Le noctambulisme est un phénomène émergeant dans les villes métropolitaines dynamiques, telles que Paris et Madrid. Sortir en ville la nuit est une pratique démocratisée parmi les jeunes urbains, s’extériorisant des lieux marchands et assimilant en quantité alcool, tabac et drogues. Les représentations sociales négatives font référence tant à une problématique de santé publique (nommée la « défonce » des jeunes vulnérables), qu’à une problématique morale du bien « vivre ensemble ». La symbolique nocturne accentue ces traits.La nuit est devenue un enjeu électoral. Analyser la construction de la politique publique de la vie nocturne rend compte du décalage des acteurs en négociation avec le noctambulisme. La légitimation des dispositifs sociotechniques de répression s’effectue au moyen d’une participation publique biaisée, dont les sortants sont absents. Les résidents-plaignants s’attaquent au bruit des terrasses, les exploitants d’établissements défendent le développement économique de leur activité, les institutionnels encouragent l’attractivité touristique nocturne.Or, ce phénomène social met en lumière la désynchronisation des rythmes sociaux entre eux et des temporalités urbaines, relative à la troisième modernité. Comprendre comment les sortants publicisent en situation cette désynchronisation permet de mettre à jour les valeurs et normes produites. Il s’agit d’étudier leurs tactiques face à la programmation urbaine, la gestion du stigmate qu’ils portent, les formes de légitimation dans l’investissement ordinaire des nuits urbaines. En leur redonnant la parole, apparaissent des conflits symboliques de cohabitation nocturne, une problématique de reconnaissance de la jeunesse / Night-strolling is a phenomenon emerging in the dynamic metropolitan cities like Paris and Madrid. Having party in town during the night-time is a practice democratized among urban young people. They go out of the merchant locations and take a large quantity of alcohol, tobacco and drugs. The negative social representations refer to a public health problem (“stoned” vulnerable young people) and a legal problem of the way to “live together”. Night symbolic highlights these dimensions. Night-time has become an electoral issue. Analyzing the construction of a public policy about nightlife reflects the gap between the actors in negotiation and the night-strolling. A biased public participation – without the night-strollers - allows the legitimation of socio-technical systems of repression. Residents-plaintiffs attack the noise terraces, ownerships of night-enterprises defend the economic development and institutional actors encourage night tourism attraction. However, this social phenomenon highlights the desynchronization of social rhythms and urban temporalities, specific to the third modernity. Understanding how young people publicize this desynchronization in situation give elements about norms and values produced. This study deals with their tactics face the urban planning, the management of the stigma they carry, the forms of legitimization in the ordinary placement of urban nights. The symbolic conflicts of nocturnal cohabitation emerge by the voice of night-strollers: a youth recognition problem

Numa perspectiva teórica que parte dos pressupostos de Bakhtin (2000), Vygotsky (1996), estendendo-se a Bronckart (1999), Dolz e Schneuwly (2004), relata-se uma experiência didática aplicada a alunos da 8ª série do ensino fundamental com o gênero crônica, considerado um instrumento que pode ser empregado para o aprimoramento das habilidades de escrita e também da criticidade dos alunos, ou seja, para o desenvolvimento da capacidade linguístico-discursiva dos alunos. Para Schneuwly (2002), essa aprendizagem depende da apropriação dos utensílios da escrita e dos elementos constituintes dos gêneros e suas relações. No tocante à crônica, identificam-se, na materialidade linguística dos textos produzidos, as marcas que revelam alguns dos aspectos relacionados ao contexto de produção: aspectos enunciativos e organizacionais, vistos a partir dos pressupostos do interacionismo sócio-discursivo que propiciaram a observação de aspectos da produção de textos que dizem respeito à dimensão semântica e linguístico-discursiva dos textos. Verificou-se que o gênero crônica é um instrumento que possibilitou ao aluno expressar sua opinião, analisar criticamente os fatos que o rodeiam e aprimorar sua habilidade de escrita. Nas produções dos alunos ficaram evidentes: seu posicionamento, suas intenções - as ações que podem ser realizadas por meio do uso da linguagem e os diferentes efeitos de sentido produzidos. O trabalho foi desenvolvido por meio de uma sequência didática que procurou salientar as características, os parâmetros do gênero e, assim proporcionar aos alunos situações para que eles refletissem sobre a crônica e sobre os diferentes modos de organização do gênero. A análise das crônicas produzidas pelos alunos revelou a assimilação dessas características e de marcas de autoria e estilo, traços que revelam o trabalho de escrita empreendido pelo aluno e o efeito da sequência didática. Para Bronckart, os gêneros textuais veiculam representações ou conhecimentos que estão disponíveis no intertexto e foram elaborados por gerações anteriores ou contemporâneas que as semiotizaram. / In a theoretical perspective which started from the presuppositions of Bakhtin (2000), Vygotsky (1996), extend as far as Bronckart (1999), Dolz and Schneuwly (2004) reports an educational experience applied to pupils of the 8th grades on fundamental teaching with the chronicle genre, considered a way that can be used to improve writing skills and also pupils criticism, in other words, to the development of discursive language ability of these pupils. For Schneuwly (2002), this apprenticeship depends on the appropriation of the writing tools and on the elements of this genre and their relations. Regarding the chronicle, aspects are identified, in the linguistic materiality of the produced texts, the tools show some of the aspects relating to the context of the production: enunciatively and organizational aspects, which concern the semantic and language discursive dimension. It was checked that chronicle genre is one of the tools that let the pupils express their own opinions, analyze the facts around them and improve their writing skills. In the pupils\' productions they were obvious: their positioning, their intentions - the actions can be carried out by the language use and the different effects of the produced sense. This paper was developed by an educational sequence that aims to point out the characteristics of the genre and makes pupils think about the different ways of genre organizing. The analysis of chronicles produced by the pupils revealed the assimilation of these characteristics and the authorship and style registration. For Bronckart, the textual genre shows us knowledge available in the intertext and they were prepared by previous or contemporary generations, on a semiotics way.

