Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Conselho Nacional de Desenvolvimento Científico e Tecnológico / O jornal da Penitenciária Feminina Talavera Bruce, intitulado Só Isso!, produzido no período de 2004 a 2008, constitui objeto e fonte privilegiada nesta dissertação. Na análise do impresso, a metodologia de pesquisa esteve centrada na produção, circulação e recepção do referido jornal, buscando refletir sobre os possíveis sentidos constituídos nas escritas das apenadas, para uma melhor compreensão das práticas cotidianas dessas mulheres, principalmente, no que tange a uma realidade tão específica, fazendo emergir o registro de um modo de vida tão particular. Nesse sentido, busquei compreender o impresso pesquisado em seus destinos e representações mergulhando em nuances e particularidades que o tema comporta, buscando o universo de significados, isto é, a possibilidade de entendimento acerca das relações estabelecidas por esses sujeitos privados liberdade com a escrita na prisão, o que permitiu perceber quem são apenadas, como expressam suas sensibilidades e subjetividades, como vivem, por que escrevem e quais dificuldades enfrentam. Para analisar esse periódico, aproximei-me de fundamentos e de metodologia vinculados à História da Cultura Escrita e também de autores que auxiliaram a problematizar as questões voltadas para as vicissitudes do encarceramento feminino. Sendo assim, a interpretação desenvolvida está alicerçada em autores que apontam e problematizam a importância de compreender a escrita e o seu suporte, estudiosos que discutem as escritas em espaços de confinamento que, via de regra, procuram ocupar o tempo, experimentar a liberdade ou burlar a solidão, além de pesquisadores que ajudam a pensar a escrita de si e suas representações, e outros voltados para a História da Educação que pensam e discutem a importância do impresso enquanto fonte de pesquisa. Tendo em vista o fato desse tema ter uma fronteira tênue entre os campos de pesquisa, dialogo também com antropólogos e sociólogos que trazem dados sistematizados sobre o universo prisional e auxiliam na sua compreensão. O trabalho de pesquisa sobre jornal, representou, portanto, compreender um pouco mais sobre a realidade das mulheres privadas de liberdade, valorizando a escrita oriunda de um contexto em que os rigorosos meios de controle utilizados pela instituição penitenciária acabam por desumanizar os sujeitos apenados. Desta forma, o direito ao ato de escrita e leitura na prisão, torna-se revestido de uma função social e educativa fundamental para a sobrevivência no cárcere. A tentativa dessa pesquisa é, de alguma forma, trazer contribuições que possam refletir em garantia de direitos e oportunidades, possibilitando aos sujeitos encarcerados dignidade e melhores condições de vida. / This dissertation is about the woman's prison house Talavera Bruces periodical named Só isso!. The paper was published between 2004 and 2008. For the analysis of this print, the methodology has been centered in the production, circulation and thinking of the journal. Also analyzing about the possible senses composed in the inmate's writings, for a better understanding of this woman's daily practices, regarding such a peculiar society, and making by that, a record of a unique way of life. Considering the above mentioned background, I tried to understand this material in its destinies and representations, digging deep in its details and peculiarities , searching its universe of meanings and the possibility of understanding the established relations by this subjects deprived of freedom with the possibility of writing inside prison , allowing for us to get to know who were the inmates, how they expressed their sensibilities and subjectivities ,how they lived, why they wrote, and what kind of problems they faced. For the analysis of this periodical I had to get close to elements and methodologies bounded to the History of Writing and also to authors that research and cover the subject of females incarceration. So, the developed interpretation is supported by authors that point out the importance to understand the writings and its foundations. Scholars that debate writers that lived in scenarios of confinement that usually search to occupy their time, experimenting with freedom, or escaping loneliness. Authors that helped to comprehend the writings and representations of one himself and also researchers of History of Education that think and discuss the importance of the journal as a source of investigation. This theme is over a narrow line between many fields of research. During this dissertation I dialog with anthropologists and sociologists whom have useful data regarding the prison world and refine our understanding .The work of research about the journals stood for a better perspective on this females inmates reality, giving value for their writings in a scenario where the rigorous institutional systems eventually dehumanize women.Thus, the right to read and write in prison fan educational and social aspect that is key for the female prisoners survival inside of the institution.This research reflects about the oppression against female inmates and also contributes to build opportunity and rights to the inmates, allowing them dignity and better life conditions while incarcerated.

