Avhandlingens syfte är att fördjupa kunskapen om skolsituationen för barn och ungdomar i samhällsvård samt att fördjupa kunskapen om de processer varigenom de unga finner vägar genom skolan och samhällsvården mot ett självständigt liv som unga vuxna. Studien har genomförts i fem svenska storstadskommuner. Materialet består huvudsakligen av upprepade intervjuer med unga som själva har erfarenhet av att vara placerade i samhällsvård. Som en bakgrund genomfördes en kartläggande aktstudie gällande alla de ungdomar från dessa kommuner, som under 2003 hade placerats i samhällsvård. Intervjudeltagarna valdes ut från denna kartläggning. I analysen av intervjuerna användes en narrativ livsberättelseansats. Fokus i analysen har riktats både mot att förstå de ungas erfarenheter av att leva i skola och samhällsvård och mot att förstå hur de unga, genom sina berättelser, tolkar dessa erfarenheter och på så sätt skapar en meningsfull berättelse om sig själva och sina liv. Resultatet visar att livet i samhällsvård för de unga är präglat av utsatthet på flera nivåer. Socialtjänstakterna pekar mot ett samband mellan svårigheter i hemmet och svårigheter i skolan för de ungdomar som placerades i samhällsvård. Livsberättelserna synliggör hur skolan, familjen och samhällsvården utgör en komplex helhet i de ungas vardag och hur utsatthet inom någon av dessa praktiker därmed tenderar att spridas vidare i en process av överförd utsatthet. I sin kamp för att undkomma denna utsatthet navigerar de unga mot arenor där de kan finna hemmatillhörighet, det vill säga en upplevelse av att förstå och ”höra hemma” i en socialt delad vardagsverklighet. Ett viktigt redskap i de ungas strävan efter hemmatillhörighet är deras förståelsearbete, det vill säga det kontinuerliga tolkningsarbete varigenom de – inom ramen för socialt delade hemmatillhörigheter – knyter ihop sina erfarenheter till en sammanhängande förståelse av sig själva och sina liv. / The aim of this thesis is to gain further knowledge about the school situation for children and youths in out-of-home care; about the processes by which these children and youths find their way through family life, school and care settings; and about their transitions from out-of-home care to an independent life as young adults. The study was conducted in five municipalities in Sweden. The main empirical data was generated through repeated interviews with young people who had the experience of staying in out-of-home care. As a background social services case files concerning all youths from the five municipalities, who during 2003 were placed in out-of-home care, were analysed. The interviewees were selected from this overview. In the analysis of the interviews a narrative life story perspective was used. Focus was directed both towards the understanding of the young people’s school and in-care experiences and at the understanding of how they, through their narratives, interpret these experiences and create a coherent story of meaning about themselves and their lives. The result indicates that life for young people placed in out-of-home care is characterized by vulnerability and exposure on several levels. The case files indicate that there is a connection between the degree of difficulties at home and in school for youths placed in out-of-home care. The life stories show that school, home and care settings, for the youths seem to represent a complex pattern of everyday practices in which their vulnerability tend to spread in a process of transferred exposure. In their struggle to avoid this exposure they strive to find spaces that provide them with a sense of belonging. An important tool in this struggle is their comprehension work, that is to say the continuous interpretive work by which they connect their experiences into a meaningful understanding of whom they are and which life they ought to live.