Made available in DSpace on 2017-07-10T16:21:17Z (GMT). No. of bitstreams: 1 Isabel_ mattei.pdf: 3281104 bytes, checksum: 6910d20a8e4b03668e39a174c17a5d15 (MD5) Previous issue date: 2016-11-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation aims to develop a work with Linguistic Analysis focused especially on textual rewriting, starting from a theoretical rescue of the theme, which was analyzed from three perspectives: the academic productions, the official curricular documents destined to the Teaching of Portuguese Language and the productions of teachers of Basic Education. Therefore, the following motivational questioning is used: do the theoretical productions on Linguistic Analysis clarify the referral of this practice in primary education and contribute to the writing and rewriting of students' texts at this level of education? We chose, as a foundation for the study, the theoretical assumptions based on the interactionist conception of language (BAKHTIN, 2014) and its applications to teaching proposed by Geraldi (1984, 1997, 1999) and Riolfi (2010), among others. It will also be used as theoretical support sources that, in the discussions about writing production and rewriting of texts in the school context, adopt the conception of language defended herein. The research, anchored in the assumptions of Applied Linguistics, Assumes a qualitative data approach, of an interpretative nature, linked to the action-research method, either for the interest in discussing the pedagogical practice or for the stage of practical application of Linguistic Analysis activities with students of the Fundamental Level. In order to fulfill the PROFLETRAS requirement - preparation, application of didactic material and analysis of the results -, the proposal was applied in a 9th grade class and the practice of Linguistic Analysis associated to the work of writing texts of the personal story genre. For the generation of data of the activities applied, the field diary was used as an instrument and, for data analysis; the choice was for the contents or learning processes as a reference for reflection on pedagogical practice (ZABALA, 2010). In the process of rewriting the students texts, from a previously organized work, we notice considerable advances in relation to the initial writing of the selected genre. Therefore, the results of the application of the pedagogical proposal demonstrated that a planned work that combines the research with the classroom practice presents a great possibility of effecting the practice of Linguistic Analysis in the Portuguese Language classes / Esta dissertação tem por objetivo desenvolver um trabalho com Análise Linguística focado especialmente na reescrita textual, a partir de um resgate teórico do tema, que foi analisado sob três perspectivas: as produções acadêmicas, os documentos curriculares oficiais destinados ao Ensino de Língua Portuguesa e as produções de professores da Educação Básica. Partimos, para tanto, do seguinte questionamento motivador: as produções teóricas sobre Análise Linguística esclarecem o encaminhamento dessa prática no Ensino Fundamental e contribuem para a escrita e reescrita de textos dos alunos nesse nível de ensino? Optamos, como fundamentação para o estudo, pelos pressupostos teóricos baseados na concepção interacionista de linguagem (BAKHTIN, 2014) e em suas aplicações ao ensino propostas por Geraldi (1984, 1997, 1999) e Riolfi (2010), entre outros. Servirão como suporte teórico também fontes que, nas discussões sobre produção escrita e reescrita de textos no contexto escolar, adotam a concepção de linguagem aqui defendida. A investigação, ancorada nos pressupostos da Linguística Aplicada, assume uma abordagem de dados qualitativa, de caráter interpretativista, vinculada ao método da pesquisa-ação, seja pelo interesse em discutir a prática pedagógica, seja pela etapa de aplicação prática de atividades de Análise Linguística com alunos do Nível Fundamental. Para cumprimento de requisito do PROFLETRAS elaboração, aplicação de material didático e análise dos resultados , a proposta foi aplicada em turma de 9º ano e a prática de Análise Linguística associada ao trabalho de produção escrita de textos do gênero relato pessoal. Para a geração de dados das atividades aplicadas, foi utilizado como instrumento o diário de campo e, para a análise dos dados, a opção foi pelos conteúdos ou processos de aprendizagem como referencial para a reflexão sobre a prática pedagógica (ZABALA, 2010). No processo de reescrita dos textos dos alunos, a partir de um trabalho previamente organizado, percebemos avanços consideráveis em relação à escrita inicial do gênero selecionado. Portanto, os resultados da aplicação da proposta pedagógica demonstraram que um trabalho planejado que alia a pesquisa à prática de sala de aula apresenta uma grande possibilidade de efetivação da prática de Análise Linguística nas aulas de Língua Portuguesa

