El propósito de esta tesis es estudiar las condiciones de trabajo en Gamarra ─el emporio comercial y productivo de ropa más importante de Lima y del Perú y el caso más emblemático de informalidad en el empleo─ distinguiendo tipos de trabajadores a partir de la noción de informalidad precaria. Se trata de un estudio de micropolítica a partir de la informalidad precaria, que se hace visible en las historias de vida y el uso del tiempo y el espacio, que a su vez genera desarraigo y dispersión, situación que impide o imposibilita su conformación como sujetos políticos. La tesis expondrá el proceso de captura de la informalidad, la cual se da a través de tres grandes periodos. Primero, la informalidad funciona como el “desborde popular” de Matos Mar, que se escapaba de las manos del Estado. Durante la década de 1990 ─ya en un segundo periodo─ tuvo lugar lo que sociólogos como Danilo Martuccelli han denominado “proyecto regulatorio”. Es decir, el Estado comenzó a tomar las riendas e inició un proceso de captura de la informalidad. Y la captura de la informalidad ─el tercer periodo─ es ya el proceso de consolidación de ese “proyecto regulatorio”. En esta tesis se sostiene que hoy la informalidad y sus expresiones laborales —resultado de esta captura— ya no representan más una transgresión al proyecto del Estado neoliberal, sino que guarda cierta funcionalidad. ¿Cómo le es funcional? La informalidad precaria crea un tipo de experiencia del tiempo y el espacio que produce despolitización en los trabajadores, lo cual es funcional porque ─entre otra razones─ contiene políticamente a la pobreza urbana. Se sostiene que ahí donde se suele ver incapacidad administrativa del Estado respecto del empleo informal, aquí se expresa como eficiencia política y de dominación por parte del Estado y del modelo económico que defiende / The purpose of this thesis is to study the working conditions in Gamarra ─the most important commercial and productive clothing emporium in Lima and Peru and the most emblematic case of informality in employment─ distinguishing types of workers from the notion of informality precarious It is a micropolitics study based on precarious informality, which becomes visible in the life stories and the use of time and space, which in turn generates uprooting and dispersion, a situation that prevents or prevents their conformation as subjects politicians. The thesis will expose the process of capture of informality, which occurs through three major periods. First, informality functions as 8 the "popular overflow" of Matos Mar, who escaped from the hands of the State. During the 1990s, in a second period, what sociologists such as Danilo Martuccelli called "the regulatory project" took place. That is to say, the State began to take the reins and began a process of capturing informality. And the capture of informality - the third period - is already the consolidation process of that "regulatory project". In this thesis, it is argued that today informality and its labor expressions -result of this capture- no longer represent a transgression of the neoliberal State project, but that it retains a certain functionality. How is it functional? Precarious informality creates a type of experience of time and space that produces depoliticization in workers, which is functional because, among other reasons, it politically contains urban poverty. It is argued that where the State's administrative incapacity is usually seen with respect to informal employment, it is expressed here as political efficiency and domination by the State and the economic model it defends / Tesis

