Made available in DSpace on 2014-12-17T15:25:12Z (GMT). No. of bitstreams: 1 AlenuskaKGApdf.pdf: 2433053 bytes, checksum: 50ce6b0f1f8aebc8ae856881f1c71d48 (MD5) Previous issue date: 2009-08-28 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Dans les premi?res d?cennies du XX?me si?cle, un groupe d intellectuels br?siliens a pris pour soi la mission de conduire la nation aux chemins du progr?s, en r?fl?chissant sur les transformations des villes et, souvent, en proposant et en mettant en avant des actions et mesures qui dirigeraient la modernisation du pays. Dans ce contexte, la ville apparaissait comme un synonyme de progr?s en opposition ? la campagne, en donnant emphase ? la construction du Br?sil urbain. ? Natal, celui-ci a ?t? une p?riode de sensible modification dans l espace urbain, en suivant les pr?ceptes de l hygi?nisme et de l esth?tique racionaliste, qui ont orient? les r?formes entreprises dans beaucoup de villes br?siliennes. Les ?lites politiques et socio?conomiques de la capitale du Rio Grande do Norte ont developp? le discours en faveur de la modernisation qui avait pour objectif de justifier les interventions dans la ville et l introduction de l infra-structure de services urbains, par exemple, les services d illumination et de transport, qui ? partir de 1911, ont commenc? ? ?tre stimul?s par l ?lectricit?. Cette modernisation est mat?rialis?e par de nouveaux ?quipements et services, par des espaces remodel?s en accord avec la rationalit? technique de l urbaniste, pour l utilisation de nouvelles sources d ?nergie (gaz, ?lectricit?), en plus de la croissance de la population r?sidente en ville. Cependant, nous ne pouvons pas oublier que la construction de la ville moderne est pass?e tant par des transformations physiques, mat?rielles, comme par l absorption de valeurs, symboles, gestes, vocabulaires, objets, adoptions de nouvelles normes de comportement et par la formation de nouvelles sensibilit?s sur l espace urbain et la vie en ville. De cette mani?re, les nouvelles normes technologiques, comme l ?lectricit?, ont rendu possible des transformations dans la structure mat?rielle de la ville et en vie urbaine dans ses plus divers aspects. Ce travail propose d analyser la relation entre ?nergie ?lectrique et la vie urbaine ? Natal entre 1911 et 1940, en prenant en compte, pour cela, les actions d intervention de l ?tat sur l espace urbain et les perceptions d intellectuels face aux transformations urbaines dont ils ?taient les t?moins. ? partir de cette analyse, nous cherchons ? pr?ciser les efforts gouvernementaux pour la manutention des services d ?lectricit? et conservation des ?quipements urbains; comprendre comment l utilisation d ?nergie ?lectrique a aid? ? produire de nouvelles situations quotidiennes et comment elle a ?t? per?ue, traduite en sentiments et perceptions fond?es dans la cohabitation avec cette innovation technique. Les ?lites locales d?siraient diffuser des habitudes consider?es modernes, en construisant une identification avec la mani?re de vie urbaine, fortement inspir?e dans la vie dans les villes Europ?ennes et Am?ricaines. L ?lectricit? a rendu possible des exp?riences et sensations qui allaient caract?riser l habitant de la ville / Nas primeiras d?cadas do s?culo XX, um grupo de intelectuais brasileiros tomou para si a tarefa de conduzir a na??o aos caminhos do progresso, refletindo sobre as transforma??es das cidades e, muitas vezes, propondo e se colocando ? frente das a??es e medidas que direcionariam a moderniza??o do pa?s. Neste contexto, a cidade aparecia como sin?nimo de progresso em oposi??o ao campo, dando-se ?nfase ? constru??o do Brasil urbano. Em Natal, esse foi um per?odo de sens?vel modifica??o no espa?o urbano, seguindo os preceitos do higienismo e da est?tica racionalista, que orientavam as reformas empreendidas em muitas cidades brasileiras. As elites pol?ticas e socioecon?micas da capital do Estado do Rio Grande do Norte desenvolveram o discurso em prol da moderniza??o que objetivava justificar as interven??es na cidade e a introdu??o da infra-estrutura de servi?os urbanos, a exemplo dos servi?os de ilumina??o e transporte, que a partir de 1911 passaram a ser impulsionados por eletricidade. Essa moderniza??o materializa-se por novos equipamentos e servi?os, por espa?os