Made available in DSpace on 2016-06-02T19:35:42Z (GMT). No. of bitstreams: 1 3550.pdf: 2109348 bytes, checksum: 063db925fc424724e44fe97467cedb40 (MD5) Previous issue date: 2011-02-23 / Financiadora de Estudos e Projetos / Various authors have denounced the inadequacy of the proposals for continuing education offered to teachers of early elementary, by the distance they keep, in their school curriculum, of school s reality, and the inability to contribute to the establishment of a significant professional and institutional transformation in education, which points out the importance of reflecting and refocusing the proposals of the formation of trainers. Assuming that only a democratically, critical and politically committed formation, with a humanised education of children, youth and adults can contribute to the transformation of individuals and their contexts, the research is rooted on the philosophical and pedagogical principles of educator Paulo Freire. According to these principles, humans are in the world, with the world and with each other, conditioned by time and space in which they live. Therefore, trainers of teachers form and will be forming in their relationships, conditioned by the historical, social, political, cultural and economical system that they make and that influences them. Considering the impact that such system and educational policies exert on the working and behaviour of the teaching professionals, as well as on the functioning of educational institutions, we present the following question: how has the formation of trainers of teachers of early elementary, which act or have acted in continuing education programs, been handled by the Department of Education of the State of São Paulo, and how to reorient the proposals of such programmes within the framework of research and training, from the trajectory of life and occupation of the trainers, through the assumptions of Progressive Pedagogy of Paulo Freire? In order to answer this question, we selected two procedures: the first enabled the wider analysis of the complex processes of formation and auto formation experienced by the trainers, in the course of their personal and professional paths interviews to collect their life stories; the second allowed to identify and analyse the ideas and positions of these people on the relevant themes related to life in the profession, from the freirean frame and the Communicative Critical Methodology - dialogues between each participant and the researcher. Data collection and data analysis are performed from the recording and transcript of conversations with two educators who work continuously with the training of teachers: one that participates in policy making training effected by the Department of Education of the State of São Paulo, and another who works in the implementation of such policies, within the framework of the boards of education. The base of all the research and, most importantly, the results of the dialogues with participants, confirm that the trainers consist of the subjectsubject, subject-object and subject-object-subject relations. These relations establish the historical conditions of living, schooling, social classes, which provide them with learning, thoughts and with the confrontation of situations that affect and oppress, accommodate or rupture, cause barriers or satisfactions, through the constant dialectical movement of doing and redoing, making and remaking. We verify the potenciality of the historical freirean Praxis to the indication of some principles and actions focused on research and proposals for continuing education of (the) educators, in the sphere of schools, public education, universities and trade unions, involving the unity in diversity, the criticality and the dialogue present in the work of Freire and the methodology adopted. / Diversos(as) autores(as) têm denunciado a inadequação das propostas de formação contínua, oferecidas aos(às) professores(as) dos anos iniciais do ensino fundamental, pelo distanciamento que mantêm, em seus currículos, da realidade escolar, e pela impossibilidade de contribuírem para a instauração de transformações profissionais e institucionais significativas na educação, o que aponta a importância de se refletir e se reorientar propostas de formação de formadores(as). Supondo que somente uma formação democrática, crítica e comprometida politicamente com uma educação humanizadora das crianças, jovens e adultos poderá contribuir para a transformação das pessoas e de seus contextos, fundamentamos esta pesquisa nos princípios filosóficos e pedagógicos do educador Paulo Freire. De acordo com tais princípios, os seres humanos se constituem no mundo, com o mundo e com os outros, condicionados(as) pelo tempo e pelo espaço em que vivem. Portanto, formadores(as) de professores(as), ao formarem, formam-se e vão se constituindo em suas relações, condicionados(as) pelo sistema histórico, social, político, cultural e econômico que fazem e que os influencia. Considerando o impacto que esse sistema e as políticas educacionais exercem sobre o trabalho e o comportamento dos(as) profissionais do ensino, bem como sobre o funcionamento das instituições educacionais, apresentamos a seguinte questão: Como vem se dando a constituição dos(as) formadores(as) de professores(as) dos anos iniciais do Ensino Fundamental, que atuam, ou atuaram, em programas de educação contínua, efetivados pela Secretaria de Estado da Educação de São Paulo, e como reorientar as propostas de tais programas, no âmbito da pesquisa e da formação, a partir da trajetória de vida e de profissão destes(as) formadores(as), mediante os pressupostos da Pedagogia Progressista de Paulo Freire?A fim de responder a esta questão, selecionamos dois procedimentos de pesquisa: o primeiro possibilitou a análise mais ampla dos complexos processos de formação e autoformação vivenciados pelos(as) formadores(as), no decorrer de suas trajetórias pessoais e profissionais entrevistas para coleta de histórias de vida; o segundo permitiu identificar e analisar as concepções e os posicionamentos dessas pessoas quanto aos temas pertinentes à vida na profissão, a partir do referencial freireano e da Metodologia Comunicativo-Crítica diálogos entre cada participante e a pesquisadora. A coleta e a análise dos dados são realizadas a partir da gravação e transcrição das conversas com dois educadores que atuam na formação contínua de professores(as): um que participa da elaboração das políticas de formação, efetivadas pela Secretaria de Estado da Educação de São Paulo, e outro que trabalha na implementação de tais políticas, no âmbito das Diretorias de Ensino. A construção de toda a pesquisa e, principalmente, os resultados das análises dialogadas com os participantes, permitiu verificar que os formadores se constituem nas relações sujeito-sujeito, sujeito-objeto e sujeito-objeto-sujeito que estabelecem mediante as condições históricas de vida, de escolarização, de trabalho, de classe social, que lhe propiciam aprendizagens, reflexões e enfrentamento das situações que os condicionam e oprimem, trazem acomodações ou rupturas, provocam estranhamentos ou satisfações, mediante constante movimento dialético de fazer e refazer, fazer-se e refazer-se. Constatamos a potencialidade da práxis histórica freireana para a indicação de alguns princípios e ações voltados às pesquisas e propostas de educação contínua dos(as) educadores(as), na esfera das escolas, do sistema público de ensino, das universidades e dos sindicatos, envolvendo a unidade na diversidade, a criticidade e a dialogicidade presentes na obra de Freire e na metodologia adotada.