nÃo hà / Este estudo traz reflexÃes sobre patrimÃnio cultural, memÃria e cidade, na perspectiva de mostrar a importÃncia que o patrimÃnio tem para resguardar a memÃria e a histÃria dos lugares e da vida das pessoas e, portanto, da histÃria e da memÃria do espaÃo da cidade. Traz essas reflexÃes na possibilidade de apresentar esse acervo patrimonial como fontes de informaÃÃo para uma educaÃÃo que ultrapassa os espaÃos formais das escolas e universidades, ressaltando que o udado foi de setenta pessoas e, desse conjunto, foram escolhidaprendizado ocorre, tambÃm, mediante a educaÃÃo informal e que o espaÃo citadino se torna, com efeito, um lugar por excelÃncia para se aprender. A pesquisa tomou para estudo o Bairro do Jacarecanga, na cidade de Fortaleza, que foi nÃo sà uma escolha pessoal, mas, tambÃm, o fato de a parte da Cidade ser da primeira metade do sÃculo XX, abrigando algumas instituiÃÃes das mais significativas da histÃria de Fortaleza, bem como pelo conjunto das pessoas que ali moraram, que deram, por muito tempo, uma configuraÃÃo para que o lugar fosse considerado o bairro chic da Cidade, nÃo sà pelas belas casas, como tambÃm pelo nÃvel social dos seus moradores em aspectos polÃticos, econÃmicos, educacionais. O estudo apresenta como nÃcleo da pesquisa a PraÃa Gustavo Barroso, mais conhecida como PraÃa do Liceu, por considerar que esse à o coraÃÃo do bairro e por onde passa a vida das pessoas que ali residem. Para a colheita das informaÃÃes, o universo estas vinte e quatro falas representativas do total pesquisado e por intermÃdio das quais se pode ter uma visibilidade do que contÃm o Jacarecanga de memÃria e histÃria da cidade de Fortaleza, aqui apresentado como bens patrimoniais. / This study brings reflections on cultural heritage, memory and city, in order to show the importance that the heritage has to protect the memory and the history of places and peopleâs life and, therefore, the history and memory of the cityâs area. It brings these thoughts on the possibility of making such patrimony as sources of information for an education that goes beyond the formal spaces of schools and universities, emphasizing that the learning takes place, also, through informal education and that the cited space becomes, in fact, a place of excellence learning. The research took into consideration for its study, the Neighborhood of Jacarecanga, in the city of Fortaleza, which was not only a personal choice, but also the fact that the part of the city is dating from the first half of the twentieth century, housing some of the most significant institutions of Fortalezaâs history, as well as for all the people who lived there, who have given, for a long time, a configuration so that the place would have been considered the fashionable neighborhood of the City, not only for the beautiful houses, but also for the social level of its residents on political, economic and educational aspects. The study presents as a search core the Gustavo Barrosoâs Square, better known as the Liceuâs Square, considering that this is the heart of the neighborhood and where the peopleâs life goes by. For collecting data, the amount of people studied was seventy, and out of this set, were chosen 24 representative speeches of the total researched and through these ones itâs possible to have a visibility of what Jacarecanga contains in terms of memory and history of Fortaleza city, here presented as property assets.

A presente pesquisa teve como objetivo investigar como os processos de ensino e aprendizagem musical formal se manifestam nas experiências e vivências não-formais e informais dos adolescentes fora da escola. No primeiro capítulo são revistos os estudos realizados por autores da área de Educação Musical, abordando as questões referentes ao ensino e aprendizagem musical dentro e fora da escola. Posteriormente são apresentadas as idéias e discussões realizadas por autores da Educação, bem como as perspectivas que orientam esta pesquisa. Neste capítulo, ainda, é definida a utilização dos termos formal, não-formal e informal no contexto desta pesquisa, partindo da perspectiva de Libâneo (2000). O segundo capítulo descreve a metodologia utilizada para o desenvolvimento desta pesquisa. São discutidos os eixos metodológicos que conduziram esta investigação, procedimentos, coleta e análise de dados. Foram realizados três estudos de caso com adolescentes expostos ao ensino formal de música, e que possuíam experiências musicais em bandas. Os dados foram coletados através de duas entrevistas semi-estruturadas e três observações dos ensaios das bandas, sendo uma dessas gravada em vídeo.