remodelados de acordo com a racionalidade t?cnica do urbanista, pela utiliza??o de novas fontes de energia (g?s, eletricidade), al?m do crescimento da popula??o residente nas cidades. Entretanto, n?o se pode esquecer que a constru??o da cidade moderna passou tanto pelas mudan?as f?sicas, materiais, quanto pela absor??o de valores, s?mbolos, gestos, vocabul?rios, objetos, ado??o de novos padr?es de comportamento e pela forma??o de novas sensibilidades sobre o espa?o urbano e a vida citadina. Desse modo, os novos padr?es tecnol?gicos, como a eletricidade, possibilitaram mudan?as na estrutura material da cidade e na vida urbana em seus mais diversos aspectos. Este trabalho prop?e analisar a rela??o entre energia el?trica e a vida urbana em Natal entre 1911 e 1940, levando-se em conta, para tanto, as a??es de interven??o do Estado sobre o espa?o urbano e as percep??es de intelectuais diante das transforma??es urbanas que presenciavam. A partir dessa an?lise, buscou-se especificar os esfor?os governamentais pela manuten??o dos servi?os de eletricidade e conserva??o dos equipamentos urbanos; compreender como a utiliza??o de energia el?trica ajudou a produzir novas situa??es cotidianas e como foi sentida, traduzida em sentimentos e percep??es fundadas na conviv?ncia com essa inova??o t?cnica. As elites locais desejavam propagar h?bitos considerados modernos, construindo uma identifica??o com o modo de vida urbano, fortemente inspirado na vida nas cidades Europ?ias e Norte-americanas. A eletricidade possibilitou viv?ncias e sensa??es que iriam caracterizar o habitante da cidade

Les marques suscitent un engouement particulier qui témoigne de la place qu’elles prennent désormais dans la vie d’un grand nombre de personnes, notamment dans la construction de leur identité sociale. Ce phénomène est encore plus accentué pour les fans de marques. Elles deviennent ainsi des symboles sociaux qui servent de supports de communication pour l’expression de leur identité sociale. C’est en effet à travers la communication que se développe cette construction identitaire. Or, depuis quelques années, les réseaux sociaux numériques sont devenus d’importants espaces de communication pour les marques mais également pour leurs fans, nécessitant dés lors de repenser les relations entre la communication des marques et ce type particulier de public. Le principal objectif de cette thèse est de mieux comprendre les internautes des réseaux sociaux numériques quand ils sont face aux actions de communications des marques dont ils sont fans, leurs perceptions de cette communication ainsi que d’étudier les processus identitaires qui s’opèrent dans le cadre de cette communication. Dans une perspective communicationnelle pluridisciplinaire, nous avons donc notamment mobilisé des concepts issus de la recherche en marketing et de la psychologie sociale parmi lesquels les concepts de fans, d’identité individuelle, sociale et numérique pour étudier ce phénomène. / The spread of the Internet and the simultaneous development of Web 2.0 have led to the emergence of a digital presence for internet users which is an extension of the identities of the Internet users. In the Internet, identity is characterized by various highly patterns of self-expression on the social networks websites and on Facebook in particular. Simultaneously, the emancipation of the individual from traditional social frameworks leads that individual to construct and re-shape his or her identity which is now seen as a process of identity construction based on a search for benchmarks and relationships. The results show that in the context of brand - fan interactions, social networks websites allow new spaces for individual and collective expression that are implementing unprecedented social groups and coconstruction process. By relating distant fans, the multiplication of such links creates a social identity that can be described as "digital" and a particular form of digital capital. Through their interactions, the fans contribute to the maintenance of this capital. Fan pages and become a shared social territory, a space for co-building and their identity but also a place of confrontation identity for the fans. Depending on the brand they are fans, individuals have tendencies to intra- groupal or intergroupal comparisons.

