During the transition era, economic resurgence in post-Soviet petro-states, such as Russia and Kazakhstan, was decisively fuelled by an abundance of oil and gas resources during a time of high and long-sustained demand for hydrocarbons in the world market. Thus, these states' energy sectors acted as the cornerstone of their post-Soviet economic and political development. However, in regard to foreign investment in their energy sectors, the governments of the different former Soviet states took strikingly different approaches: Russia for instance imposed restrictions on foreign economic groups, while Kazakhstan was more receptive to foreign investment in the sector. Given their shared economic and political background in the Soviet era discovering what accounts for this policy trend helps understand the divergence in the transition experience and more deeply rooted differences. This policy-oriented study examines perceptions, chiefly by interviews, and foreign investment strategies in the energy sector. It assesses institutional, economic and social background factors shaping perception and, to the degree that it can be determined, policy-making in post-Soviet Russia and Kazakhstan.

According to Ernest Gaines‘ personal experiences as a Southerner, without addressing the history of slavery, the quest for human dignity becomes meaningless. The discourses and the ideologies of the characters in AGathering of Old Men represent a call for social change. A Gathering of Old Men is however, more than just a novel about whites dominating blacks; it is a novel about the fight for humanity in spite of the threat of a new social order. The social repercussions of slavery and the denial of black manhood are central issues in A Gathering of Old Men, but Gaines also exhibits ways in which the demand for a social change in our society can bring about racial harmony.

Este trabalho propõe desenvolver um estudo biográfico de Duarte da Ponte Ribeiro (1795-1878), diplomata que negociou e refletiu os limites do Brasil com as repúblicas vizinhas. Além de ter sido nomeado representante do Império em inúmeras missões diplomáticas, Ponte Ribeiro também foi funcionário regular da Secretaria dos Negócios Estrangeiros e Conselheiro do Império para assuntos externos. Ao longo de sua atuação diplomática, notabilizou-se por defender que o Império do Brasil incorporasse uma territorialidade estatal pautada na definição e fixação das fronteiras nacionais, afastando-se de uma concepção clássica de Império. As reflexões de Ponte Ribeiro, expostas em sua extensa produção discursiva, são de grande relevância ao destacarem que o território, sua integridade e a definição de seus limites foram temas constantemente debatidos entre os dirigentes imperiais, evidenciando que a construção e consolidação do Estado imperial brasileiro está associada a um processo de territorialização estatal. A trajetória de Duarte da Ponte Ribeiro permite compreender de que maneira um determinado grupo os dirigentes imperiais -, em um contexto específico, concebia o território e que ideologias geográficas permeavam suas ações políticas. / The purpose of this work is to develop a biographical study on the life of Duarte da Ponte Ribeiro (1795-1878), the diplomat who negotiated the borders that came to separate the Empire from its republican neighbors. Not only he was appointed representative of Brazil in countless diplomatic missions, but also he was regular employee of the Department of Foreign Affairs and member of the Counsel of the Empire for foreign affairs. Throughout his diplomatic life, he came to be known as a supporter of the idea that the Empire of Brazil should incorporate a state territoriality that coincided with the definition of its national frontiers, a conception that significantly differed from the traditional one concerning the concept of empire. Ponte Ribeiros reflections present in his extensive discursive production are of great relevance, since they highlight that territory, its integrity and the definition of its limits were constantly debated subjects among imperial officials, which, in its turn, indicates that the establishment of the Brazilian imperial state can be associated to a territorial process. The trajectory of Duarte da Ponte Ribeiro allows for the comprehension of the way a specific group the imperial officials in a specific context, perceived the territory and of the geographical ideology that guided their political actions.