Esta tese focaliza os itinerários (entendidos como uma sequência de operações que se sucedem no tempo) de catadores de materiais recicláveis integrantes de associações e cooperativas localizadas na região sul do Brasil. Estruturou-se em três arranjos. No primeiro, o trabalho de pesquisa se voltou à compreensão das influências recíprocas entre o campo ambiental e a atividade de reciclagem. No segundo, voltou-se aos modos através dos quais os catadores, desde suas vinculações com a atividade de reciclagem e com o campo ambiental, relacionam-se com variados discursos que os interpelam. Por fim, focalizou as práticas sociais (discursivas e não discursivas) utilizadas por esses sujeitos na (re)invenção de seus cotidianos e suas trajetórias de vida. A investigação foi desenvolvida através do acompanhamento in situ das atividades dos catadores e por meio de entrevistas semi-estruturadas. Além disso, recorreu à análise documental para a caracterização dos discursos com maior poder de interpelação junto aos catadores. No que tange aos atravessamentos entre o campo ambiental, a reciclagem e os catadores, os resultados interrogam o papel dessa intensa produção simbólica na (re)colocação social da atividade de reciclagem, assim como dos sujeitos que a animam. Sugerem que, a despeito da significativa ampliação do repertório simbólico desde o qual ambos – catador e reciclagem – vêm sendo pensados, as repercussões da incorporação do argumento ambiental para esses sujeitos, em especial sob a forma de oportunidades para reconstrução de si, ainda são pouco sensíveis. A descrição densa das práticas dos catadores, além disso, problematiza a ideia de que estas apenas se conformam às estruturas sociais preexistentes, reproduzindo-as acrítica e inconscientemente. O acompanhamento e a caracterização pormenorizada dessas práticas sublinham aquela sua dimensão criativa, inseparável da estrutura social é certo, mas não completamente determinadas por ela. As catadoras e os catadores de materiais recicláveis, através dos seus itinerários, desafiam-nos a repensar a rigidez dos lugares desde os quais oferecemos leituras acerca dos seus posicionamentos. Desafiam-nos igualmente a rever a rigidez dos lugares que resultam dessas leituras (e que de modo geral são utilizados para “aprisioná-los”). Decorre daí a necessidade, apresentada aqui como sugestão, de tornar mais fluido e móvel o lugar educativo desde o qual tanto as práticas educacionais, quanto as políticas públicas vem sendo pensadas e direcionadas a esses sujeitos. / This thesis focuses on the itineraries (understood as a sequence of operations that take place in time) of recyclable materials collectors members of associations and cooperatives located in southern Brazil. It is structured into three arrangements. In the first arrangement, the research geared toward the understanding of the reciprocal influences between the environmental field and recycling activity. In the second one, it geared toward the ways in which the waste collectors, from their linkages with the recycling activity and the environmental field, relate to various discourses that interpellate them. Finally, it focused on the social practices (discursive and non-discursive) used by these subjects in the (re) invention of their everyday life and their life path. The research was developed through the in situ monitoring of the waste pickers activities and through semi-structured interviews. Furthermore, it was resorted to documentary analysis to characterize the discourses with greater power of interpellation with the waste collectors. With regard to the crossings between the environmental field, recycling and waste collectors, the results interrogate the role of this intense symbolic production in the (re) placement of social recycling activity, as well as the subjects that animate it. It is suggested that despite the significant expansion of the symbolic repertoire from which both collector and recycling have being designed, the effects of the incorporation of the environmental argument for these subjects, particularly in the form of opportunities to rebuild themselves, are still poorly sensitive. The thick description of the practices of collectors also questions the idea that they just conform to existing social structures, reproducing them uncritically and unconsciously. The monitoring and detailed characterization of these practices emphasize its creative dimension, certainly inseparable from the social structure, but not completely determined by it. The women and men collectors of recyclable materials through their itineraries, challenge us to rethink the stiffness of the places from which we offer readings about their positionings. They also challenge us to revise the rigidity of the places that result from these readings (and they are generally used to "capture them"). Hence the need, presented here as a suggestion, to make it more fluid and movable the education place from which both educational practices and public policy have been designed and targeted to those subjects.