This autoethnographic study qualitatively explores a trainee's journey towards becoming a clinical psychologist in South Africa. Both the formal and informal processes for becoming a psychotherapist are explored. The formal processes governing the training and registration of a clinical psychologist in South Africa are outlined. A critical appraisal of the training program is covered. The informal processes of the journey of this trainee psychologist is contextualised within the life story of that same person. In so doing a seventeen-year long struggle and academic relationship with UNISA is highlighted, including the insatiable desire and life long dream of the writer in wanting to become a psychologist. An autoethnographic study was done by using the researcher as the only research subject. The personal writings of the researcher and her family serve as the primary data for the study. An autoethnographic approach was employed in creating and collecting the data. The stories are presented in narrative form, and the data are analysed by employing narrative analysis for extracting and highlighting initial and inferred themes. / Psychology / M. A. (Clinical Psychology)

The aim of the Master thesis was to introduce the looking for bilingual people (Czech and German people), who are living in the Czech-Bavaria border region. After discovery of bilingual people was very important record the life story of selected respondents in Bavaria and South Bohemia. Life stories of the respondents should include of the concept bilingualism. This thesis is based on the sociological methods, method of the oral history and monitoring life stories of people, who can be forgotten in the future.

Submitted by Carla Meira Pires de Carvalho (caumpb2002@yahoo.com.br) on 2016-05-06T17:38:50Z No. of bitstreams: 1 TESE-CARLA MEIRA PIRES DE CARVALHO..pdf: 5374363 bytes, checksum: 099b98894d94a427245c3723b1885151 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2016-05-11T19:25:53Z (GMT) No. of bitstreams: 1 TESE-CARLA MEIRA PIRES DE CARVALHO..pdf: 5374363 bytes, checksum: 099b98894d94a427245c3723b1885151 (MD5) / Made available in DSpace on 2016-05-11T19:25:53Z (GMT). No. of bitstreams: 1 TESE-CARLA MEIRA PIRES DE CARVALHO..pdf: 5374363 bytes, checksum: 099b98894d94a427245c3723b1885151 (MD5) / A presente pesquisa buscou construir de forma dialógica, uma abordagem teóricometodológica para o ensino do teatro na Educação de Jovens e Adultos (EJA) a partir da associação entre suas memórias e narrativas de vida e a Literatura de Cordel, por considerá-la capaz de suscitar possíveis mudanças de paradigmas por parte desses sujeitos em relação ao espaço escolar e suas competências lingüísticas, tais como a escrita, a leitura e a oralidade. Esta abordagem de ensino do teatro visa a reflexão sobre a importância de ser construído um olhar cuidadoso acerca dos alunos de EJA e sua formação estética. Posicionamento este que concebe a escola como um espaço impulsionador no que se refere à legitimização do ensino do teatro no currículo escolar e a inserção desses alunos no mundo das Artes em suas múltiplas linguagens. Esta pesquisa se insere no campo de estudo relacionado às pesquisas qualitativas, tendo a pesquisa-ação e seu caráter dialógico como encaminhamento, no qual os sujeitos da investigação estão implicados na busca por caminhos investigativos que proporcionem mudanças significativas na formação humana, principalmente em seus aspectos político-sociais e culturais. Este trabalho buscou como fundamentação teórica, a interrelação entre três áreas do conhecimento, a saber: o teatro, o cordel e as narrativas de vida, utilizando como aporte teórico as pesquisas de autores como: Desgranges, Ryngaert, Freire, Kleiman, Soares, Candau, Bosi, Josso, Souza, Bakhtin, Bourdieu, Cascudo, Bião, Santos, dentre outros. O caminho norteador proporcionado pela pesquisa-ação contou com a pesquisa de campo, baseada em um trabalho com oficinas de teatro e cordel de onde foram produzidos os discursos que serviram de base, para uma escuta sensível, que auxiliou na formação e organização das categorias de análise, através dos estudos acerca da Análise de Discurso, tendo como orientação conceitual e metodológica autores como Michel Pêcheux e Eni Orlandi. O espetáculo “A História das Mulheres”, produzido e encenado pelos alunos de EJA, a partir da aliança entre suas narrativas de vida e a literatura de cordel, aliado a consolidação das categorias de análise apontaram para resultados epistemológicos que dizem respeito à mudança de paradigma desses alunos em relação às suas trajetórias de vida, ao teatro e ao cordel como saberes possíveis à sua formação cognitiva, sensível e estética. A pesquisa apontou também para uma compreensão mais aprofundada por parte desses alunos de EJA em torno do seu processo de ensino aprendizagem com a escrita, a leitura e principalmente com a oralidade, contribuindo para uma reflexão no que se