Made available in DSpace on 2015-03-05T17:55:10Z (GMT). No. of bitstreams: 0 Previous issue date: 30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Nesta tese nos propomos investigar a midiatização do fenômeno das drogas através de uma ampla campanha de prevenção desenvolvida pela ONG CTDia e pela agência de publicidade OpusMúltipla. O foco da pesquisa examina as estratégias e operações desenvolvidas, procurando chamar atenção para a natureza complexa da campanha, ao tomar como referências vários campos sociais, principalmente, operações midiáticas. A problemática das drogas, sob forma de uma campanha, é vista nesta tese como um fenômeno amplo, complexo e multifacetado, chamando atenção para uma estratégia que é desenvolvida por campos não midiáticos, levando em conta a existência e o funcionamento da midiatização. Propomos-nos, assim, saber por que uma área tão sólida, que trata das drogas produz um manejo estratégico de uma campanha, com auxilio de operações midiáticas, sendo contaminada pela sua lógica para fazer um ponto de vista se tornar público. As ações preventivas contra o uso de drogas existem há décadas, enquanto que, paradoxalmente, seu consu / This thesis proposes itself to investigate the mediatization of the drugs phenomenon through an ample prevention campaign developed by the NGO CTDia and by the publicity agency OpusMultipla. The focus of this research examines the strategies and operations developed, aiming for the complex nature of the campaign as it takes as references from several social fields, mainly mediatic operations. The drugs problematic, under the shape of a campaign, is seen in this thesis as an ample, complex and multifaceted phenomenon, calling attention for a strategy that is developed by non-mediatic fields, taking into account the existence and functioning of mediatization. We propose so, to know why such a solid area that deals with drugs produces a strategic handling of a campaign, with aid of mediatic operations, being contaminated by its logic in making a point of view become public. The preventive actions against drug use have existed for decades, whereas, paradoxally, its consumption increases every year. Therefore, we

Submitted by Angela Maria de Oliveira (amolivei@uepg.br) on 2017-10-27T13:02:26Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) dissertacao final Vanessa.pdf: 1671764 bytes, checksum: d0ec83de42722ca5c5da43365457c0b7 (MD5) / Made available in DSpace on 2017-10-27T13:02:26Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) dissertacao final Vanessa.pdf: 1671764 bytes, checksum: d0ec83de42722ca5c5da43365457c0b7 (MD5) Previous issue date: 2017-04-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho tem como contexto quatro localidades da área rural de Prudentópolis – PR, que são conhecidas pela descendência dos moradores, que estão relativamente ligadas aos imigrantes eslavos (ucranianos e poloneses). Os participantes desta pesquisa ainda hoje usam as línguas de imigrantes para as interações dentro da comunidade; com isso, muitas crianças têm essas línguas como língua materna. O foco do trabalho está nos usos linguísticos dessas crianças e das professoras no contexto escolar, entendendo que esses usos constituem políticas linguísticas situadas, que por sua vez são orientadas por ideologias linguísticas. Esses sujeitos, nos seus usos, se apropriam e (re-)significam políticas linguísticas oficiais. Desse modo, os objetivos desta pesquisa são: 1. investigar as políticas linguísticas nas interações realizadas nas comunidades e nas duas escolas multisseriadas em que esses alunos estudam, bem como 2. analisar estas políticas construídas por estes sujeitos, nas ações relativas ao contexto escolar; 3. refletir como as ideologias linguísticas dos sujeitos constituem e são constituídas pelas políticas linguísticas produzidas nessas ações e 4. investigar como a escola trabalha com esses alunos, focalizando as línguas usadas no contexto escolar. Para atender a esses objetivos, foi necessário realizar uma pesquisa etnográfica, com observações de aulas e do contexto escolar de modo mais amplo, anotações em diário de campo, gravações de aulas e entrevistas semi estruturadas com as professoras das turmas e com os pais dos estudantes. As análises dos dados gerados indicam que os sujeitos destas comunidades produzem políticas linguísticas relacionadas às línguas eslavas e também às línguas portuguesas faladas neste contexto, demarcando fronteiras linguísticas e também promovendo legitimação e deslegitimação destas línguas. No que se refere ao processo escolar, percebe-se que, na escola analisada, os sujeitos promovem uma política de pedagogia culturalmente sensível, de modo que a professora não só permite o uso das línguas imigrantes por seus alunos, como também trabalha usando estas línguas nas interações em sala de aula. Contudo, em assuntos relacionados aos conteúdos do livro didático, que envolvem a escrita e a leitura, a língua portuguesa é a que predomina. Com esta pesquisa foi possível perceber que os sujeitos promovem políticas linguísticas situadas, as quais dialogam com as políticas oficiais e orientam e são orientadas por ideologias linguísticas. / This paper has as context four localities of the rural area of Prudentópolis - PR, that are known by the descendants of the residents, who are relatively related to the Slavic immigrants (Ukrainian and Polish). Participants in this research still today use immigrant languages for interactions within the community; With this, many children have these languages as their mother tongue. The focus of the work is on the linguistic uses of these children and the teachers in the school context, understanding that these uses are situated linguistic policies, which in turn are guided by linguistic ideologies. These subjects, in their uses, appropriate and (re-) signify official linguistic policies. In this way, the objectives of this research are: 1. to investigate the linguistic policies in the interactions carried out in the communities and in the two multisite schools in which these students study, as well as to analyze these policies constructed by these subjects in the actions related to the school context; 3. to reflect how the linguistic ideologies of the subjects constitute and are constituted by the linguistic policies produced in these actions and 4. to investigate how the school works with these students, focusing on the languages used in the school context. In order to meet these objectives, it was necessary to conduct an ethnographic research, with observations of classes and the school context in a broader way, notes in field diary, class recordings and semi structured interviews with class teachers and students' parents. The analyzes of the data indicate that the subjects of these communities produce linguistic policies related to the Slavic languages and also to the Portuguese languages spoken in this context, demarcating linguistic borders and also promoting legitimation and delegitimation of these languages. As far as the school process is concerned, it can be seen that, in the analyzed school, the subjects promote a pedagogical policy culturally sensitive to the monolingual teaching, so that the teacher not only allows the use of the immigrant languages by its students, but also works Using these languages in classroom interactions. However, in subjects related to the contents of the textbook, which involve writing and reading, the Portuguese language predominates. With this research it was possible to perceive that the subjects promote localized linguistic policies, which dialogue with the official policies and orient and are guided by linguistic ideologies.