Submitted by Cleide Dantas (cleidedantas@ufpa.br) on 2014-05-14T12:02:37Z No. of bitstreams: 2 license_rdf: 23898 bytes, checksum: e363e809996cf46ada20da1accfcd9c7 (MD5) Dissertacao_PossivelGerarInsight.pdf: 3879333 bytes, checksum: 35d071610ff4e4df34e6601059d115a6 (MD5) / Approved for entry into archive by Ana Rosa Silva (arosa@ufpa.br) on 2014-09-03T14:49:34Z (GMT) No. of bitstreams: 2 license_rdf: 23898 bytes, checksum: e363e809996cf46ada20da1accfcd9c7 (MD5) Dissertacao_PossivelGerarInsight.pdf: 3879333 bytes, checksum: 35d071610ff4e4df34e6601059d115a6 (MD5) / Made available in DSpace on 2014-09-03T14:49:34Z (GMT). No. of bitstreams: 2 license_rdf: 23898 bytes, checksum: e363e809996cf46ada20da1accfcd9c7 (MD5) Dissertacao_PossivelGerarInsight.pdf: 3879333 bytes, checksum: 35d071610ff4e4df34e6601059d115a6 (MD5) Previous issue date: 2006 / CNPq - Conselho Nacional de Desenvolvimento Científico e Tecnológico / As discussões sobre criatividade indicam uma dificuldade tanto na definição do que seria um padrão “original” ou “criativo” quanto de identificar que variáveis o controlariam. Dentre as interpretações deste fenômeno encontra-se a chamada “interconexão espontânea de repertórios”, quando dois ou mais repertórios diferentes, aprendidos em separado, podem se juntar em novas situações produzindo sequências originais de comportamento. A resolução de um problema de forma súbita através desta interconexão foi denominada de “Insight”. Um dos processos que participariam dessa interconexão seria a “Generalização Funcional”. O presente estudo replicou com algumas mudanças, utilizando três ratos (Rattus norvegicus) como sujeitos (S1, S2 e S3), o trabalho original de Epstein (1985b) e investigou o papel da “Generalização Funcional” na interconexão dos repertórios. Ao S1 e ao S2 foram ensinados separadamente três repertórios distintos. O S1 aprendeu a (1) empurrar um cubo de maneira direcionada, (2) a subir e se erguer sobre cubo e (3) a puxar uma corrente. O S2 aprendeu a (1) empurrar um cubo de maneira não direcionada, (2) a subir e se erguer sobre cubo e a (3) puxar uma corrente. O S3 aprendeu apenas a (1) subir e se erguer sobre cubo e (2) a puxar uma corrente. Após o treino foram colocados numa situaçãoproblema que exigiria a interconexão das habilidades aprendidas para que a resolução ocorresse. O S1 e o S2 resolveram o problema de maneiras distintas: o S1 resolveu de forma aleatória e o S2 resolveu após um treino adicional de subir e puxar a corrente que estabeleceu elos importantes para a resolução. O S3 não resolveu o problema. Os dados indicaram que a generalização funcional poderia ser explicada como generalização simples e que esta não seria um requisito fundamental para a resolução súbita do problema. / The discussions about creativity indicate difficulties in the definition of what would be an "original" or "creative" pattern and in identifying what variables would control it. Among the interpretations of this phenomenon there is one which is called spontaneous "interconnection of repertoires", when two or more different repertoires, learned in separate, join in new situations producing original sequences of behavior. The problem solving in a sudden way through this interconnection was called "Insight". One process participating in that interconnection would be "Functional Generalization". The present study replicated with some changes, using three rats (Rattus norvegicus) as subjects (S1, S2 and S3), the original work of Epstein (1985b) and investigated the role of "Functional Generalization" in the interconnection of repertoires. The subjects S1 and S2 were taught three different repertoires separately. The S1 learned (1) to push a cube toward a goal, (2) to climb and to rise on the cube and (3) to pull a string. The S2 learned (1) to push the cube with no goal, (2) to climb and to rise on the cube and the (3) to pull a string. The S3 just learned (1) to climb and to rise on cube and (2) to pull a current. After the training they were put into a problem-situation-problem that would demand the interconnection of the learned abilities to arrive to the final step which was to pull a string. The S1 and S2 solved the problem in different ways: one solved in a random way and the other solved after additional training to climb and to pull a string which established important links for the resolution. The S3 didn't solve the problem. The data indicated that functional generalization could be explained as simple generalization and that this would not be a fundamental requirement for the sudden resolution of the problem.