referem as suas competências linguísticas, possibilitando a esses sujeitos, novas perspectivas em relação a si e à escola, compreendendo essa última, não como o único espaço de produção de conhecimento, mas também descobrindo sua trajetória de vida como uma experiência formativa. / ABSTRACT The actual research has tried to build in a diological way, a theoretical-methodological approach for the Drama teaching for the education of young and adults (EJA) through memory associations and life narrative and Cordel Literature, considerating it capable of arousing possible paradigm changes by these individuals in relation to the school space and its lingistic competences, such as writing, reading and oral tradition. This teaching approach of the Drama Classes aims the reflexion about the importance of building a careful look about EJA students and its aesthetics formation. Such position conceives the school as a driving force space in relation to the legitimization of the drama teaching in the school curriculum and the insertion of these students into the Art World and its multiple languages. This research is inserted in the study field related to qualitative researches, having the target-research and its dialogical character as a guide, in which the investigation individuals are involved in a search for investigative ways that can offer meaningful changes in the human formation, specially in its political, social and cultural aspects. This paper has tried to accomplish as a theoretical reason the inter-relation between the three knoledge areas, such as: cordel and life narratives, using as a theoretical support the works of authors like: Desgranges, Ryngaert, Freire, Kleiman, Soares, Candau, Bosi, Josso, Souza, Bakhtin, Bourdieu, Cascudo, Bião, Santos, among others. The mainspring way suggested by the target-research, has counted on the field research, based in a work with Drama workshops and cordel literature, in which the basis discourse was produced for a sensitive listening, which has helped in the formation and analisis cathegories organizations, through the studies regarding the Discourse Analisis, having the conceptual and methodological orientation from authors like Michel Pêcheux and Eni Orlandi. The show “Women history” (A história das mulheres), produced and acted by EJA students, from the alliances between their life narratives and cordel literature, allied to the analisis cathegory consolidations has pointed to epistemological results concerning to paradigm changes for these students and their life stories, the theater and cordel as possible causes in their cognitive, sensitive and aesthetical formation. The research has also pointed to a deeper understanding by these EJA students around their own learning process with the writing, reading and oral competences, leading to a reflexion in what refers to their linguistic competence itself, allowing these individuals to new perspectives about themselves and the school, perceiving this not as the only space possible of knowledge production, but also learning their life stories as a formative experience. / RÉSUMÉ La présente recherche a essayé de construire d’une façon dialogique, une abordage théorique-méthodologique pour l’enseignement du théâtre dans l’éducation de jeunes et adultes (EJA), a partir de l’association entre ses mémoires et récits de vie e la littérature de cordel, pour la considérer capable de susciter possibles changements de la part de ces sujets en rapport à l’espace escolier e ses compétences lingüistiques, tels comme l’écriture, la lecture et l’oralité. Cette approche d'enseignement du théâtre cherche à la réflexion concernant l'importance d'un regard prudent vers les étudiants d'EJA et sa formation esthétique. Positionement que conçoit l'école comme un espace d’impulsion dans ce qui se réfère a légitimer le langage théâtrale dans le programme d'études scolaire et l’insertion de ces étudiants dans le monde des Arts en ses multiples langages. Cette recherche s'inscrire dans le champ d'étude lié aux recherches qualitatives, ayant la recherche-action et son caractère dialogique, dans laquelle les sujets de l'enquête sont impliqués dans la recherche par des chemins d’investigations qui fournissent des changements significatifs par rapport à la formation humaine, notamment dans leurs aspects politiques-sociaux et culturels. L'enquête cherchée comme base théorique l'interrelation parmi trois domaines de la connaissance, a savoir: le théâtre, le cordel et les récits de vie tenant en compte des contributions des auteurs comme: Desgranges, Ryngaert, Freire, Kleiman, Soares, Candau, Bosi, Josso, Souza, Bakhtin, Bourdieu, Cascudo, Bião, Santos, entre autres. Le chemin éclairé proportionné par la recherche-action a compté avec la recherche sur le terrain, sur laquelle ont été produits les discours au long des ateliers de théâtre qui ont servi de la base, à l’aide d’une écoute sensible pour la formation et