Submitted by Natalie Mendes (nataliermendes@gmail.com) on 2015-07-24T23:43:40Z No. of bitstreams: 1 O LIVRO DID?TICO E AS INFLU?NCIAS IDEOL?GICAS DAS IMAGENS POR UMA EDUCA??O QUE CONTEMPLE A DIVERSIDADE SOCIAL E CULTURAL.pdf: 2415317 bytes, checksum: 2ee24983beb12a053af481fbce83f12d (MD5) / Made available in DSpace on 2015-07-24T23:43:40Z (GMT). No. of bitstreams: 1 O LIVRO DID?TICO E AS INFLU?NCIAS IDEOL?GICAS DAS IMAGENS POR UMA EDUCA??O QUE CONTEMPLE A DIVERSIDADE SOCIAL E CULTURAL.pdf: 2415317 bytes, checksum: 2ee24983beb12a053af481fbce83f12d (MD5) Previous issue date: 2014-03-31 / Funda??o de Amparo ? Pesquisa do Estado da Bahia - FAPEB / This study presents an interdisciplinary dialogue between the Education and Design areas, in which, this latter is understood as language and knowledge, here means an image. The aim is to support educators in understanding and addressing the imagistic content of textbooks, especially, the History books which are used in the 5th grade of the Elementary School, because they present the principles of social and cultural construction of our nation and were indicated by the PNLD through the Textbook Guide, 2010-2012 triennium, to be adopted in the Brazilian public education. It is believed the pedagogical importance of image and its contribution to work the imaginary, memory and identification of social and cultural elements, and its capacity to transmit contents, codes, signs and meanings, converted into discourses that dissimulate power relations, stereotypes and prejudices, in a relation of not alterity and disrespect to the differences. In this aspect, the objective of the study is to identify and analyze ideological conceptions that denote racism, stereotypes, prejudice, and discrimination against the black people, in the images of the History books of the 5th year of elementary school, used in public education. Three textbooks, Hist?ria Projeto Pitangu?, Hist?ria Projeto Buriti and Hist?ria, Bahia, were selected, and in these materials, four images of authors, like Debret, Spix and Martius, Rugendas and Guillobel, were chosen in the units concerning to the Colonization and the Regency period, because they are repeatedly the same used in History textbooks, when they refer to the socio-cultural issues of the black people. For the analysis of these images was adopted the qualitative methodology, associated with the iconographic method of Image Analysis, by Erwin Panofsky, and the Discourse Analysis method, from the line that was founded by Michael P?cheux, which enables the reflection about the composition of these images and the multiplicity of meanings they unveil. This study contributes to the debate about the importance of the interdisciplinary dialogue in the understanding of the printed visual representations in the textbook, which can externalize discriminatory conceptions that need to be elucidated and deconstructed. It was concluded that, despite the many struggles and considerations undertaken by the black social movements and the Academy, these books still have been reproducing and disseminating ethnocentric ideological conceptions that need to be eradicated in the seek for the construction of a truly equal and just society. / Este estudo prop?e um di?logo interdisciplinar entre os campos da Educa??o e do Desenho, este ?ltimo, compreendido como linguagem e conhecimento, aqui se traduz enquanto imagem. Busca-se subsidiar educadores na compreens?o e no trato do conte?do imag?tico de livros did?ticos, principalmente, os de Hist?ria utilizados no 5? ano do Ensino Fundamental, pois os mesmos trazem os princ?pios da constru??o social e cultural da nossa na??o e foram indicados pelo PNLD por meio do Guia do Livro Did?tico, tri?nio 2010-2012, para serem adotados na rede p?blica de ensino brasileira. Acredita-se na import?ncia pedag?gica da imagem e sua contribui??o para se trabalhar o imagin?rio, a mem?ria e a identifica??o de elementos sociais e culturais, e na sua capacidade de transmiss?o de conte?dos, c?digos, signos e significados, convertidos em discursos que dissimulam rela??es de poder, estere?tipos e preconceitos, em uma rela??o de n?o alteridade e de desrespeito as diferen?as. Nesse aspecto, o objetivo do estudo ? identificar e analisar concep??es ideol?gicas que denotam racismo, estere?tipos, preconceitos, e discrimina??o em rela??o ao povo negro, nas imagens de livros de Hist?ria do 5? ano do Ensino Fundamental, utilizados na rede p?blica de ensino. Foram selecionados tr?s livros did?ticos, Hist?ria Projeto Pitangu?, Hist?ria Projeto Buriti e Hist?ria, Bahia e destes, nas unidades referentes ao per?odo da Coloniza??o e da Reg?ncia, quatro imagens, dos autores Debret, Spix e Martius, Rugendas e Guillobel, foram selecionadas, por serem as mesmas recorrentemente utilizadas em livros did?ticos de hist?ria quando se trata de quest?es