This dissertation examines key characteristics and factors shaping the leadership style of Swedish Prime Ministers (PMs). Based on the research of the American presidency, an interactionist framework is developed which draws upon institutional theory and political psychological theory. The analysis is advanced by exploring multiple sources and is based on four cases of leadership styles:  two single party Social Democratic PMs, Ingvar Carlsson and Göran Persson, as well as two center/right coalition PMs, Thorbjörn Fälldin and Carl Bildt. Leadership style is studied through a focused comparison of the PMs’ performance of four functions. Thus, the four PMs are studied as staffers and organizers of the cabinet and the Government Offices, decision makers, communicators and crisis managers. The results indicate that the office of the PM is elastic, accommodating a wide-ranging variation of leadership styles. The Social Democratic PMs display the most uniform leadership styles, but, rather surprisingly, they also have the most dissimilar leadership styles among the four cases. The center/right PMs’ approaches differ to a great extent from one another, displaying mixed forms of leadership styles. The analysis explains how the PMs’ leadership styles are shaped based on the interaction between their distinct personal characteristics and surrounding institutions. Thus, the dissertation concludes that leadership theories developed in a presidential setting are largely applicable in a parliamentary setting and that political behavior is not dictated by institutions such as formal structures or norms. The results encourage a reassessment of how personality, as an explanatory factor, is applied in mainstream political science. Furthermore, the analysis highlights the need for reconsidering the presidentialisation thesis and the notion of dominant leadership as there are alternative pathways to prime ministerial influence which are disregarded in the debate.

EU trade strategies which include multilateralism, bilateralism/inter-regionalism, unilateralism, and protectionism have displayed different trends in different time periods. Regarding the determinants of EU trade strategies, while institutionalist approach points to the roles played by core EU institutions, pluralist approach draws attention to the influence of domestic interest groups. Systemic approach, on the other hand, underlines the impact of external constraints or opportunities. Nevertheless, neither of these approaches can provide a complete explanation as each of them focuses on the impact of one factor. The aim of this thesis is to investigate the changing dynamics and determinants of EU trade strategies by developing a more interactionist approach. For this purpose, firstly, main arguments of the previous approaches utilized in the analysis of EU&rsquo / s external trade policy are critically reviewed. Later, all the major factors proposed by previous approaches are brought together in an interactionist manner in order to demonstrate that a direction of influence exists among these factors and they each play a distinct role in the determination of EU trade strategies. Secondly, reasons behind different trends displayed by EU trade strategies throughout history are investigated by utilizing the interactionist model for three major periods: 1958-1995 / 1995-2000 / 2000-present. The analysis reveals that in all three periods, external factors always drive the EU to reconsider its trade strategies while their specific content is rather shaped by domestic dynamics.

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Submitted by Denize Lourenço (biblicfp@cfp.ufcg.edu.br) on 2018-02-19T19:25:29Z No. of bitstreams: 1 JANAÍNA DOS SANTOS SOUZA - DISSERTAÇÃO PROFLETRAS 2015.pdf: 2091184 bytes, checksum: bb3fe577cc6b2e77578b49b0ddda469e (MD5) / Made available in DSpace on 2018-02-19T19:25:30Z (GMT). No. of bitstreams: 1 JANAÍNA DOS SANTOS SOUZA - DISSERTAÇÃO PROFLETRAS 2015.pdf: 2091184 bytes, checksum: bb3fe577cc6b2e77578b49b0ddda469e (MD5) Previous issue date: 2015-07-07 / O objetivo desta dissertação é promover a reflexão sobre a produção de textos escritos em sala de aula. Ela traz, em seu bojo, a abordagem Sociointeracionista que pode auxiliar tanto docentes quanto discentes a entender melhor o processo de escrita, indo ao encontro de um ensino que tenha como meta a busca de (re)significações da língua. Dessa forma, este trabalho torna pública a proposta de intervenção que diz respeito à produção de um caderno pedagógico para os 6º e 9º anos do Fundamental II. A estrutura do caderno é composta por atividades modulares, ou seja, com sequências didáticas que propõem estratégias para desenvolvimento da produção de textos escritos. E, sobretudo, baseia-se na concepção de que a escrita deve ser desenvolvida dentro de um processo, alertando para a necessidade de um trabalho consistente e relevante para os alunos. Contudo, através das pesquisas, notamos que ainda é alarmante o quanto tem sido comum a prática de sugerir que os alunos escrevam sobre um assunto que, na maioria das vezes, eles não têm informação, afinidade e não percebem nenhuma aproximação com suas vidas. Por isso, há a discussão de se estabelecer o texto como unidade básica do ensino da língua e, também, a preparação do aluno para a escrita. É neste sentido que além de reunir várias vozes que tratam sobre o processo de produção, ainda, apresentamos os resultados das análises realizadas através da observação de quatro salas de aula, questionários aplicados e uma entrevista. Estes passos foram qualificados como as bases metodológicas responsáveis pela construção da proposta de intervenção em que o objetivo foi analisar qualitativamente as acepções dos docentes quanto ao processo de escrita tanto quanto a prática pedagógica. Desse modo, tornou-se notório que o trabalho com a produção textual, em sala de aula, não tem a mesma relevância que exercem as atividades gramaticais. Porém, é mister que a escola desenvolva o trabalho com a produção de modo significativo, pois ela oportuniza o desenvolvimento da capacidade textual dos sujeitos. E, também, trata-se de uma atividade de reflexão coletiva e individual. Logo, a escola deve criar condições efetivas para que o estudante aprenda a escrever com competência os seus textos. / The goal of this dissertation is to promote reflection on the production of texts in the classroom. She brings in his belly, the sociointeracionista approach that can help both teachers as students better understand the writing process, going to a teaching that has as its goal the search for (re) meanings of the language. Thus, this work makes public the proposal of intervention with respect to the production of an educational book for 6° and 9° years of Fundamental II. The structure of the book is composed of modular, i.e. activities with didactic sequences, which propose strategies to develop the production of written texts. And, above all, is based on the conception that writing must be developed within a process, warning of the need for a consistent work and relevant to students. However, through research, we note that it is still alarming as it has been common practice to suggest that students write about a subject that, for the most part, they have no information, affinity and not realize any rapprochement with their lives. That is why the discussion of establishing the text as basic unit of language teaching and the preparation of the student for writing. It is in this sense that besides bringing together multiple voices that treat about the production process, yet, we present the results of the analyses carried out through observation of four classrooms, applied questionnaires and an interview. These steps have been qualified as the methodological bases responsible for the construction of the proposed intervention in which the objective was to analyze qualitatively the meanings of the professors about the writing process as much as the pedagogical practice. Thus, it became apparent that the work with the textual production, in class, does not have the same relevance which carry grammatical activities. However, it is necessary that the school develops work with production significantly because it favors the development of textual ability of the subjects. And also, it is a collective and individual reflection activity. Therefore, the school should create effective conditions for the student to learn to write competently your texts.