l'organisation de catégories d'analyse, par les protections concernant l'Analyse de Discours, en ayant comme l'orientation conceptuelles et méthodologiques des auteurs tels que Michel Pêcheux et Eni Orlandi. Le spectacle « l'Histoire des Femmes », produit et mis en scène par les élèves d'EJA, allié avec la consolidation des catégories des analyses a signalé des résultats épistémologiques concernant le changement du paradigme de ces étudiants en rapport leurs chemins de vie, au théâtre et au cordel comme des savoirs nécessaires pour sa formation cognitive, sensible et l'esthétique. La recherche a signalé une compréhension plus approfondie de la part de ces étudiants d’EJA concernant son processus d’apprentissage avec l'écriture, la lecture et notamment avec l'oralité, em contribuant pour une réflexion que fait référence a ses compétences linguistiques, que rend possible a ces sujets, nouvelles perspectives en rapport a soi et l’école, tenant cette dernière, pas comme le seul espace de production de connaissance, mais aussi découvrant sa trajectoire de vie comme une expérience formative.

O presente trabalho estuda a história da formação docente a partir das práticas educativas vivenciadas por quatro professores(as) atuantes em sua carreira profissional no município de Bento Gonçalves(RS), enquanto alunos(as) das décadas de 1930 a 1960. Embasada no referencial teórico da História Cultural, utilizo Chartier, Foucault e as reflexões de Pesavento. A condução metodológica da pesquisa foi pautada na História Oral, tendo como referenciais Halbwachs, Alberti, Ferreira e Amado. Investigou-se, através de memórias e relatos autobiográficos, a relação existente entre as experiências pedagógicas vivenciadas na posição de alunos(as) e a sua prática em sala de aula enquanto professores(as). As narrativas de histórias de vida são consideradas essenciais para a compreensão dos processos de escolarização e da constituição de um ser/fazer docente que se inicia na condição de aluno(a). Este estudo trouxe presente o momento histórico dos anos de 1930 a 1960, pautados por práticas educativas alicerçadas nos ideais nacionalistas, os quais concebiam a ordem, a disciplina, o progresso e o civismo como os propulsores para uma Pátria unificada. Os resultados sinalizam que, apesar das distintas trajetórias de formação, as práticas educativas vivenciadas na posição de alunos(as) se mostraram semelhantes e influenciadoras das posturas assumidas em sala de aula, no momento em que se tornaram professores(as). Nas representações do ser professor(a) traduziu-se o sentimento de perdas que ocorreram com o passar do tempo com relação à visão simbólica da docência. Ficou evidenciada também a importância da disciplina e do respeito à autoridade do professor nos diferentes momentos pedagógicos, marca central desta pesquisa. / Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-06-04T16:40:33Z No. of bitstreams: 1 Dissertacao Claudia Luci Scussel.pdf: 2300689 bytes, checksum: dc038d000ff876bca3ed64330cdfbe89 (MD5) / Made available in DSpace on 2014-06-04T16:40:33Z (GMT). No. of bitstreams: 1 Dissertacao Claudia Luci Scussel.pdf: 2300689 bytes, checksum: dc038d000ff876bca3ed64330cdfbe89 (MD5) / This work discusses the history of teacher training based on the educational practices experienced by four teachers who worked in the municipality of Bento Gonçalves, state of Rio Grande do Sul, Brazil, when they were students in the decades of 1930 to 1960. It is based on Cultural History as its theoretical reference and authors such as Chartier, Foucault and Pesavento. In methodological terms the research project was guided by Oral History and made use of the writings of Halbwachs, Alberti, Ferreira and Amado. Through memories and autobiographical reports, the author investigates the relationship between the pedagogical experiences that the teachers had when they were students and their classroom practice as teachers. The narratives of life stories are seen as essential to understand the processes of schooling and the constitution of a professional identity and teaching practice that began when the teachers themselves were students. The author reconstructs the historical context of the ´1930s through the ´1960s. This period was characterized by educational practices based on nationalistic ideals, according to which discipline, progress and patriotism were the drivers towards a unified fatherland. The results show that, notwithstanding their different educational careers, the educational practices that the teachers experienced as students proved to be similar and influenced their attitudes in the classroom when they became teachers. Their representations of being a teacher expressed the losses they felt over time vis-à-vis their symbolic view of the teaching activity. The results include the central importance of discipline and respect for the teacher´s authority in the various pedagogical moments discussed here.

