Made available in DSpace on 2016-04-27T16:32:26Z (GMT). No. of bitstreams: 1 Noemi Bianchini.pdf: 1170299 bytes, checksum: 58099f57655ca9e038a399909a487672 (MD5) Previous issue date: 2011-02-24 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The area where this study is inserted is Education. The theme refers to the school learning and suffers clippings focusing on students-teachers who concluded the Normal Superior Course. After completion of the Master Course, concerns remained about some teachers-students education, and the first doctorate research questions arose. After all, how would it configure, really, what apparently could not be distinguished? Considering the hypothesis that the nuances observed in the interviews analysis with the teachersstudents at the Master Course and presented in Chapter 5, of the dissertation (Bianchini, 2005), were amplified / differentiated among the students-teachers components of the Doctorate, I considered that such nuances could be thought as peculiar constitutions of habitus and the school success would not be a talent result or merit for the studies. Using as a support for this study the Pierre Bourdieu Sociology, who favors us with important themes for studies in the educational sociology area, I highlighted the one who leads us to understand the social distinction production processes. Interviews were accomplished with two students-teachers who concluded the Normal Superior Course and received the Merit and Commendation Award at a graduation ceremony in two cities in São Paulo State country-side. The data analysis allowed us to understand the students-teachers practices as a practical sense product, as a "game sense" social and historically constructed and incorporated as habitus, as provisions constituted of specific capital, which allowed them to play the social and scholastic game with distinction and it may have been used, still, as a strategy in search of classification and / or reclassification in the social space in which they were inserted / O campo em que está inserido este estudo é o da Educação. O tema refere-se à escolarização e sofre recortes focalizando alunas-professoras que concluíram o Curso Normal Superior. Ao concluir o Mestrado, restaram inquietações a respeito da formação de algumas professoras-alunas e surgiram as questões inicias da pesquisa do Doutorado. Afinal, como se configuraria, realmente, o que, aparentemente, não se distinguia? Tendo como hipótese que as nuances observadas na análise das entrevistas com as professorasalunas no Mestrado e apresentadas no Capitulo 5, da dissertação (Bianchini,2005), encontravam-se ampliadas/diferenciadas nas alunas-professoras sujeitos do Doutorado, considerei que essas nuances poderiam ser pensadas como constituições singulares de habitus e o sucesso escolar não seria resultado de dom ou mérito para os estudos. Tomando como base para este estudo a Sociologia de Pierre Bourdieu, que nos privilegia com temas importantes para estudos no campo da sociologia da educação, destaquei aquele que nos leva a compreender os processos de produção de distinções sociais. Foram realizadas entrevistas com duas alunas-professoras que concluíram o Curso Normal Superior e receberam o Prêmio de Mérito e Louvor em solenidade de colação de grau em duas cidades do interior paulista. A análise dos dados permitiu compreender as práticas das alunas-professoras como produto de um sentido prático, como um sentido do jogo social e historicamente construído e incorporado como habitus, como disposições constituídas de capital específico, que lhes permitiu jogar o jogo social e escolar com distinção e que pode ter sido utilizado, ainda, como estratégia em busca de classificação e/ou reclassificação no espaço social em que estavam inseridas

Made available in DSpace on 2016-04-29T13:31:33Z (GMT). No. of bitstreams: 1 Felipe Lopes.pdf: 859948 bytes, checksum: ea9be2ffde1254cdb528231fd1676705 (MD5) Previous issue date: 2007-06-25 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / In this dissertation, we discussed the pertinence of French sociologist Pierre Bourdieu s concept of social field as a theoretical tool for the scientific analysis of the advertising practice in Brazil nowadays. In other words, we analyzed if the production universe of this practice is characteristic of a hierarchical social environment organized according to specific interest logic and presenting tangential points with other social universes. We investigated if it is a relatively autonomous space, a kind of microcosm which operates like a force field, in which there are fights for its transformation or conservation. A kind of society with its own bonds, rules and consecration institutions within our society. To achieve this purpose, we analyzed the identitarian speeches of its agents - the meanings that advertising students and professionals share about this practice considering their positions in the social structure. This analysis allowed us to investigate if this correlation indicates the existence of an advertising field / Nesta dissertação, discutimos a pertinência da noção de campo social desenvolvida pelo sociólogo francês Pierre Bourdieu como ferramenta teórica de análise científica da prática publicitária realizada hoje no Brasil. Por outras palavras, discutimos se o universo de produção dessa prática apresenta as características de um espaço social hierarquizado segundo uma lógica específica de interesses, com pontos de tangências com outros universos sociais. Ou seja, se ele constitui um espaço relativamente autônomo, espécie de microcosmo que opera como um campo de forças, onde ocorrem lutas pela sua transformação ou conservação. Uma espécie de sociedade com vínculos, regras e instituições de consagração próprias dentro de nossa sociedade. Para tanto, analisamos os discursos identitários de seus(as) agentes isto é, os significados que estudantes e profissionais da publicidade compartilham acerca dessa prática à luz da posição que ocupam hoje na sua estrutura social. Buscamos, com isso, investigar em que medida essa correlação nos indica a existência de um campo propriamente publicitário