In recent years research has recognised that notions of body image, body image ideals and body dissatisfaction develop much earlier than was once thought. However, the growing body of evidence in this area of research is predominantly quantitative. This study was designed to engage children in the five to six year age group using qualitative methods and present their notions of body image through the looking glass of the children's own eyes. Children's voices have not often found their way into research. Concerns about their powers of communication, cognitive abilities and the ethical difficulties inherent when working with children have restricted their participation. Objective, empirical evidence suggests that if one engages children in research appropriately they are able to make a significant contribution. Forty-seven children (25=m; 22=f) aged between five and six years were interviewed on three occasions over 12 months regarding their perceptions of body image. Seven schools from the Independent school system were involved. Interviews were conducted on school sites in public, easily observable locations. The study focused on three aspects. That is, how these children perceived their own body, the bodies of other people and their notions of health in respect to body image. These interviews revealed that the girls in this age group had developed an understanding of body image that valued thinness. However, their preference for a thinner body did not negatively impact on their sense of identity or self-worth. Boys preferred larger bodies and correlated increased body size with competence and physical aptitude. The concept of 'large' was linked to height for some or to a mesomorphic body for other boys. By the final interview all the children revealed strong negative perceptions of fatness. These perceptions were more apparent at each successive interview. An obese or extremely thin body was not always correlated with being unhealthy. Depending on the perspective of the child, even the largest of images was nominated the 'healthiest body' by some children. Health was overwhelmingly linked to food intake with few children associating health with exercise. The playground and the home, where most notably mothers, were important in the development of body image conceptions. Children were acutely aware of the dietary practices of their parents and associated diets with losing weight. / PhD Doctorate

<p>Using a symbolic interactionistic analytical approach, this essay aims to study the socialisation of young women’s sexuality in treatment institutions for young women. Through qualitative interviews with staff members at said institutions, concerning their views on young female sexuality, and how they discuss sexuality with the young women in the institutions, my aim was to identify the socialisation of young women’s sexuality. I have also investigated how the staff experiences their own sex as an important factor in conversations about sexuality with young women, as well as the possible effect sexually mixed or sexually segregated institutions exert upon conversations about sexuality. I have therefore interviewed both male and female staff, as well as staff of both sexually mixed and sexually segregated treatment institutions.</p><p>The results indicate that the staff does talk about sexuality with the young women, but in varying degree and form. Treatment ideology seems to have an impact on the conversations of sexuality. The staff perceives their sex to be of importance for the conversations about sexuality but they also emphasise the importance of trusting relationships. They believe that sexuality as a subject arises more often in sexually mixed treatment institutions than in sexually segregated institutions. The staffs’ view on young female sexuality is not characterized by a discourse of desire, but rather by concern for the young women’s vulnerability, triggered by their own behaviour, as well as doubts about the young women’s own sexual desire.</p>

<p>This thesis is dealing with how students living in a student corridor experience the circumstances in their corridor. The aim is through interviews with students living in the corridors get a inside look at their situations. I want to examine how changed conditions of life, new meetings and new experiences will influence their personalities. How are the students living in the corridors affected by conflicts and how do they protect themselves from the influence of the rest of the group living there? In addition to that I want to know what they think is important prioritises throughout their student time, like if there are anything important that a student should take time to do beside the studies. In my final discussion in the thesis I will try to present a picture of how a typical student corridor can look like and I will do so with the help of the materials I have received from my informants.</p>