This master's thesis deals with the analysis, design and implementation of authentication and authorization subsystem into the environment of distributed web application. It unifies the well-known security models into the one universal security model that can be used for the development of authorization device enabling the user to secure the applications with various security models. Furthermore, it applies this integration of models into the Takeplace system.

The thesis focuses on the reactions of readers to new ways of journalistic texts about computer games. These reactions often present themselves as a negative and intense rejection of writing about computer games beyond traditional modes of game journalism. Therefore, the thesis' main objective is to set these reactions to the context of changes in game culture and gamers' identity. The theoretical part describes the historical development of the computer games medium. It also summarizes Czech game journalism's evolution and describes the theoretical concepts of computer games as a specific medium, emphasizing the relationship between the medium and its consumer. The first part is enclosed by a chapter on fan cultures, especially on the gaming community. The central part of the research analyses users' comments, which react to analysed journalistic texts. Part of the analysis is also comprised of interviews with the authors of these texts. Such a constructed sample reveals that gamers and publicists perceive the computer games' nature and their roles in society differently. Furthermore, analysis has shown emphasis on identitarian themes in gaming community which manifested in rejecting the messages of analysed texts with reference to individual characteristics of its authors.

Made available in DSpace on 2014-12-17T15:06:59Z (GMT). No. of bitstreams: 1 MariaGS_DISSERT.pdf: 3445366 bytes, checksum: 68440e4fb7bb00bea09b12ac4797d669 (MD5) Previous issue date: 2013-01-29 / The construction of a mapping of the practices of reading and writing printed and digital texts, declared by graduating students from the Bachelor s degree in Science and Technology (BCT), has provided us the analysis of the course they are making in such a socio-historical moment characterized by the revolution of the post-paper. In this sense, the general objective of this research is to understand how that construction works under the point of view of those graduating students. For this, our reflection has been guided by the search of answers for some questions which have presented to us: what reading and writing conceptions BCT graduating students have; what reading and writing practices those collaborators develop; what collections they declare to have access to; what differences they declare to have between printed and digital reading and writing along the different social roles they develop; what the reader/writer identity relations of those collaborators are. To achieving the plausible answers, we have gathered a corpus composed by texts of three genres of the argument order: academic profiles (or self-portrait), opinion articles and argumentative letters. Besides, we have made semi-structured interviews and questionnaires in the online tool of the Google Docs. The methodology which supports this academic work is the qualitative research (SIGNORINI; CAVALCANTI, 1998)of ethnographic direction (THOMAS, 1993; ANDR?, 1995) in Applied Linguistics (CELANI, 2000; MOITA-LOPES, 2006) and the theoretical contribution comes from the bakhtinian perspective of language conception (BAKHTIN [1929] 1981); the socio-historical writing construction (L?VY, 1996; CHARTIER, R., 1998, 2002, 2007; COSCARELLI, 2006; CHARTIER, A., 2007; ARA?JO, 2007; COSCARELLI; RIBEIRO, 2007; XAVIER, 2009; MARCUSCHI; XAVIER, 2010); from the studies of the pedagogy of the writing (GIROUX, 1997); from the literacy studies understood as sociocultural practice, plural and situated (TFOUNI, 1988; KLEIMAN, 1995; TINOCO, 2003, 2008; OLIVEIRA; KLEIMAN, 2008), from the studies about identity in postmodernity (HALL, 2003; BAUMAN, 2005). The results of the analysis have pointed at a multiplicity of reading/writing practices of printed and digital texts developed by the BCT graduating students due to the coexistence of the modality printed and that one derived from the new mobile devices. In that multiplicity, the prevalent idea of the collaborators is that there is a continuum between printed texts and digital texts (not a dichotomy), since the option of reading/writing printed texts or digital ones is always linked to specific communication situations, which involve participants, objectives, strategies, values, (dis)advantages, besides (re)creation of