Este estudo tem como objetivo reconhecer os mecanismos verbais utilizados por alunos da EJA no IFMA de Imperatriz MA, inicialmente excluídos da escola formal, presentes nas produções do gênero de texto narrativo relatos da experiência de vida (fragmentos de vida) da ordem do relatar. Os procedimentos adotados basearam-se nas pesquisas de campo e documental, com enfoque quanti-qualitativo, a partir de textos produzidos por alunos do 2 ano do Ensino Médio de Jovens e Adultos, do turno noturno. Analisaram-se os textos, levando em conta a estruturação das sequências tipológicas do gênero narrativo na ordem do relatar e do ponto de vista do funcionamento dos constituintes verbais pertencente ao texto. Os resultados apontam para uma necessidade do ensino da escrita relacionado à variedade de gêneros textuais/discursivos escritos, para que possam usar adequadamente, os verbos pertinentes às diferentes situações de comunicação / This study aims to recognize the verbal mechanisms used by students in the EJA IFMA Empress - MA initially excluded from formal, present school productions in the genre of narrative text - stories of life experience (fragments of life) in order to report. The procedures were based on field research and documentary, with quantitative and qualitative approach, based on texts produced by students of and 2 year of Secondary Education for Youth and Adults, the night shift. We analyzed the texts, taking into account the structure of typological sequences of narrative genre in order to report and from the point of view of the functioning of the verbal constituents belonging to the text. The results point to a need for education associated to the variety of textual / discursive genres written so that they can properly use the verbs which are relevants to differents communication situations

FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgico / Esta pesquisa teve como objetivo investigar as histÃrias de vida de mulheres romeiras, participantes da ReuniÃo das TrÃs Horas, em Juazeiro do Norte, buscando compreender, pela via biogrÃfica, como as experiÃncias sociorreligiosas, vivenciadas por mulheres romeiras, repercutem na constituiÃÃo de processos formativos de suas identidades e subjetividades. O processo investigativo conjugou fundamentos e procedimentos da pesquisa (auto)biogrÃfica e da etnografia. Teve como cenÃrio principal a ReuniÃo das TrÃs Horas, um evento organizado pela Pastoral da Romaria, realizado, sempre Ãs quinze horas, nos perÃodos das principais romarias. Utilizou como fontes: a) as narrativas biogrÃficas produzidas pelas mulheres romeiras, expressas nas entrevistas narrativas e, posteriormente, transformadas em histÃrias de vida; b) os fragmentos biogrÃficos (testemunhos e benditos), apresentados nessa reuniÃo e na atividade integradora; c) observaÃÃes etnogrÃficas, registros audiovisuais, entrevistas focalizadas e o diÃrio de itinerÃncia. O material produzido e coletado, ao longo da pesquisa, foi analisado com base no mÃtodo de anÃlise textual discursiva. A anÃlise das histÃrias de vida possibilitou compreender que, as experiÃncias sociorreligiosas, marcadas pela condiÃÃo de tornar-se romeira, ser romeira devota e fazer-se romeira devota e engajada; correlacionadas Ãs circunstÃncias de ser, estar e permanecer em romaria, geram mudanÃas importantes que, levam a um despertar da consciÃncia de si e da condiÃÃo romeira. Estas constituem as experiÃncias fundadoras e formadoras, de suas trajetÃrias e criam sentidos existenciais. A percepÃÃo desses sentidos propicia transformaÃÃes de atitudes e comportamentos, capazes de contribuir para um empoderamento pessoal e coletivo. No conjunto, as aprendizagens experienciais e os saberes existenciais, apreendidos nesses percursos, colaboram para a formaÃÃo das identidades de romeiras, devotas e engajadas, e contribuem para a consolidaÃÃo, continuidade e transmissÃo de sentidos estruturais da romaria e de processos coletivos de empoderamento. / This research aims to investigate the life stories of religious pilgrim women, known as romeiras, participants of âMeeting at three oâclockâ, in the city of Juazeiro do Norte. This meeting has as objective the comprehension, biographically, of how the socioreligious experiences experienced by romeiras women repercuted in the constitution of formative processes of their identities and subjectivities. Our investigative process combined grounds and procedures of ethnography and (auto) biographical research. Our principal point