The Ghost Machine is a practice-based research project that explores the process of embodiment in animated film. It describes the process of transfiguration from the artist’s/auteur’s point of view and not from an outside position. The dissertation follows the embodiment of a dramatic text, the Ghost Sonata by August Strindberg (1907), into an animated film. The starting point is my experience of the drama, at the age of thirteen, when staged by Ingmar Bergman at the Royal Dramatic Theatre. As a teenager, the world of the grown-ups seemed to be corrupt, twisted and ruled by violent power plays and economic sanctions, and this play confirmed my world view. Was I right, as a thirteen-year-old boy? What kind of world emerges in my version of the Ghost Sonata? In this thesis work, the films and the experimental research process meet the practice and art of writing. Using text, not as “theory” separated from “practice” but as a bodily art practice, creates a shifting border between the results and intentions of art and filmmaking, and the results of writing. At the same time a unity emerges where the results of the research process can be seen and experienced in the interaction between the texts and the artwork. The Ghost Machine is a totality where the text, films and artworks included in the project are equally important and must be seen as a unity. The Ghost Machine is a work journey where travelling, animated film practice, networking with colleagues and collecting data are mixed with experiments using methods from contemporary arts practice, performance, reenactment, appropriation and transfiguration, blended with traditional puppet animation in classic Czech style. In collaboration with actors, mime artists, puppet makers, musicians and a minimal film crew, century old stop-motion animation is combined with computer animation.  The textual part of the work falls into two categories: life stories and work stories. The work stories traces the forming of an artwork in all aspects. The life stories are related to the subject of ghosts. Suddenly, dead friends and dear family members claimed their space. The understanding of the Ghost Sonata came to be a process of sorting out and following lines of memory using an inverted version of the Orpheus myth as a guide. Instead of never turning around, when walking the dead out of oblivion, I chose to look back, again and again, until I hit something and could not write anymore. / https://www.uniartsplay.se/slin

O presente trabalho estuda a história da formação docente a partir das práticas educativas vivenciadas por quatro professores(as) atuantes em sua carreira profissional no município de Bento Gonçalves(RS), enquanto alunos(as) das décadas de 1930 a 1960. Embasada no referencial teórico da História Cultural, utilizo Chartier, Foucault e as reflexões de Pesavento. A condução metodológica da pesquisa foi pautada na História Oral, tendo como referenciais Halbwachs, Alberti, Ferreira e Amado. Investigou-se, através de memórias e relatos autobiográficos, a relação existente entre as experiências pedagógicas vivenciadas na posição de alunos(as) e a sua prática em sala de aula enquanto professores(as). As narrativas de histórias de vida são consideradas essenciais para a compreensão dos processos de escolarização e da constituição de um ser/fazer docente que se inicia na condição de aluno(a). Este estudo trouxe presente o momento histórico dos anos de 1930 a 1960, pautados por práticas educativas alicerçadas nos ideais nacionalistas, os quais concebiam a ordem, a disciplina, o progresso e o civismo como os propulsores para uma Pátria unificada. Os resultados sinalizam que, apesar das distintas trajetórias de formação, as práticas educativas vivenciadas na posição de alunos(as) se mostraram semelhantes e influenciadoras das posturas assumidas em sala de aula, no momento em que se tornaram professores(as). Nas representações do ser professor(a) traduziu-se o sentimento de perdas que ocorreram com o passar do tempo com relação à visão simbólica da docência. Ficou evidenciada também a importância da disciplina e do respeito à autoridade do professor nos diferentes momentos pedagógicos, marca central desta pesquisa. / This work discusses the history of teacher training based on the educational practices experienced by four teachers who worked in the municipality of Bento Gonçalves, state of Rio Grande do Sul, Brazil, when they were students in the decades of 1930 to 1960. It is based on Cultural History as its theoretical reference and authors such as Chartier, Foucault and Pesavento. In methodological terms the research project was guided by Oral History and made use of the writings of Halbwachs, Alberti, Ferreira and Amado. Through memories and autobiographical reports, the author investigates the relationship between the pedagogical experiences that the teachers had when they were students and their classroom practice as teachers. The narratives of life stories are seen as essential to understand the processes of schooling and the constitution of a professional identity and teaching practice that began when the teachers themselves were students. The author reconstructs the historical context of the ´1930s through the ´1960s. This period was characterized by educational practices based on nationalistic ideals, according to which discipline, progress and patriotism were the drivers towards a unified fatherland. The results show that, notwithstanding their different educational careers, the educational practices that the teachers experienced as students proved to be similar and influenced their attitudes in the classroom when they became teachers. Their representations of being a teacher expressed the losses they felt over time vis-à-vis their symbolic view of the teaching activity. The results include the central importance of discipline and respect for the teacher´s authority in the various pedagogical moments discussed here.