discursive genres in function of the mobile devices to which those collaborators have access in the different spheres of activities that they participate. All of that has caused a deep intersection in the identity traces of college students readers/writers in the 21st century which cannot be ignored by academic formation / A constru??o de um mapeamento das pr?ticas de ler e escrever textos impressos e digitais, declaradas por graduandos do Bacharelado em Ci?ncias e Tecnologia (BCT), propiciou-nos a an?lise do percurso que eles est?o fazendo em um momento s?cio-hist?rico caracterizado pela revolu??o do p?s-papel. Nesse sentido, o objetivo geral desta pesquisa ? compreender como se d? essa constru??o sob o ponto de vista desses graduandos. Para tanto, norteou nossa reflex?o a busca por respostas a algumas quest?es que se nos apresentaram: 1) quais as concep??es de leitura e escrita dos graduandos do BCT; 2) quais as pr?ticas de leitura e escrita que esses colaboradores desenvolvem; 3) quais os acervos (digital, impresso ou ambos) a que eles declaram ter acesso; 4) que diferen?as eles declaram existir entre a leitura e a escrita impressa e a digital no exerc?cio dos diferentes pap?is sociais que desenvolvem; 5) quais as rela??es identit?rias de leitor/escrevente desses colaboradores. Para chegarmos a respostas plaus?veis, reunimos um corpus constitu?do de textos de tr?s g?neros da ordem do argumentar: perfis acad?micos (ou autorretratos), artigos de opini?o e cartas argumentativas. Al?m disso, realizamos entrevista semiestruturada e question?rio na ferramenta online do Google Docs. A metodologia que sustentou este trabalho acad?mico ? a de pesquisa qualitativa (SIGNORINI; CAVALCANTI, 1998) de vertente etnogr?fica (THOMAS, 1993; ANDR?, 1995) em Lingu?stica Aplicada (CELANI, 2000; MOITA-LOPES, 2006) e o aporte te?rico vem da concep??o de l?ngua(gem) de perspectiva bakhtiniana (BAKHTIN [1929] 1981); da constru??o s?cio-hist?rica da escrita (L?VY, 1996; CHARTIER, R., 1998, 2002, 2007; COSCARELLI, 2006; CHARTIER, A., 2007; ARA?JO, 2007; COSCARELLI; RIBEIRO, 2007; XAVIER, 2009; MARCUSCHI; XAVIER, 2010); dos estudos da pedagogia da escrita (GIROUX, 1997); dos estudos do letramento entendido como pr?tica sociocultural, plural e situada (TFOUNI, 1988; KLEIMAN, 1995; TINOCO, 2003, 2008; OLIVEIRA; KLEIMAN, 2008), dos estudos sobre identidade na p?s-modernidade (HALL, 2003; BAUMAN, 2005). Os resultados da an?lise empreendida apontam-nos para uma multiplicidade de pr?ticas de leitura/escrita de textos impressos e digitais desenvolvidas por graduandos do BCT devido ? coexist?ncia da modalidade impressa e da que decorre dos novos dispositivos m?veis. Nessa multiplicidade, a ideia que prevalece do ponto de vista desses colaboradores ? a de um continuum entre textos impressos e textos digitais (n?o uma dicotomia), uma vez que a op??o por ler/escrever textos impressos ou textos digitais est? sempre atrelada a situa??es de comunica??o espec?ficas, que envolvem participantes, objetivos, estrat?gias, valores, (des)vantagens, al?m da (re)cria??o de g?neros discursivos em fun??o dos dispositivos m?veis a que esses colaboradores t?m acesso nas diferentes esferas de atividade de que participam. Tudo isso tem ocasionado uma profunda intersec??o nos tra?os de identidade de leitores/escreventes universit?rios do s?culo XXI que n?o pode ser ignorada pela forma??o acad?mica

This diploma thesis focuses on the analysis of Turkish Foreign Policy (TFP) towards the sub- regions of Central Eurasia (the Middle East and Central Asia) in the period between 1991 and 2010. Theoretically, this thesis combines a modified version of social constructivism with the assumptions of critical geopolitics. Interconnecting social constructivism with the Foreign Policy Analysis (FPA), this thesis targets the domestic level of analysis. Therefore, the ideational background of the decision-makers is examined. Although, the potential impact of the identity variable on the TFP articulation is investigated after 1991 only, the genesis of the long-term identity conflict within the Turkish (Ottoman) society is also included in the analyses. Given the geopolitical part, this thesis draws upon the basic critical insight that the geopolitical argumentation is based on discursive rather than material factors. The aim is to identify the geopolitical metaphors which had been, in the examined period, applied while dealing with the above mentioned sub-regions. At this stage, the theoretical approaches are logically synthetized and the genesis and usage of the geopolitical metaphors is examined in relation to the identity of those who formulated them. This diploma thesis proves that the identity conflict...