s?cio-culturais do povo negro. Para o trato dessas imagens foi adotada a metodologia qualitativa associada ao m?todo iconogr?fico de An?lise de Imagens, de Erwin Panofsky, e ao m?todo de An?lise de Discurso, da linha fundada por Michael P?cheux de modo a refletir sobre a composi??o dessas imagens e a multiplicidade de sentidos que elas desvelam. Este estudo contribui para a reflex?o sobre a import?ncia do di?logo interdisciplinar na compreens?o das representa??es visuais impressas no livro did?tico, que podem exteriorizar concep??es discriminat?rias e que precisam ser desvendadas e desconstru?das. Conclui-se que, n?o obstante as muitas lutas e reflex?es empreendidas pelos movimentos sociais negros e pela academia, esses livros ainda hoje reproduzem e disseminam concep??es ideol?gicas etnoc?ntricas que precisam ser erradicadas na busca pela constru??o de uma sociedade realmente justa e igualit?ria.

Philosophiae Doctor - PhD (Linguistics, Language and Communication) / At independence, Namibia chose English as its official language and therefore its language of learning and teaching (LOLT). This decision has been well supported and therefore there has been an expectation among Namibians that learning English as early as possible is important because it will open many doors to the future (Harris, 2011). However, since the introduction of English as LOLT, government documents and other relevant literature have revealed poor performance of learners and falling standards of teaching (Iipinge, 2013). Despite this revelation, no study has been done in Namibia to investigate the effects of the current Language in Education Policy (LEP) on the teaching and learning of different school subjects. Therefore, this study focuses on critical questions regarding the effects of the current Namibian LEP on the teaching and learning of English Second Language (ESL) in Northern Namibia, with a special focus on one of the most demanding skills in second language learning: essay writing. Besides this, the study looks at the writing problems of learners and the intervention strategies that teachers are using to help learners overcome or reduce writing problems.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2018-04-02T12:03:59Z No. of bitstreams: 2 Dissertação - Denise Pimenta de Oliveira - 2018.pdf: 2835663 bytes, checksum: 7a777384304d405a8ac8a3be3f0c99c8 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-04-02T12:17:27Z (GMT) No. of bitstreams: 2 Dissertação - Denise Pimenta de Oliveira - 2018.pdf: 2835663 bytes, checksum: 7a777384304d405a8ac8a3be3f0c99c8 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-04-02T12:17:27Z (GMT). No. of bitstreams: 2 Dissertação - Denise Pimenta de Oliveira - 2018.pdf: 2835663 bytes, checksum: 7a777384304d405a8ac8a3be3f0c99c8 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-03-14 / This research seeks to problematize language ideologies present in metadiscourses mobilized by indigenous teachers in training at University of Goiás Intercultural Education program as a way of: drawing attention to what these historically marginalized subjects think about language; and reflecting upon Linguistic Studies' and the program's own epistemological bases. This study stems from a qualitative ethnographic orientation, in an effort to situate its subjects in specific times and spaces in order to think about language ideologies enacted and to connect them to a broader historical, political and social macrocontext. The data are composed of oral and written statements generated in classroom activities, during stages that took place in the university, related to training for language teaching in intercultural contexts and, consequently, meta-reflection. The analysis was based on theoretical postulates of contemporary sociolinguistics and their intersections with anthropological linguistics and related areas, framed in the paradigm of Latin American decolonial thinking. It aims at recognizing the modern/colonial heritage of hegemonic language conceptions and trying to problematize how this heritage impacts language ideologies enacted by indigenous teachers and, at the same time, how it can be redefined or challenged in these same ideologies and in the language practices observed. The goal is to, from the data generated, establish an inter-epistemic dialog with theses indigenous teachers in training, understanding them as thinking subjects that theorize about language and problematize their realities. / Esta pesquisa tem como principal objetivo problematizar as ideologias de linguagem emergentes em metadiscursos mobilizados por docentes indígenas em formação superior no curso de Licenciatura em Educação Intercultural da Universidade Federal de Goiás, como forma de evidenciar o que esses sujeitos, historicamente marginalizados e subalternizados, pensamsobre língua e de refletir