was the âMeeting at three oâclockâ, an event organized by the Pastoral of Pilgrimage, that always happens at three oâclock, in the most principal periods of catholic pilgrimage. We use âMeeting at three oâclockâ as our research place, and as source: a) biographical narrative produced by catholic religious pilgrim women expressed in spoken interviews, and later transformed into life stories; b) biographical fragments presented in the meeting (life reports, testimonies, prayers popular sacred music, known as âbenditos, etc) and integrative activity (autobiographical albums and mandalas); c) ethnographic observations, audiovisual records, focused interviews and roaming journal. The material produced and collected throughout this research was analyzed based in the method of textual discursive analysis. The analysis of life stories has made it possible for us to comprehend that the socioreligious experiences, marked by the condition of being a romeira, devout and engaged, correlated to the circumstances of being, staying and remaining at catholic pilgrimage, known as romaria, generate important changes that lead to a self-awareness awakening and condition of religious pilgrim, which creates existential senses. These theses constitute founders and trainers experiences of their trajectories and create existential senses. The perception of these senses leads us to the transformation of attitudes and behaviors capable of contributing to a personal and collective empowerment. On the whole, the experiential learning and knowledge, learned in this process, contribute to the formation of the identities of romeiras, devoted and engaged, and to the consolidation, continuity and transmission of structural meanings of collective processes of empowerment.

Trabalhar e ter família sempre foram fatos presentes na vida dos seres humanos. Em cada momento histórico os significados atribuídos ao trabalho e à família foram diversos, bem como os modos de viver e de relacionar estes dois âmbitos. Este estudo propõe uma reflexão sobre a interação entre as esferas do trabalho e da família, remetendo um olhar específico para a sociedade contemporânea. No momento atual, confrontados pelas características peculiares de organização social e econômica, os indivíduos experienciam a velocidade, a incerteza, a impermanência e a complexidade como fatos corriqueiros em suas vidas. O avanço tecnológico, a informatização e a globalização também fazem parte hoje do trabalho e da família. Os indivíduos hoje convivem com as exigências de um mercado dinâmico, embasado na rentabilidade econômica e no consumo, cujos efeitos são refletidos em todas as esferas da vida. Utilizando-se de histórias de vida como técnica investigativa, este estudo propiciou a análise desta realidade a partir de compreensões particulares de quatro gestores intermediários atuantes em indústria petroquímica. O relato de histórias pessoais possibilitou aos narradores um retorno a momentos específicos de suas vidas, onde compreensões e valores foram destacados. Os resultados demonstram a complexidade do relacionamento entre o trabalho e a família. Os modos de se experienciar a confluência de solicitações do trabalho e da família dependem de momentos de vida e variam de indivíduo para indivíduo, não sendo possível afirmar que são conflitantes e causadores de sofrimento em todas as situações. É possível identificar também situações de ganho em ambas as esferas, tendo a família um efeito positivo no trabalho e vice-e-versa. Do mesmo modo, é possível identificar nos relatos que o trabalho e a família hoje são territórios habitados por ambos os sexos: a administração do lar, a criação e educação dos filhos devem ser também funções masculinas, sinalizando as mudanças nos modos de viver e de se relacionar. Contudo, percebe-se que as crenças sobre trabalho e família destes gestores ainda estão arraigadas a padrões culturais da época de sua formação profissional, educacional e moral, seguindo as conformações de trabalho e de família da geração dos seus pais. O transitar entre concepções antigas e novas remete às características da sociedade contemporânea, traduzindo um momento incerto e de mudança. / To work and to have a family have always been basic in human life. In every historical moment, different meanings were given to work and family, as well as were different the ways of living and interacting between these two domains. This study aims to allow thought about work-family interactions, especially