abstract: Trails perform an essential function in protected lands by routing visitors along planned, sustainable surfaces. However, when visitors deviate from official trails in sufficient numbers, it can lead to the creation of social trails. These visitor-created pathways are not sustainably designed and can severely degrade both the stability and appearance of protected areas. A multitude of recreation motivations among visitors and a lack of resources among land management agencies have made the mitigation and closure of social trails a perennial concern. A sustainable, economical strategy that does not require the continual diversion of staff is needed to address social trails. In this study, two techniques that stand out in the research literature for their efficacy and practicality were tested on a social trail closure in South Mountain Park, a high-use, urban-proximate mountain park in Phoenix, AZ. A research design with additive treatments utilizing the site management technique known as trail mitigation, sometimes referred to as brushing in the literature, followed by theory-grounded signage incorporating injunctive-proscriptive wording, an attribution message, and a reasoning message targeting visitor behavioral beliefs, norms, and control was applied and assessed using unobtrusive observation. Both treatments reduced observed off-trail hiking from 75.4% to 0%, though traces of footsteps and attempts to re-open the trail revealed the existence of unobserved “entrenched” users. With entrenched users attempting to reopen the trail, trail mitigation represented an effective but vulnerable approach while the signage represented a long-lasting “hardened” approach that provides an educational message, management’s stance on the closure, and which might put social pressure on the entrenched user(s). / Dissertation/Thesis / Masters Thesis Community Resources and Development 2018

abstract: One of the ideals underpinning public education in the United has been that of educating young people to become engaged democratic citizens. Civics courses have been the main, and sometimes only, sign of public schools attending to their civic mission. An opportunity to offer citizenship education through the experience of democratic governance manifests itself through the implementation of school participatory budgeting. Though promising, the use of school participatory budgeting in the United States is relatively new. The literature is sparse and issues of process design as well as research methodology remain unexplored. School participatory budgeting has the potential, at least, to offer students an opportunity to experience deliberative democratic decision-making and thus enhance those capabilities critical for effective citizenship. More ambitiously, school participatory budgeting presents an opportunity to delicately and steadily transform school governance to give real decision-making power to students. The four stand-alone articles that make up this dissertation are four facets of a single case study on the first large-scale instance of school participatory budgeting in the United States. They began with the question: What were the accomplishments and challenges of school participatory budgeting in a large secondary school district in the Southwestern United States in its initial implementation? This question was interpreted and answered differently in each article. The first article examines aspects of process design and how participatory budgeting might contribute not only to citizenship learning but also the expansion of student voice. The experiences of students, in the second article, and those of teachers and administrators, in the third article, are explored through analysis of interview data. The final article addresses this question by drawing on my own experience of implementing school participatory budgeting using analytic autoethnography. This dissertation presents school participatory budgeting from multiple perspectives and recommends more empirical research on the structure of the process before, during, and after implementation. This dissertation examines this approach to citizenship learning dynamically by using various methodologies and bringing together the literature on student voice, citizenship learning, participatory budgeting, and curriculum studies in order to enrich the discussions and provide actionable knowledge for advocates and practitioners. / Dissertation/Thesis / Doctoral Dissertation Curriculum and Instruction 2018