Ce mémoire de maitrise en travail social porte sur les expériences de femmes réfugiées en provenance de Syrie détenant la responsabilité principale du soutien financier et des soins au quotidien de leur famille au Québec/Canada et au Liban. Le questionnement au cœur de cette recherche est issu du constat que les femmes qui assument cette responsabilité en contexte d’exil sont le plus souvent ciblées comme étant d’emblée vulnérables par les instances de gouvernance de la migration forcée, sans que l’on sache toutefois très bien comment elles vivent réellement ces réalités (Freedman, 2017). Bien qu’elle s’avère une des pierres angulaires du système de protection des personnes réfugiées, la vulnérabilité des femmes réfugiées fait rarement l’objet d’une définition en dehors du sens commun l’associant au risque d’être blessée. L’approche féministe transnationale (Mohanty, 2003; Zeweri, 2017; McLaren, 2017) a été mobilisée dans le cadre d’une démarche qualitative de type exploratoire se basant sur 12 entrevues de type récits de vie effectuées avec des femmes réfugiées détenant la responsabilité principale du soutien financier et des soins au quotidien de leur famille (5 au Québec et 7 au Liban). Elle visait d’une part à documenter leurs expériences et d’autre part à reconsidérer la notion de vulnérabilité au-delà du sens commun, en analysant leurs récits à travers le prisme du concept de vulnérabilité ambivalente (Oliviero, 2016). Les résultats de la recherche ont clairement démontré que les femmes rencontrées doivent faire face à de nombreuses formes de violences et de marginalisations, mais qu’elles sont également exposées à des opportunités transformatrices et à des expériences qui s’inscrivent dans la continuité de leurs trajectoires de vie (Oliviero, 2016; Grace, 2018; Zeweri, 2017). L’impact de la migration sur les dynamiques familiales est ressorti comme élément central de leurs préoccupations et fait l’objet d’un article scientifique présentant les résultats de recherche (à soumettre). Les femmes ont mentionné se sentir responsables d’agir pour soutenir et protéger les membres de leur famille et elles-mêmes, induisant ainsi qu’elles doivent, mais aussi qu’elles peuvent faire quelque chose pour faire face aux conditions de la migration forcée. En cela, leurs témoignages s’éloignaient des conceptions victimisantes et de celles qui réduisent leurs expériences à la précarité socioéconomique induites par la notion de vulnérabilité de sens commun. La reconnaissance de la polysémie de leurs expériences gagnerait à être mise au cœur des représentations académiques, médiatiques et politiques des femmes réfugiées, mais aussi du développement de pratiques de protection et d’accompagnement solidaires qui placent au centre le respect de leur humanité et de leur dignité pleines et entières. / This Master’s thesis in Social Work focuses on the experiences of refugee women coming from Syria, who are holding the main financial and caring responsibility of supporting their family in Quebec/Canada and in Lebanon. Women who hold this responsibility in exile are often seen as being de facto vulnerable by organizations that are in charge of the global management of forced migration, although what women experience concretely in these situations remains unclear (Freedman, 2017). Despite being a corner stone of the refugee protection system, vulnerability doesn’t appear to be defined beyond common sense conceptions - to be susceptible to harm. A transnational feminist approach (Mohanty, 2003; Zeweri, 2017; McLaren, 2017) is at the core of the analysis of the “life story” interviews that were conducted with 12 women holding the main responsibility of supporting their family (5 in Quebec, 7 in Lebanon). More specifically, their testimonies were analyzed through the conceptual lens of ambivalent vulnerability (Oliviero, 2016) in order to document their experiences, as well as to reconsider the notion of vulnerability beyond its common sense assumptions. The women who participated in this research were undoubtedly facing various forms of violence and marginalization, but they also turned out to be exposed to a series of transformative opportunities and experiences inscribed in the continuity of their life trajectories (Oliviero, 2016; Grace, 2018; Zeweri, 2017). The impact of forced migration on family dynamics was at the core of their testimonies and was chosen as the main theme used to illustrate the wide spectrum of their experiences through a scientific article (to be submitted). They said they felt responsible to take action to support and to protect their family members and themselves, implying that they don’t only have to do so, but that they also feel like they can also do something to face the conditions of their life in exile. Their testimonies diverged from representations of their vulnerability, focusing mainly on victimization and socio-economic precarity. This research shows that the acknowledgment of the polysemic character of their realities should be put at the core of academic, humanitarian and political representations of refugee women’s experiences. It could thus inform the development of protection and support practices anchored in solidarity, as well as full respect of refugee women’s humanity and dignity.