regarding the contemporary society. At this particular social/economical moment, people are being confronted with particular characteristics and are experiencing uncertainty, constancy of changes and complexity. The information technology revolution and globalization are part of work and family: individuals face today the demands of the economical market, based on profitability and consumption, and its effects are spread in both work and family domains. Using life stories as the methodological approach, this study analyses this reality through the personal experiences of four middle managers working in a petrochemical industry. The act of telling about their lives gave them the possibility to re-experience some critical moments, where values and beliefs were enunciated. The results confirmed the complexity of work-family interactions, and showed that there are different ways of facing the multiplicity of demands, with choice differing from person to person and depending on the moment of life. It is not possible to assure that family and work are conflicting spheres and that there are always negatives spillovers. In this study, work-family interactions with positive spillovers were identified s well. It is also possible to conclude, based on their speeches, that nowadays work and family are common territories: household tasks and child care and education are also men requirements and this fact enlightens the changes in the way people live and interact in the work and in the family. However, it was perceived that their beliefs about work and family are still strongly based on their parents values and realities, under which these middle managers were raised. Applying at the same time old and new values leads to the present society specificities, reinforcing the uncertainty and the lack of patterns.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2015-05-19T14:13:50Z No. of bitstreams: 2 Dissertação - Rubislei Sabino da Silva - 2015.pdf: 705602 bytes, checksum: 0e67fc371bcb6693d727c34f1cd55fef (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-05-19T14:20:28Z (GMT) No. of bitstreams: 2 Dissertação - Rubislei Sabino da Silva - 2015.pdf: 705602 bytes, checksum: 0e67fc371bcb6693d727c34f1cd55fef (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-05-19T14:20:28Z (GMT). No. of bitstreams: 2 Dissertação - Rubislei Sabino da Silva - 2015.pdf: 705602 bytes, checksum: 0e67fc371bcb6693d727c34f1cd55fef (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-03-05 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / This research aims to understand the process of formation of the full in installments degrees from the life story of Camila teachers, Lorraine, Carla and Amelia, egresses of the Pedagogy course in the full installments mode degree at the Universidade Estadual de Goiás, Pires do Rio Campus. I have established time frame as the period from 2000 to 2007, since that is when the Pires do Rio Campus offers the Pedagogy course, among others, in installments mode. Working methodologically with the approach of (Auto) biography, through the use of educational biography, which explores the formation experiences developed during the course of the life of each one of the teachers. In addition to the formation narratives, were used written sources, for example, the pedagogical proposal of the Pedagogy course in order to thoughts to this education model from this legal dispositive. Through narratives and written source, I seek to reveal the following issues: How did the training of teacher’s graduates of full installments degree in Pedagogy at the Pires do Rio Campus, from the perspective of these teachers? To answer this problematic, I established as its general objective: To understand the teacher formation process from their life stories; and, the specific objectives: 1) To discuss the life story of four teachers, emphasizing the training received along the course of their lives; 2) To understand the historical context that motivated the creation of courses in the full degree installments mode in the state of Goiás, and the role played by the Universidade Estadual de Goiás to opt for this training developed in installments mode; and 3) To analyze the perceptions that the egress of the course in full installments degree in Pedagogy at Pires do Rio Campus brings this specific project in installments formation, as well as the relations between the training received and then applied to the profession performed. As the theoretical, dialogue