In the current fast paced and competitive environment organizations are existing in, it is crucial so be innovative and creative. This empirical research addresses how organizations can stimulate creativity and innovation by understanding underlying factors and mechanisms. The research sample consisted of seven open interviews from seven different firms which could be described as creative. In analysis of the empirical material a model called meaning concentration have been used. Results have been analysed with support of sociocultural theory. The findings suggest that time, a structured process, gaining new perspectives and experiences by constant input and an open communication are keys to support innovation. The study also indicates that creative organizations uses informal learning systematically as a strategy in projects and developing the co-workers craftsmanship. Informal learning is used to gain knowledge about customers, social arenas and the surrounding world. New perspectives are considered to be crucial in creating innovation. The underlying factors of creative processes found in the empirical material are being discussed and how it connects to a social context and group dynamics. / I en föränderlig och konkurrensutsatt värld är det essentiellt att organisationer utvecklas. Den här studien syftade till att utforska hur organisationer kan stimulera kreativa processer och innovation, genom att förstå dess underliggande faktorer. Det insamlade materialet bestod av sju öppna intervjuer från sju olika kreativa organisationer. Empirin analyserades med hjälp av meningskoncentrering och ur ett sociokulturellt perspektiv. Resultatet visade att kreativa organisationer använder sig av informellt lärande som en medveten strategi i syfte att tillägna sig nya kunskaper. De nya kunskaperna om kunder, sociala arenor och omvärlden anses av organisationerna avgörande för att lyckas skapa kreativa produkter. Organisationerna skapade avsiktligt situationer och möten där delandet av nya perspektiv och associationer ledde till ny kunskap genom diskussioner och intryck. Organisationer är enligt resultatet beroende av att inhämta nya perspektiv och kunskaper för att lyckas med innovationsprocesser. De underliggande faktorerna i de kreativa processerna diskuteras med koppling till den sociala kontext organisationerna verkar inom.

abstract: There has been growing interest among learning scientists in the design and study of out-of-school time (OST) learning environments to support equitable development of science, technology, engineering, and math (STEM) interests among youth from groups that are underrepresented in STEM fields. Most of these design studies assumed the youth came to the learning environments without well-developed STEM interests. I challenged this assumption by enacting a social design participatory study to engage youth (aged 11 to 14), from groups that are underrepresented in STEM fields, as partners in designing an OST networked club to support the youth in growing their own STEM interests. Based on longitudinal ethnographic data, I report a three-year iterative design of this networked club. I characterize the heterogeneity of STEM interests that emerged and grew across the networked club. Building on ecological theories of interest development, and leveraging the cultural assets of the nondominant community, I argue that heterogeneity of interests, resources, and practices served as a design tool and a catalyst for the development of STEM interest in the OST networked club. / Dissertation/Thesis / Doctoral Dissertation Learning, Literacies and Technologies 2019

This Grounded Theory study explores how the use of social media influenced the dynamics of interaction in a free-choice religious education experience between a world religious leader and young adult learners. Results indicate that social media (a) enhanced proxy group interaction due to the increased visibility of leader-learner interactions to the entire group and the ability of learners to comment on, like, mention other learners, and share leader-learner interactions; (b) enabled active non-verbal interaction which allowed for social curation, peer validation, community reaction, and the non-verbal pushing of posts into the social media streams of those not participating in the event; (c) greatly enhanced dialogic interaction between learners and allowed for a safe hashtag-bound space for religious expression to occur online; and (d) enabled a theoretically infinite amount of learner-learner interactions on single comment nodes, referred to as multilogic interactions. Grounded Theory was also used to derive patterns from the data generated in this experience which were then abstracted and reconstituted into an explanatory and predictive theoretical framework referred to as Orbital Interaction Theory (OIT). OIT, as a design theory, predicts that three types or tiers of interaction will occur when three essential pedagogical design elements are used together—namely, a question and answer session with a highly respected and sought-after leader within a social media-bound context. Furthermore, I posit that three essential learner conditions are required for the success of OIT—namely, learner trust in the leader, a high degree of learner homogeneity, and high levels of civility. The preexistent nature of these learner conditions in religious education experiences makes them the most natural contexts for an OIT approach to be successful. It is precisely because of the challenge of achieving these three factors at comparable levels in non-religious free-choice learning contexts that makes the transferability of OIT into these contexts difficult. Finally, I posit that when the essential pedagogical design elements of OIT are combined with the essential learner conditions of OIT, the Optimum Conditions for Interaction (OCI) in OIT will be achieved with highly predictable results.