Ce mémoire se consacre à l’étude de l’expérience du parrainage conjugal, dans ses dimensions affectives et incorporées et les impacts que cette démarche opère sur les individus et le couple. La catégorie de parrainage conjugal (qui se divise en 3 sous-catégories en fonction du « statut conjugal du couple ») est une catégorie d’immigration qui défie les limites privé/public et intimité/institutions, car elle repose sur une exposition intime de la relation (dans le cadre d’un dossier recoupant des « preuves de relation ») dont le but est de prouver son authenticité. Ce dévoilement effectué par les couples se fait dans le cadre normé et codifié d’une procédure légale, procédure par ailleurs remplie de contraintes. En prenant comme point de départ la rencontre entre l’État et les couples, il s’agit de dresser une analyse de l’expérience de cette catégorie d’immigration pour les couples lesbo-queers. De fait, ce mémoire part du constat que la migration de couple n’aborde que très peu les migrations de couples non-hétérosexuels, lorsque les études d’immigration queer se consacrent surtout aux parcours migratoires individuels. Or, avec l’ouverture au début des années 2000 du parrainage conjugal aux couples non-hétérosexuels au Canada (LaViolette 2004), et la croissante suspicion dont sont sujets les couples passant par le parrainage (Geoffrion 2018 ; D’Aoust 2014), il apparait intéressant de questionner comment les modalités de cette procédure agissent dans la vie des couples qui y sont confrontés. En étant une catégorie qui repose sur l’évaluation des relations conjugales allant de légitimes à illégitimes, d’authentiques à frauduleuses, il est porteur d’étudier comment cette expérience normative est vécue par les couples – lesbo-queers en particulier. Cette recherche se base sur les récits de vie de sept personnes ayant été parrainées dans le cadre de relations lesbo-queers, et vise à questionner les effets affectifs, matériels, symboliques que les modalités du parrainage opèrent sur les couples. Cette recherche invite à approfondir les enjeux sous-tendus par cette rencontre singulière entre les couples et l’État, suivant une perspective queer. / This thesis is devoted to the study of the experience of spousal sponsorship, in its affective and embodied dimensions and the impacts that this process has on individuals and the couple. The category of conjugal sponsorship (which is divided into 3 sub-categories according to the "conjugal status of the couple") is an immigration category that defies private/public and privacy/institutional boundaries, as it relies on an intimate exposure of the relationship (in the context of a file of "relationship evidence") whose purpose is to prove its authenticity. The disclosure made by the couples is done within the normed and codified framework of a legal procedure, a procedure that is also full of constraints. Taking as a starting point the encounter between the State and the couples, the aim is to analyze the experience of this immigration category for lesbo-queer couples. In fact, this thesis starts from the observation that couple migration only very rarely addresses the migration of non-heterosexual couples, when queer immigration studies are mainly devoted to individual migratory paths. However, with the opening of conjugal sponsorship to non-heterosexual couples in Canada in the early 2000s (LaViolette 2004), and the growing suspicion of which couples going through sponsorship are subject (Geoffrion 2018; D’Aoust 2014), it seems interesting to question how the modalities of this procedure act in the lives of the couples facing it. Being a category that relies on the evaluation of marital relationships ranging from legitimate to illegitimate, from authentic to fraudulent, it is a carrier to study how this normative experience is lived by couples - lesbo-queer in particular. This research is based on the life stories of seven people who have been sponsored within the framework of lesbo-queer relationships, and aims to question the affective, material and symbolic effects that the modalities of sponsorship have on the couples. This research invites to deepen the stakes underlying this singular meeting between the couples and the State, according to a queer perspective.