with Bragança (2012), Bolivar (2002), Dominicé (2010), Josso (2004 and 2010), Nóvoa (2007 and 2010), among others. / Esta pesquisa visa compreender o processo de formação das licenciaturas plenas parceladas a partir da história de vida das professoras Camila, Lorena, Carla e Amélia, egressas do curso de Pedagogia na modalidade licenciatura plena parcelada da Universidade Estadual de Goiás, Câmpus Pires do Rio. Estabeleci como recorte temporal o período de 2000 a 2007, visto que é nesse momento que o Câmpus Pires do Rio oferece o curso de Pedagogia, entre outros, na modalidade parcelada. Trabalho metodologicamente com a abordagem (Auto) biográfica, através do uso da biografia educativa, visando explorar as experiências formativas desenvolvidas ao longo do curso da vida de cada uma das professoras. Além das narrativas de formação, foram utilizadas fontes escritas como, por exemplo, a proposta pedagógica do curso de Pedagogia, tendo em vista pensar o modelo de formação a partir desse dispositivo legal. Através das narrativas e fonte escrita, busco desvelar a seguinte problemática: Como ocorreu a formação dos professores egressos da licenciatura plena parcelada em Pedagogia no Câmpus Pires do Rio, na perspectiva desses professores? Para responder a essa problemática, estabeleci como objetivo geral: Compreender o processo de formação de professores a partir de suas histórias de vida; e, como objetivos específicos: 1) Discutir a história de vida de quatro professoras, enfatizando a formação recebida ao longo curso da vida; 2) Entender o contexto histórico que motivou a criação de cursos na modalidade licenciatura plena parcelada no Estado de Goiás, assim como o papel desempenhado pela Universidade Estadual de Goiás ao optar por esse veio de formação na modalidade parcelada; e 3) Analisar a percepção que o egresso do curso de licenciatura plena parcelada em Pedagogia do Câmpus Pires do Rio traz desse projeto específico de formação parcelada, assim como as relações estabelecidas entre a formação recebida e aplicada à profissão exercida. Como aporte teórico, dialogo com Bragança (2012), Bolivar (2002), Dominicé (2010), Fontana (2000), Josso (2004 e 2010), Nóvoa (2007 e 2010), entre outros.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2015-01-30T11:34:14Z No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Daniel Fernando Lima - 2014.pdf: 1187984 bytes, checksum: dc575c00e06d71c818f27f3a64809082 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-01-30T14:38:11Z (GMT) No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Daniel Fernando Lima - 2014.pdf: 1187984 bytes, checksum: dc575c00e06d71c818f27f3a64809082 (MD5) / Made available in DSpace on 2015-01-30T14:38:11Z (GMT). No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Daniel Fernando Lima - 2014.pdf: 1187984 bytes, checksum: dc575c00e06d71c818f27f3a64809082 (MD5) Previous issue date: 2014-02-27 / Objective to analyze the life histories and the formation of teachers/pedagogues egresses of the Pedagogy course on Catalão campus, on the Universidade Federal de Goiás (UFG). Through interviews and memorials, I seek to reveal the following problem: how are effective the relationships between the training they had and training they provide while teachers? The general objective of this research is to elaborate reflections from educational biographies of the teachers interviewed, recovering his memories and meanings about training and professionalization throughout their lives. The specific objectives of this, in turn, consist of: 1) analyze the importance of lifelong education egresses of these teachers of the Pedagogy course, 2) reflect on the professionalization of these teachers, and 3) understand the relations between training and professionalization signified by them. In this sense, the guiding point of this research refers to the reflection of four teachers, relating the story of their own lives with lifelong training and professionalization. For this, I tried to work from the educational biographies, which, as Honorio Filho (2009), present in its developmental perspective, but also provide the narration itself caused by another, in case I, the researcher Daniel. The narrative itself caused by the researcher is not only the desire to tell, but to tell another very specific. From the understanding of how teachers/pedagogues live, I seek, therefore, to understand how the formation of these women as teachers, as well as their dialectical relations in society, demonstrating