse juntar de peças e a cada momento em que giramos nosso caleidoscópio, afirmamos que a análise nos permite afirmar que as formações estéticas/culturais na formação de professores(as) no campo investigado evidencia a presença de uma dimensão estética que estimula o olhar estético dos sujeitos e a percepção de formas plurais, horizontais de acessar arte e estética, por outro lado, algumas práticas observadas e as condições físicas e estruturais acabam por conformar os sujeitos. Isso nos leva a inferir que a formação de professores(as) não apresenta contornos definidos, caminha por terrenos flutuantes, hora provocadores de experiências estéticas/culturais, hora, afastando-se dessa perspectiva, assume-se tradicional e hermética, e aproxima-se da ideia de informação, logo, distancia-se do par experiência/sentido e aproxima-se do par ciência/técnica. Por fim, este estudo nos possibilita compreender que a formação de professores(as) no curso de Pedagogia da UFPE transita entre (de)FORMAções e formações estéticas/culturais. / This investigation was conducted in the field of Teachers' Training and Pedagogical Practice in the Graduate School of Education - UFPE. It aims at comprehending the aesthetic/cultural teachers' training and formation paths and as an investigative array, the Pedagogy Major at Federal University of Pernambuco was elected within its three shifts. Connections were established among Costa, Silva, Sommer, Hall, Darras, Dewey and Larrosa, theoretical approaches that enabled debate maximization towards the studied object, Cultural Studies and the debate concerning Aesthetics. Such readings pinpointed teachers' cultural and aesthetic formation in relation to contemporaneity, thus allowing reflections upon curricula as cultural policy and therefore, indicated clues so as to understand aesthetics in a horizontal perspective. Reflective constructions about aesthetic/cultural experiences as inherent part of aesthetic/cultural teachers' formation was therefore built in order to grasp aesthetic teachers' identity construction. As a methodological approach, we use etnography to serve as a strategy to categorize the object within various aspects, pieces gathered along the path, from which, observation records in the subject axes in seven curricular components were attained. In addition to that, six students contributed with their memoir notebooks departing from their aesthetic/cultural records. Besides the subject axes, image and written records were used in various field incursions - events, courses, seminars. Also, there might have a flâneur attitude in our look as an attempt to comprehend physical and structural conditions as part of aesthetic formation. In order to support that etnographic analysis, Laurence Bardin's Content Analysis was used, especifically, theme analysis. Among diverse images formed, it must be said this analysis allows us to pinpoint that aesthetic/cultural teachers' formation in the investigated field indicated the presence of an aesthetic dimension as an incentive of aesthetic look of subjects and stimuli towards plural-horizontal manners of accessing arts and aesthetics and the physical and structural conditions are subjects themselves. This leads to conclude that teachers' formation does not present definite boundaries, and therefore, moving landscapes, shifting aesthetic/cultural provoking experiences to non- aesthetic/cultural provoking experiences, then being traditional and hermetic, becoming informational and science-technique dichotomy. All in all, this study allows us to comprehend that the teachers' formation in Pedagogy major at UFPE moves from formation to deformation when dealing with aesthetic/cultural aspects.

Made available in DSpace on 2016-04-27T16:32:48Z (GMT). No. of bitstreams: 1 Roberta Rossi Oliveira Palermo.pdf: 1725559 bytes, checksum: ce07dc6c81c70dc72fb409c037a5d464 (MD5) Previous issue date: 2013-07-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research work aims to elaborate a ponderation of the production of Brazilian dissertations and thesis under the theme formation and identity of the tutor teacher in Superior Education at distance, considering the period from 2001 to 2010, after the promulgation of the Law n. 9394/96, which determines the guidelines of the national education!and!increases!the!conception!of!teachers !initial!and!continued!formation,!and!also! creates the possibility of regular distance courses that bring the central figure of the tutor teacher. It is bibliographical research accomplished with the theoretical support of authors such as C. Dubar, C. Marcelo Garcia, D. Vaillant, M. Tardif and D. Raymond. We identify and characterize the group of research under these themes, as well as investigate the perspectives of analysis presented in the selected works, defining tutor teacher, his/her formation and his/her performance, considering the different models of distance education. The investigation was accomplished by means of mapping the academic production at the Bank of Dissertations and Thesis at CAPES Coordination! of! People s! Improvement! at! Superior Education, from 2001 to 2010 production available at: http://www.capes.gov.br/servicos/banco-de-teses, using the following descriptors: identity / formation / tutor teacher / distance learning. The group of research located and selected was analysed with the aid of an Analysis Guide previously built and tested. The data obtained was organized in synthesis charts, graphs and tables and allowed us to gather elements to the understanding of aspects such as: the relation between the personal/professional profile and the! tutor s! performance;! the! identity!with! the! profession! and! the! appreciation! of! the! tutor s! function as a teaching work as decisive factors to the quality of his/her acting; the distance learning!models!as!determinants!of!the!tutor s!collective!and!individual!identity;!the!teaching! formation has not been condition to the tutor s!performance,!reducing!his/her!formation!to!a! in-service preparation, based on rules and procedures that organize his/her actions, or to a self-formation; and, finally, the configuration of a new feature of the teaching profession at distance, with the! identification!of!distinctive! teaching!knowledge,!due! to! the! tutor! teacher s! performance / Esta pesquisa tem por objetivo elaborar balanço da produção de teses e dissertações brasileiras sobre a temática formação e identidade do professor tutor no ensino superior na modalidade a distância, considerando o período de 2001 a 2010, pós-promulgação da Lei 9394/96, que fixa as diretrizes da educação nacional e amplia a concepção de formação inicial e continuada de professores, bem como cria a possibilidade de cursos regulares via ensino a distância e, com eles, trazem a figura central do professor tutor. Trata-se de pesquisa bibliográfica realizada com o apoio teórico de autores como C. Dubar, C. Marcelo Garcia, D. Vaillant, M. Tardif e D. Raymond. A pesquisa identifica e caracteriza as pesquisas sobre essa temática, bem como investiga as perspectivas de análises presentes nos trabalhos selecionados, explicitando como ficam definidos professor tutor, sua formação e sua atuação, considerando os diferentes modelos de educação a distância. A investigação foi realizada por meio de mapeamento da produção acadêmica no Banco de Teses e Dissertações da CAPES Coordenação de Aperfeiçoamento de Pessoal do Ensino Superior, no período de 2001 a 2010 produção disponível no site: http://www.capes.gov.br/servicos/banco-de-teses, utilizando-se os seguintes descritores: identidade / formação / professor tutor / educação a distância. As pesquisas localizadas e selecionadas foram analisadas com o auxílio de Roteiro de Análise previamente construído e testado. Os dados obtidos foram organizados em quadros-síntese, gráficos e tabelas e permitiram reunir elementos para compreensão de aspectos como: a relação entre perfil pessoal/profissional e atuação do tutor; a identidade com a profissão e valorização da função do tutor como docência como fatores decisivos para qualidade de sua atuação; os modelos de EAD como determinantes da identidade individual e coletiva do tutor; a formação docente não tem sido condição para atuação do tutor, reduzindo-se sua formação a uma preparação em serviço, calcada em regras e procedimentos que organizam seu fazer, ou a uma autoformação; e, finalmente, a configuração de uma nova faceta da profissão docente na modalidade a distância, com a identificação de saberes docentes distintos, próprios da atuação do professor tutor