The overall aim of this thesis was to examine what experiencing childbirth-related fear may imply for women and for men. The thesis compromises four studies with the following specific aims: I) to investigate the extent and level of childbirth-related fear in women and men, and to identify and compare experiential factors associated with childbirth-related fear in relation to level of fear. II) To describe the contents of childbirth-related fear in women and men, and to investigate whether the contents differed in relation to level of fear. III) To illuminate experiences of intense childbirth-related fear from the perspective of the women, and IV) of the men themselves. The studies were carried out using a combination of postal questionnaires and open interviews. The questionnaire was answered by 410 (74%) women and 329 (60%) men who prior to the study had had a baby at Norrlands university hospital, Sweden. Twenty women and 20 men who in the questionnaire had assessed their fear related to childbirth as intense were interviewed about what this experience had meant to them. The questionnaires were analyzed by factor analyses and quantitative content analysis. When analyzing the open interviews an approach based on the similarity-difference method in Grounded Theory were used. The results showed that the large majority of women (80%) and men (72%) had some experiences of fear related to childbirth. For 94 (23%) women and 43 (13%) men the fear was defined as intense. Among the factors identified as being involved in the experience of childbirth-related fear, 'exposedness and inferiority' had the greatest explanatory power in women, while 'communicative difficulties' had the greatest power in men. The contents of fear were fairly similar in both women and men, but the relative importance fo the fear categories differed. Among women fears related to 'the labour and delivery process' were ranked highest, while the uppermost category among the men were fears related to 'the health and life of the baby'. The comparison of the contents in relation to level of fear revealed that fears related to 'own capabilities and reactions' were significantly more common in women with experiences of intense fear than in women with mild to moderate fear. Among the men fears related to 'the health and life of the baby' and 'the health and life of the woman' were significantly more common in men with intense fear than in men with mild to moderate fear. In addition the open interviews indicated that socially constructed norms and beliefs about being happy and expectant influenced the women's perceptions of themselves and of what is considered as appropriate to feel and talk about during pregnancy. Many women judged themselves as different and inferior to others because of their fear, and described difficulties in expressing their fears due to expectations or experiences of not being taken seriously, being neglected or given misguided consolation. For the interviewed men, wishes to contribute and not causing trouble for the woman, as well as strives to adhere to prevailing norms about "masculinity" impled difficulties to disclose and talk about the fear, and look for support.

Recent research in classrooms has often had its focus on the pupil, the individual, and not on the different groups of students that exist. In a classroom there are normally several different groupings, each one having its own personal attitude towards the current lesson. If there had been more research we would find it easier to understand why pupils sometimes behave the way they do. The purpose of this essay is to analyze how pupils` social relations create groupings. Furthermore I intend to investigate how and why pupils show their belonging to a certain group. The two questions of the essay are: 1. How pupils’ social relations appear in a classroom? 2. What strategies do the pupils use to indicate their belonging to a grouping? My final conclusion is that the pupils’ social relations appear in groupings, in which a certain standard dominates how the pupil should behave during a lesson. The members of a group use the same strategies to show their group belonging. For example, it can be different attitudes to the teacher’s lesson that mark a grouping.

This thesis is dealing with how students living in a student corridor experience the circumstances in their corridor. The aim is through interviews with students living in the corridors get a inside look at their situations. I want to examine how changed conditions of life, new meetings and new experiences will influence their personalities. How are the students living in the corridors affected by conflicts and how do they protect themselves from the influence of the rest of the group living there? In addition to that I want to know what they think is important prioritises throughout their student time, like if there are anything important that a student should take time to do beside the studies. In my final discussion in the thesis I will try to present a picture of how a typical student corridor can look like and I will do so with the help of the materials I have received from my informants.

Using a symbolic interactionistic analytical approach, this essay aims to study the socialisation of young women’s sexuality in treatment institutions for young women. Through qualitative interviews with staff members at said institutions, concerning their views on young female sexuality, and how they discuss sexuality with the young women in the institutions, my aim was to identify the socialisation of young women’s sexuality. I have also investigated how the staff experiences their own sex as an important factor in conversations about sexuality with young women, as well as the possible effect sexually mixed or sexually segregated institutions exert upon conversations about sexuality. I have therefore interviewed both male and female staff, as well as staff of both sexually mixed and sexually segregated treatment institutions. The results indicate that the staff does talk about sexuality with the young women, but in varying degree and form. Treatment ideology seems to have an impact on the conversations of sexuality. The staff perceives their sex to be of importance for the conversations about sexuality but they also emphasise the importance of trusting relationships. They believe that sexuality as a subject arises more often in sexually mixed treatment institutions than in sexually segregated institutions. The staffs’ view on young female sexuality is not characterized by a discourse of desire, but rather by concern for the young women’s vulnerability, triggered by their own behaviour, as well as doubts about the young women’s own sexual desire.