Lesson observation is an established part of teachers' professional lives within a rational policy discourse which problematises teaching. The problematisation of teaching in official documentation and pronouncements has shaped understanding and experience of teachers' professional work. By approaching this study from a constructionist perspective, and employing the What's the Problem Represented to be? (WPR) approach developed by Bacchi (2009) to examine policy-as-discourse, it is possible interrogate the role of policy in making problems, and their solutions, in very specific ways. The innovative combining of the work of Bacchi with Bourdieu's sociological lens, in particular his concept of illusio, has enabled this research to examine the investment teachers make in the practice of lesson observation and to offer an interpretative rendering of 'how it is possible for "what is said" to be "sayable"' (Foucault 1991:59, cited in Bacchi and Goodwin, 2016:36 original emphasis). The contribution to knowledge within this empirical study is in the articulation of a vocabulary of motives used by participants to make meaning of why they play the game of lesson observation and, through this, an analysis of how policy work is done in a further education (FE) context. This research finds that by playing the game, teachers and observers are, in effect, making the policy work, which in turn produces the forms of objects which have been constructed through the representation of teaching as a 'problem' in official policy; 'outstanding teacher'; 'best practice'; 'effective teaching'; 'learning outcomes'. The reification of these objects within teachers' professional lives has created taken-for- granted realities which enable the binary of professional development and performance management to make sense. Furthermore, the research reveals how, in making the policy work, teachers are in fact doing the work of policy by enacting the objective entities constituted by evidence-based 'best practice' in their teaching. Interpretation of the empirical data contributes new knowledge by proposing that teaching has become represented as a 'problem' of learning within official policy discourse and that this has created a world where learning is a duty for both teachers and learners. The thesis concludes with the recommendation put forward by participants for a democratic and collaborative system of peer review to replace the current system of lesson observation. However, this recommendation is still within the parameters of rational policy narrative in its presupposition that teachers need to improve. The thesis, therefore, recommends debate about what 'development' might mean in the context of FE.

On postule dans cette recherche que la violence scolaire n'existe pas comme un problème social avec les conditions objectives qui l'instaurent comme situation caractéristique des contextes scolaires "difficiles". D'une forme distincte nous proposons qu'il est possible de comprendre la violence scolaire comme la configuration sociale d'un problème public sur le champ éducatif. En d'autres termes, la recherche objective un schéma de perception qui expose une forme particulière d'observer les relations sociales lesquelles on vit dans l'école. Nous dans la recherche argumentons que comme expression d'un schéma de perception officielle sur un problème public éducatif, la violence scolaire, cache les trajectoires sociales de quelques jeunes scolarisés qui vivent les inégalités profondes des structures économiques et sociales. Ainsi, depuis une perspective relationnelle nous lions les conditions sociales de production de violence scolaire comme un problème public et les trajectoires sociales d'étudiants au moyen de la question suivante: Quel est le rapport entre les conditions sociales de production de violence et les trajectoires sociales d'étudiants dans une condition juvénile ? Pour développer l'antérieur nous nous sommes proposés décrire la relation qui existe entre les conditions sociales de production de violence scolaire et les trajectoires sociales d'étudiants dans une condition juvénile.. En détail La recherche est essentiellement axée dans; 1) Construire une option théorique pour comprendre la violence scolaire comme la configuration sociale d'un problème public de caractère éducatif; 2) Identifier et reconstruire les discours officiels qui ont instauré la violence scolaire comme problème public éducatif, dans deux types de documents: a) les documents Informes l'État Mondial de l'enfance 1990-2012 publiés par l'UNICEF et b) les Plans Sectoriels d'Education produits par différents gouvernements qui ont administré la ville de Bogotá (Colombie) dans la période 1995-2012. Et finalement, 3) décrire les trajectoires sociales d'étudiants d'éducation pour comprendre ses trajectoires sociales et sa participation dans des situations de violence scolaire. La recherche assume que, pour aborder la violence scolaire comme un problème de caractère public, il est nécessaire de suspendre son caractère "naturel ou évident" pour rechercher sur sa configuration sociale, déterminée à l'existence d'agents sociaux qui perçoivent qu'ils sont affectés par les conséquences indirectes de la violence dans les écoles et par la constitution d'une action politique dirigée quand ont soigné au moyen des organes spéciaux les intérêts de considérés des victimes effectives ou possibles de situations considérées comme de risque de violence dans les contextes scolaires. Finalement la recherche aborde la violence scolaire comme une situation sociale incarnée dans les corps, c'est-à-dire, vécue comme un système de dispositions. Avec la stratégie de recherche qualitative dénommée des Noyaux de Recherche Sociale nous réussissons à comprendre qu'une distance existe entre le discours officiel engagé dans le discernement juridique; la définition des agressions; la classification des situations de violence; l'établissement de protocoles pour la promotion de droits; la prévention en face de divers facteurs de risque, et le vieillissement social juvénile déterminé au difficile accès aux stratégies de reproduction du capital social vécu par quelques jeunes de la ville de Bogotá. / It is postulated in this research study, that scholar violence does not exist as a social problem with objective conditions that establish it like something unique of unusual scholar contexts in opposition to ordinary scholar situations. In another way, it is set out as a premise that it is possible to understand the scholar violence like the social structure of a public problem in the educational field. In other words, the research is a perception scheme that visualize a particular way of observing the social relations that students live at school. It is estimated the comprehensive effort arguing that like an expression of an official perception scheme about an educational public problem, the scholar violence unvisualize the social experiences in school young where it is discovered that violence at school is the demonstration of deep disparities of economic and social structures that produce, among others, alarming decline social processes. Thus, since a relational perspective we connect the social conditions of scholar violence production like a social problem and the social experiences of students in youthful condition taking into account the following sociological question: What relation does exist between the social conditions of scholar violence production and the students´ social experiences in youthful condition?