sobre as próprias bases epistemológicas dos estudos linguísticos e do referido curso. Este estudo parte de um direcionamento qualitativo de cunho etnográfico, em um esforço de situar os sujeitos participantes em tempos e espaços específicos para pensar sobre as ideologias de linguagem acionadas e conectá-las a um macrocontexto histórico, político e social mais amplo. Os dados desta pesquisa são compostos de enunciados orais e escritos gerados em contexto de sala de aula, durante etapas que ocorreram na universidade, em temas relativos à formação para o ensino de línguas em contextos interculturais e, consequentemente, à metarreflexão. Partimos de pressupostos teóricos da sociolinguística contemporânea e suas intersecções com a linguística antropológica e áreas afins e enquadramos nosso estudo no paradigma do pensamento decolonial latino-americano, reconhecendo a herança moderna/colonial das concepções hegemônicas de língua e procurando problematizar como essa herança impacta as ideologias de linguagem acionadas pelos docentes indígenas e, ao mesmo tempo, como ela pode ser ressignificada ou desafiada nessas mesmas ideologias e ainda nas práticas de linguajamento observadas. Pretendemos, a partir dos dados gerados, estabelecer um diálogo interepistêmico com esses docentes indígenas em formação, compreendendo-os como sujeitos pensantes, formuladores de teorizações sobre língua, intelectuais que problematizam suas realidades.

In this thesis I analyze semi-structured interviews I conducted with fifteen young French and American business students and professionals in order to uncover cultural models relating to work, while paying particular attention to the acceptance or rejection of neoliberal ideas. To contextualize the analysis, I first review the history of neoliberal ideology along with its arrival and political and institutional influence in both countries. In the U.S., the neoliberal transition was rapid and dramatic under the Reagan administration, which constitutes a critical institutional juncture and a shift in the dominant paradigm of governance. In France, in contrast, neoliberal policies have been implemented reluctantly and incrementally, suggesting traditional French values relating to the state and its role in regulating the economy remain largely intact. In line with these historical patterns, the Americans I spoke to primarily conceptualize work as a commodity, accepting the definition of work as defined in the market; while the French interviewees conceptualize work as personal fulfillment and occupational citizenship, emphasizing the human and psychological essence of work and the need for moral regulation of the market economy, perceived as immoral and anarchic. Overall, the Americans much more readily accepted neoliberal ideas and policy directives and towards which the French were far less welcoming. In particular, I argue that the traditional role of the French state as responsible for the wellbeing of its citizens presents a major obstacle to neoliberal ideology, historically on an institutional level as well as in the minds of the French interviewees.

This research concerns a Kuna-Spanish bilingual elementary school in Panama City, founded for Kuna children by Kuna teachers. Based on ethnographic and linguistic fieldwork, this research investigates the socio-cultural context for the emergence of the school and the ways that students, teachers and parents, together with Kuna elders, navigate the path of indigenous schooling. The process of negotiating linguistic and cultural meanings in Kuna-language education includes both "traditionalized" Kuna forms of learning and informal education in and around the home. These various foundations of Kuna knowledge, from the use of Kuna oral history to eating Kuna food in the home, are incorporated into the curriculum in various ways, highlighting the potential of schooling as a place of knowledge production for indigenous peoples that is culturally inclusive. At the same time, the manner in which Kuna identity is indexed in the school is uneven. It is liberating in some moments while very restrictive in others, reflecting similar patterns, often in relation to state-sponsored notions of "multiculturalism" in the Kuna community and in the broader context of Panamanian society. In order to fully explore the complexities of the school and its workings, this research explores the Kuna experience in Panama City, where more than half of the Kuna population currently resides. This dissertation is a contribution to the fields of linguistic anthropology and the anthropology of education, analyzing the case of an urban Kuna school that employs both Western and indigenous pedagogy and content, with specific implications for studies of language socialization, bilingual education and educational politics for indigenous peoples. / text