Komunikace předávaná skrze Internet zahrnuje komunikaci mezi pachateli těžké trestné činnosti. Státní zástupci schvalují cílené zákonné odposlechy zaměřené na podezřelé z páchání trestné činnosti. Zákonné odposlechy se v počítačových sítích potýkají s mnoha překážkami. Identifikátory obsažené v každém paketu jsou koncovým stanicím přidělovány po omezenou dobu, nebo si je koncové stanice dokonce samy generují a automaticky mění. Tato dizertační práce se zabývá identifikačními metodami v počítačových sítích se zaměřením na metody kompatibilní se zákonnými odposlechy. Zkoumané metody musejí okamžitě detekovat použití nového identifikátoru spadajícího pod některý z odposlechů. Systém pro zákonné odposlechy následně nastaví sondy pro odposlech komunikace. Tato práce se převážně zabývá dvěma zdroji identifikačních informací: sledováním mechanismu pro objevování sousedů a detekcí identity počítače na základě přesností měření času jednotlivých počítačů. V rámci dizertačního výzkumu vznikly grafy identit, které umožňují spojování identit s ohledem na znění povolení k odposlechu. Výsledky výzkumu je možné aplikovat v rámci zákonných odposlechů, síťové forenzní analýzy i ve vysokoúrovňových programově řízených sítích.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-05-11T20:14:04Z No. of bitstreams: 1 2017 - Martha Valente Domingues dos Santos.pdf: 5235574 bytes, checksum: dd873c0e33010bd0b89f67c19c75813d (MD5) / Made available in DSpace on 2018-05-11T20:14:04Z (GMT). No. of bitstreams: 1 2017 - Martha Valente Domingues dos Santos.pdf: 5235574 bytes, checksum: dd873c0e33010bd0b89f67c19c75813d (MD5) Previous issue date: 2017-02-07 / Beaucoup de recherches sont accomplies dans l'enseignement (?ducation) quant au programme d'?tudes, de la pratique de l'enseignement, la routine de la classe, les politiques publiques en mati?re d'?ducation; cependant, peu toujours on a parl? quant ? la r?cr?ation scolaire. Beaucoup de discours ?ducatifs dirigent la dichotomie parmi la difficult? d'entre ceux dans le travail avec leurs ?tudiants, le manque de motivation discente dans l'accomplissement des activit?s dans la salle de classe et la r?gularit? de fr?quence de l'alunado au milieu du processus de socialisation pendant la r?cr?ation. Alors l'int?r?t a apparu dans la recherche pr?s de cet espace-temps la construction privil?gi?e de l'identit? juv?nile, non juste par les discours ?ducatifs, mais maintenant aussi (et surtout) les images constitutives de ce moment-l? et la conversation avec le public. Pour le d?veloppement de ce travail, je jetterai la main de contributions th?oriques dans le domaine des ?tudes Culturelles, comme Hall, en plus de la contribution de Maffesoli (2010, 2006) quant aux sociabilit?s; mais aussi un concept de cette r?cr?ation ? travers les yeux de Delalande (2001) et une analyse des images sous la sollicitation Berino. (2010, 2009, 2008, 2006, 2013, 2007, 2009, 2012); ainsi qu?une conversation entre Bakhtin (2008, 1998, 2002, 1997, 1993a, 1993b, 1981) et Freire (2000, 1998, 2011a, 2011b, 1996, 1970, 2001) sur les dialogicit?. L'?tude sera accomplie au campus Engenho Novo de l'?cole Pedro II, l'?cole de formation initiale du r?seau (filet) f?d?ral d'enseignement, avec les groupes de la sixi?me ann?e de l'Enseignement Fondamental ? la troisi?me ann?e de l'Enseignement de Moyen, qu'ils dans cet espace temps, divisant des exp?riences, l'angoisse, des victoires et des craintes. L'objectif g?n?ral de ce travail est d'analyser, le d?part de l'?tude des images, qui trie les pratiques culturelles qui arrivent dans l'espace-temps de la r?cr?ation scolaire contribuent pour la production et la revigoration des identit?s juv?niles. Les approches m?thodologiques pour l'?tude ont ?t? bas?es sur des ?tudes en / de / avec le quotidien, d?velopp? par Nilda Alves (2003, 2001, 2012, 1998, 2004), qui cherche une plus grande compr?hension des processus quotidiens d'apprendre produit par les mani?res diff?rentes d'encart des sujets dans plusieurs espace temps d'interaction sociale, visant ? prolonger(?tendre) la compr?hension