This qualitative study focuses on trajectories leading to preparatory art schools. It departs from in-depth interviews of considerable length with a small number (9) of students in preparatory art schools in Stockholm. The interviews shed light on the family of origin, the school years, and the time in upper secondary school and afterwards where the wish to enter an art school was definitively shaped. The study centres on three major questions: how is artistic symbolic capital accumulated and a habitus shaped that valorises art? What is the importance of a geographically situated social space for the formation of the artistic project?  How does the trajectory leading to the preparatory art schools reflect dimensions related to the existence of art as social field, such as illusio, doxa, nomos and (a socialised) libido? A major finding of the study was that inherited artistic symbolic capital greatly facilitated the path leading to the preparatory art schools, while students originating from families with weak or no proximity to artistic practices had to find their own way to art. The study also illustrates that strong academic and general cultural capital in the family of origin is not sufficient for shaping an artistic project and personality. Except for inherited familiarity with the world of artistic expression, the study points to the importance of attending artistically oriented streams in compulsory education and, in particular, to the crucial role of personal networks formed during and after upper secondary school and of being part of a local context in which the field of art was more or less indirectly present though individual persons, events and institutions. These findings remind of the autonomous character of the field of artistic practices, with its own institutions and forms of consecration.

This essay explores the way in which priests and church-musicians choose music for different ceremonies such as funerals, sunday service, baptism and weddings. The questions at issue regard how the clerks personal preferences, the Swedish Church’s cultural heritage and the attending community contributes to the musical choice at large. Other complementing questions explore how different rooms affect what is seen as suitable music, and also how the clerks value live music compared to pre-recorded music in the halls of ceremony. The exploration and answering of these questions were done through interviewing both priests and church-musicians. In the analysis of the produced material mainly Bourdieu's concepts of taste, fields, illusio, habitus, cultural-, and educational capital were applied. To further grasp the intricate inner workings of the church-musicians and the priests reasoning when selecting music, such as emphasizing openness, inclusion and musical width, the study also give valuable insights in the significance of how the fields of the clerks interact with the field of the assembly, the cultural heritage of the national church and societal norms as a whole, most notably in regards to the selective struggle between tradition and renewal. The findings in this essay contributes to the academic field with new knowledge of how music is used in religious contexts to mediate theological messages and aesthetics. As such, this essay is more focused on the horizontal, rather than the vertical, aspects of how music is interacted with, thus shaping peoples expectations and perceptions of different rooms and of the church services. These aspects play a pivotal part in keeping the identity of the given community alive, and is therefore an important phenomenon to understand in regards to the Swedish Church.