Šio magistrinio darbo pavadinimas „Kolektyvinės tapatybės formavimas SSRS ir ES: ekonominio veiksnio įtaka“. Istorinės ribos apima laikotarpį nuo SSRS susikūrimo iki šių dienų aktualijų, žodis "formavimas" nurodo analizuojamo proceso t��stinumą. Pagrindinė darbo analizės ašis – kolektyvinė tapatybė. Darbo pagrindinis tikslas yra įvertinti ES kolektyvinio tapatumo formavimo perspektyvumą, remiantis Sovietų Sąjungos patirtimi ir nustatyti ekonominio veiksnio ryšį su kolektyvinio tapatumo formavimo procesu. Siekiant užsibrėžtų tikslų, reikia atlikti šiuos išsikeltus uždavinius: visų pirma, reikia išsiaiškinti kaip yra konstruojamas kolektyvinis tapatumas, kokie veiksniai tai lemia ir kokia yra ekonominio veiksnio reikšmė kolektyvinio tapatumo formavimui; antra, reikia išanalizuoti SSRS kolektyvinio tapatumo formavimo trūkumus; trečia, reikia išanalizuoti ES kolektyvinio tapatumo formavimo ypatumus bei į perspektyvą nukreiptą formavimo politiką, įvertinant ekonominio veiksnio svarbą; ketvirtą, reikia palyginti ES ir Sovietų Sąjungos kolektyvinio tapatumo formavimo specifiką, remiantis gautais duomenimis, padaryti išvadas. Darbe yra keliamos šios hipotezės: 1. ekonominis veiksnys yra svarbus kolektyvinio tapatumo formavimo procese; 2. kolektyvinio tapatumo formavimo specifika SSRS ir ES turi sąryšio taškų, tai yra - juos įtakoja tie patys veiksniai; 3. ES turi daugiau perspektyvų suformuoti kolektyvinį tapatumą nei SSRS. Darbe taikomi tyrimo metodai: analitinis – aprašomasis... [toliau žr. visą tekstą] / The title of this master thesis is “Formation of Collective Identity in USSR and EU: Impact of Economic Factor“. It defines historical period from USSR foundation till nowadays. The main aspect according to which these multinational blocks are analyzed is collective identity. Special efforts are given to analyze factors which have impact to collective identity formation, but the biggest attention is paid to analyze importance of economic factor. Identity – the sense of dependence. This concept at one time contains as the connective as also separative elements. This is a result of identification process which helps to define human or group exceptional indications. As individual or collective identity formation problems are widely discussed in today’s society discourses. Its importance is comprehensible as to the individual as also to the communities behavior motivation. The perception of identity allows to know better your historical or cultural roots, and also to know yourself and others better. But the concept of identity is so wide and variant, that it leaves a lot of place to the following discussions. This work appoints a lot of attention to collective identity forming and it’s specific. Actuality of the topic remains also in today’s political discourses undisputed – if we clear, how to construct common identity it would emerge a possibility to evaluate, what main mistakes in it forming maid USSR and what perspectives in common identity constructing has EU. This... [to full text]

This thesis is based on a long-term field research in the Prague Jewish community in which I am trying to express the Jewish identity of young Czech Jews. The aim is to characterize the formation and construction of Jewish identities, their coexistence with other types of social identities and the role of material elements in this process. The formation has a processional nature and there are continual transformations and negotiations of concrete forms of Jewish identities over time. These identities are publicly manifested through various material elements and by this manifestation those identities are also strengthened. I also examine the impact of physical structures and other objects on the Jewish community, how they strengthen its cohesion and on the role that they play in materializing and bringing the collective memories into the present. I simultaneously work with the concept of materiality in the context of the Moishe House Prague project. I examine the position of techno-social tools and the power of leadership. This thesis is based on several theoretical perspectives that I connect and combine in order for me to explore social reality and Jewishness in their entirety. Key words Identity, Jewish identity, material culture, materiality, Moishe House, formation, construct, negotiation...