sur les fa?ons (chemins) et les crit?res de compr?hension du monde emp?tr? par ces encarts. Le d?part de la sensation de ce qui est observ?, par les annotations nous "des journaux" de terrain (des champs) et des enregistrements des conversations avec les ?tudiants, le r?cit textuel doit ?tre insuflada pour un visualidade qui l'enrichit; alors le travail a tendance pour la base les images de ce quotidien, avec la coupe (diminution) de espace temps de la r?cr?ation scolaire, analys? sous le biais de Photoethnography. On arrive ? la conclusion que la cour de l??cole est um territoire de singularit?s et de (re) d?fini, o? l?on voit la formation des identit?s des jeunes des pratiques culturelles qui y sont construits comme Ocupen mouvement d?occupation. / Many researches are carried out in education about curriculum, teaching practice, classroom routine, public policies on education. However, such little things have been said about school playground. Many teachers' statements have pointed out the dichotomy between their difficulties in dealing with their students, the lack of student motivation to carry out the activities in the classroom and the regularity of the student's attendance in the process of socializing during this recess. This gave rise to interest in the research about this space-time of privileged construction of youth identity, not only through the teaching speeches but now also (and mainly) by the constitutive images of that moment and the conversations with this public. For the development of this work, I will make use of theoretical contributions in the field of Cultural Studies, such as Hall, as well as Maffesoli's (2010, 2006) contribution on sociability. But I also used a concept of this recreation through the look of Delalande (2001) and an analysis of the images under the bias of Berino (2010, 2009, 2008, 2006, 2013, 2007, 2009, 2012); as well as a conversation between Bakhtin (2008, 1988, 2002, 1997, 1993a, 1993b, 1981) and Freire (2000, 1988, 2011a, 2011b, 1996, 1970, 2001) on dialogicity. The study was carried out at the Engenho Novo II campus of the Pedro II College, a basic education school of the federal educational system, with classes from the sixth grade of elementary school to the third year of high school, which are passing through this space, dividing experiences, anxieties, victories and fears. The general objective of this work is to analyze, starting from the study of images, how the cultural practices that occur in the space-time of school playground contribute to the production and strengthening of youth identities. The methodological paths for the study were based on the studies in the daily ones, developed by Nilda Alves (2003, 2001, 2012, 1998, 2004), that seek a greater understanding of the daily processes of learning produced by the different ways of insertion of the subjects in the various spaces of social interaction, objectifying to extend the understanding of the ways and criteria of understanding the world entangled through these insertions. From the sensation of what is being observed, through the notes in the "field diaries" and the records of the conversations with the students, the textual narrative needs to be instilled by a visuality that enriches it. Hence the work is based on the images of this daily life, with the cut of the space-time of the school playground, analyzed under the bias of photoetnography. The conclusion is that the school playground is a territory of singularities and (re) significations, where the juvenile identities?formation can be perceived from the cultural practices that are built there, such as the Ocupen occupation movement. / Se realizan muchas investigaciones en educaci?n respecto a curr?culo, pr?ctica docente, rutina de las salas de clase, pol?ticas p?blicas en educaci?n; sin embargo, todav?a poco se ha dicho respecto al recreo escolar. Muchas hablas docentes han se?alado la dicotom?a entra la dificultad de estos en lidiar con sus alumnos, la falta de motivaci?n discente en la realizaci?n de las actividades en la sala