As a part of international economic relations, development cooperation is a relatively new issue area of the Czech foreign policy. In spite of the strong Czechoslovak cooperation with the pro-socialist Third World countries during the Cold War, the country quickly abandoned delegitimized development activities only to restart them in the mid-1990s. This time, the policy was induced mostly externally by the international and EU commitments to provide aid to developing countries. Building on James Ferguson's concept of 'anti-politics machine' and the Bourdieusian concept of illusio, this dissertation argues that (i) the apparatus of the Czech development cooperation deals with development as a technical matter and leads to the depoliticization of the Czech relations with the South; and (ii) the low public awareness of the policy and the dependence of the civil society on government funding tones down their criticism and facilitates the use of the policy for the particular interests of the Czech implementers instead of contributing to poverty reduction in the South. The second chapter justifies the interdisciplinary approach adopted in the dissertation. It argues that in the same way as multidimensional poverty cannot be reduced to mere income, a holistic analysis of development cooperation must extend beyond the neoclassical economic approach and include social, cultural, political and environmental aspects of development. The third and fourth chapters analyze accordingly the discourses (historical and legal sources, political and social context, government strategies) and practices (content of bilateral cooperation, its effectiveness, actors and interrelations between them) of the Czech development cooperation. The following chapters extend from the narrow topic of development cooperation to gender as a cross-cutting issue and further to the problem of policy coherence. While gender has gained serious credit on the international development research and policy agenda, it is reflected in policy and operational documents only formally, making bilateral cooperation projects gender blind, and hence detrimental to women. Finally, the Czech discourses and practices of the formally institutionalized policy coherence for development are analyzed in cases studies on migration, trade and agriculture. The chapter argues that slight changes in other government policies may have greater impact on developing countries than any substantial reforms of development cooperation. Overall, the dissertation advocates for a repoliticization of the development agenda and its return to the public space. So far, it was mostly the European Union funding that incited the civil society to raise new policy issues and question the effectiveness of the Czech development cooperation in reducing global poverty, but it is crucial to involve political parties, civil society at large, media and academia in the process as well. An annex lists a range of detailed policy recommendations for development cooperation generally, in particular its gender dimension, and its coherence with the Czech migration, agriculture and trade policies.

Dans Les Règles de l'art, Bourdieu propose une science des œuvres. A l'aide des concepts de champ, d'habitus, d’espace des possibles, il tente de faire le lien entre la littéraire et le social. Son approche récuse toute tentation psychologisante et ferme la porte à toute explication du processus créatif en termes de génie, de sensibilité ou d’inspiration. La littérature est d’abord au carrefour des faits sociaux. Les textes sont des faits sociaux, comme apparition mais aussi comme expression. Ils ne sont ni à sacraliser ni à désacraliser. Bourdieu tente de rendre intelligible l’espace littéraire des auteurs. Il veut mettre en lumière ce qui rend l’œuvre d’art nécessaire, c’est-à-dire sa formule informatrice, son principe générateur, sa raison d’être. Il affirme qu'au fond l'écrivain, quelle que soit son orientation, n'a pas d'autres choix que d'être traversé par la sociologie de son époque. Il suggère même que tout effort de distanciation formelle, supposant que l'œuvre soit un ailleurs du réel, est signe de cette connaissance intuitive du réel lui-même. L’Education Sentimentale de Flaubert se prête particulièrement bien à ce paradigme analytique. En s’arrêtant sur la deuxième moitié du XIXe siècle, Bourdieu décrit la genèse et le processus d’autonomisation de l’espace littéraire qui entérine le fonctionnement du champ. Il essaie alors de montrer comment les règles sont articulées par/dans une configuration sociale, politique, économique, culturelle et quelle place nouvelle occupe, dans cette modernité, l'artiste. / I have used Pierre Bourdieu’s sociological approach as a critical tool for the study of literary texts. As a sociologist, Bourdieu is not satisfied with the notion that the literary text would be isolated from the world and considers the writer as a product of economic, social, religious or political circumstances that may be recovered through analysis. According to Bourdieu, the development of literature as an independent field goes hand in hand with the expansion of a liberal politics, a connection critics refuse to recognize as they will believe in the myth of inspired creation. Bourdieu retraces to the nineteenth century the moment when literature became independent and describes how twentieth-century literature is but a perpetuation of nineteenth-century literary myths. I also look at the ways the specialists of Flaubert responded to the publication of Les Règles de l’art as the book provoked heated debates when it was issued. I have especially examined the arguments of critics hostile to Bourdieu in order to demonstrate how such an emblematic figure as Flaubert embodies what is at stake when one questions the notion of literature. How can Bourdieu fit in literary studies? One has to be careful interpreting the title of Bourdieu’s book. Les Règles de l’art is no prescriptive book : Bourdieu is not the one who sets the rule nor does he suggest that there were no rules before the advent of the modern age. He is simply trying to show how, from the start of this period, the literary world is determined by specific social, political, economic and cultural conditions and questions the particular role played by the artist in this new state of things.