de clase y la regularidad de frecuencia del estudiante en pleno proceso de socializaci?n durante el recreo. De ah? surgi? el inter?s en la investigaci?n sobre ese espaciotiempo de privilegiada construcci?n de la identidad juvenil, pero no m?s a trav?s de hablas docentes, sino tambi?n (y principalmente) por las im?genes constitutivas de ese momento y de las charlas con ese p?blico. Para el desarrollo de ese trabajo, echar? mano de aportes te?ricos en el ?mbito de los Estudios Culturales, como Hall, adem?s de la contribuci?n de Maffesoli (2010, 2006)en lo que toca las sociabilidades; tambi?n estar? presente la conceptuaci?n de ese recreo bajo la mirada de Delalande (2001) y un an?lisis de las im?genes a trav?s de la ?ptica de Berino. (2010, 2009, 2008, 2006, 2013, 2007, 2009, 2012); as? como una conversaci?n entre Bakhtin (2008, 1988, 2002, 1997, 1993a, 1993b, 1981) y Freire (2000, 1988, 2011a, 2011b, 1996, 1970, 2001) sobre dialogocidad. El estudio se llev? a cabo en el Campus Engenho Novo II del Col?gio Pedro II, escuela de educaci?n b?sica de la red federal de ense?anza, con grupos desde el sexto a?o de la Primaria hasta el tercer a?o de la Secundaria, que circulan en ese espaciotiempo, dividiendo experiencias, angustias, victorias y miedos. El objetivo general de este trabajo es analizar, a partir del estudio de im?genes, de qu? forma las pr?cticas culturales que se dan en el espaciotiempo del recreo escolar contribuyen para la producci?n y el fortalecimiento de las identidades juveniles. Las rutas metodol?gicas para la investigaci?n se basaron en los estudios nos/dos/com los cotidianos de aprendizaje desarrollados por Nilda Alves (2003, 2001, 2012, 1998, 2004), que buscan una mayor comprensi?n de los procesos cotidianos de aprendizaje producidos por los diferentes modos de inserci?n de los sujetos en los diversos espaciotiempos de interacci?n social, con el objetivo de ampliar el entendimiento sobre las maneras y criterios de comprensi?n de mundo que se dan a trav?s de esas inserciones. Teniendo en cuenta la sensaci?n de lo que se observa, a partir de apuntes en los ?diarios de campo? y de los registros de las conversas con los alumnos, la narrativa textual carece insuflarse por una visibilidad que le brinde enriquecimiento; de ser as?, el trabajo tiene como base las im?genes de ese cotidiano, en el ?mbito del espaciotiempo del recreo escolar, analizada bajo el sesgo de Photoethnography. Se llega a la conclusi?n de que el patio de la escuela es un territorio de singularidades y (re) definida, en la que vemos la formaci?n de las identidades juveniles de las pr?cticas culturales que no estaban constituidos como movimiento de ocupaci?n Ocupen. / Muitas pesquisas s?o realizadas em educa??o a respeito de curr?culo, de pr?tica docente, de rotina de sala de aula, de pol?ticas p?blicas em educa??o; por?m, pouco ainda se tem falado a respeito do recreio escolar. Muitas falas docentes v?m apontando a dicotomia entre a dificuldade destes em lidar com seus alunos, a falta de motiva??o discente na realiza??o das atividades na sala de aula e a regularidade de frequ?ncia do alunado em pleno processo de socializa??o durante o recreio. Da? surgiu o interesse na pesquisa acerca desse espa?otempo de privilegiada constru??o da identidade juvenil, n?o mais apenas atrav?s das falas docentes, mas agora tamb?m (e principalmente) pelas imagens constitutivas desse momento e das conversas com esse p?blico. Para o desenvolvimento desse trabalho, lan?arei m?o de aportes te?ricos no campo dos Estudos Culturais, como Hall, al?m da contribui??o de Maffesoli (2010, 2006) a respeito das sociabilidades; mas tamb?m de uma conceitua??o desse recreio atrav?s do olhar de Delalande (2001) e de uma an?lise das imagens sob o vi?s de Berino; al?m de uma conversa entre Bakhtin (2008, 1988, 2002, 1997, 1993a, 1993b, 1981) e Freire (2000,1988, 2011a, 2011b, 1996, 1970, 2001) acerca da dialogicidade O estudo foi realizado no campus Engenho Novo II do Col?gio Pedro II, escola de educa??o b?sica da rede federal de ensino, com turmas do sexto ano do Ensino Fundamental ao terceiro ano do Ensino M?dio, que transitam nesse espa?otempo, dividindo experi?ncias, ang?stias, vit?rias e medos. O objetivo geral deste trabalho ? analisar, partindo do estudo das imagens, de que maneira as pr?ticas culturais que ocorrem no espa?otempo do recreio escolar contribuem para a produ??o e o fortalecimento das identidades juvenis. Os caminhos metodol?gicos para o estudo basearam-se nos estudos nos/dos/com os cotidianos, desenvolvidos por Nilda Alves (2003, 2001, 2012, 1998, 2004), que buscam uma maior compreens?o dos processos cotidianos de aprendizagem produzidos pelos diferentes modos de inser??o dos sujeitos nos diversos espa?otempos de intera??o social, objetivando estender o entendimento sobre as maneiras e crit?rios de compreens?o do mundo enredado por meio dessas inser??es. Partindo da sensa??o daquilo que est? sendo observado, atrav?s das anota??es nos ?di?rios de campo? e dos registros das conversas com os alunos, a narrativa textual carece ser insuflada por uma visualidade que a enrique?a; da? o trabalho tendo por base as imagens desse cotidiano, com o recorte do espa?otempo do recreio escolar, analisado sob o vi?s da fotoetnografia. Chega-se a conclus?o de que o recreio escolar ? um territ?rio de singularidades e de (re)significa??es, onde percebe-se a forma??o das identidades juvenis a partir das pr?ticas culturais que ali se constroem, como o movimento de ocupa??o Ocupen.

Liberale politische Veränderungen in der Habsburgermonarchie zu Ende der 1860er und Anfang der 1870er Jahre, gegeben durch die Dezember-Verfassung von 1867 und die folgende Schulgesetze schufen den notwendigen rechtlichen Rahmen für die Gründung deutscher und tschechischer Schulvereine, die durch den Bau der sogenannten "Minderheitenschulen" jeweils eine einsprachige nationale Schulbildung in Böhmen durchsetzten. Bald wurden lokale Organisationen von den zentralen Schulvereinen abgelöst, nämlich dem Deutschen Schulverein und der Ústřední Matice Školská in Prag. Beide Organisationen wurden 1880 gegründet, um Schulen in sprachlich und damit national umkämpften Regionen entlang der sogenannten "Sprachgrenze" zu errichten. Diese Studie behandelt die Dynamik des nationalen Wettbewerbs um die Schulbildung vor dem Ersten Weltkrieg und vergleicht die Aktivitäten dieser beiden Vereine vor dem Hintergrund der politischen Demokratisierung, Massenmobilisierung und sozialen Frage der Fin de Siècle-Zeit. Die vergleichende Analyse von Proklamationen, Aktivitäten und politischen Kontakten der konkurrierenden nationalen Schulvereine zielt darauf ab, Thesen über die Position und Bedeutung dieser Organisationen zu revidieren und ihre sehr enge Abhängigkeit von sozialen und politischen Prozessen der...

Visual Reinterpretation of National Identity in the Public Space of Mexico Visual communication in public spaces of Mexico has been significantly shaping collective identity, from pre-Columbian times to nowadays. This PhD thesis analyzes the visual aspect of cultural and religious identity in pre-Columbian and colonial eras, later, the discussion is led through the development of the modern day national identity that followed while concurrently explaining how former structural characteristics were partially maintained. Those phenomena are explored from two vantage points: that of the cultural and political elites and that of the general population. However, these perspectives aren't presented in a sharp opposition, rather, as two conjugating cultural streams that have been continuously negotiating and shaping cultural and national identity in correlation with historical and cultural events, including influence from significant others. Accordingly, the thesis explores the official version of national identity, that is promoted by state power, but also how official identity is received into intimate spaces, the everydayness of the bearers of such identity, its reinterpretation and alternatively, the rejections. Since public art (mural art, popular graphics, graffiti, stencil art and other diverse means of...