thus the relevance of life history in the formation processes. / Objetivo analisar as histórias de vida e formação de professoras/pedagogas egressas do curso de Pedagogia do câmpus Catalão da Universidade Federal de Goiás (UFG). Através de entrevistas e memoriais, busquei desvelar o seguinte problema: como são efetivadas as relações entre a formação que tiveram e a formação que proporcionam enquanto professoras? O objetivo geral desta pesquisa é elaborar reflexões a partir de biografias educativas das professoras entrevistadas, resgatando suas memórias e significados sobre formação e profissionalização ao longo de suas vidas. Os objetivos específicos da presente, por sua vez, consistem em: 1) compreender importância da formação ao longo da vida dessas professoras egressas do curso de Pedagogia; 2) refletir sobre a profissionalização dessas professoras; e 3) compreender as relações entre formação e profissionalização significadas pelas mesmas. Nesse sentido, o ponto norteador desta pesquisa refere-se à reflexão de quatro professoras, relacionando a história de suas próprias vidas com formação ao longo da vida e profissionalização. Para isso, procurei trabalhar a partir das biografias educativas, as quais, conforme Honório Filho (2009), apresenta-se em sua perspectiva formadora, mas também proporcionam o narrar de si provocado pelo outro, no caso eu, o pesquisador Daniel. A narrativa de si provocada pelo pesquisador não é apenas o desejo de se contar, mas de se contar para outro muito específico. A partir da compreensão de como as professoras/pedagogas vivem, busco, portanto, compreender como se constitui a formação dessas mulheres enquanto professoras, bem como suas relações dialéticas na sociedade, de modo a evidenciar a relevância da história de vida nos processos de formação.

Cette étude a pour objectif comparer deux populations selon les facteurs socio-démographiques, personnels, psychopathologiques, psycho-corporels et relationnels et étudier le vécu de la maladie sur la vie personnelle, familiale et sociale chez les schizophrènes français et péruviens à travers les récits de vie recueillis au cours de la recherche. Nous avons formulé deux hypothèses générales : Les récits et évènements de vie rapportés par les patients schizophrènes français et péruviens ne seront pas fondamentalement différents du fait de l’universalité de la pathologie et le dessin de l’arbre utilisé chez les patients schizophrènes français et péruviens permettra de mettre en évidence des différences en fonction de la population étudiée. Population : Elle est composée de 26 patients hommes et femmes âgés de 18 à 57 ans (âge moyen : 36 ans) stabilisés par leur traitement, ayant fait l’objet d’un diagnostic de Schizophrénie de type paranoïde (F20.0x), schizophrénie de type indifférenciée (F20.3X) et trouble délirant (F22.0) selon le DSM IV-R. Instruments : Nous avons utilisé trois types d’outils pour tester nos hypothèses : Dessins de l’arbre, questionnaire d’événements de vie d’Amiel Lebigre et récits de vie. Résultats : Les résultats indiquent que les récits, évènements de vie et des dessins de l’arbre des patients schizophrènes français et péruviens sont différents (situation familiale, professionnelle, événements de vie, troubles psychologiques). Conclusion : Cette étude nous a permis d’appréhender la réalité des patients schizophrènes dans les deux pays : le contexte social et la prise en charge des patients. Nous avons repéré que les histoires des patients schizophrènes péruviens sont plus interrompues et peu élaborés. Elle met en lumière des aspects encore peu étudiés chez les patients schizophrènes (sexualité, image du corps, aspect social, couleur des dessins). / This study aims to compare two populations by socio-demographic, personal, psychopathology, psycho-physical and relational factors and to study the experience of the disease on the personal, family and social life in French and Peruvian schizophrenics through the life stories collected during the research. We made two general hypotheses: Stories and life events reported by the French and Peruvian schizophrenic patients will not be fundamentally different because of the universality of the pathology ; and the tree test made by French and Peruvian schizophrenic patients will highlight differences depending on the population studied. Population : It’s composed of 26 men and women patients aged from 18 to 57 years (mean age 36 years) stabilized by treatment, having been diagnosed with paranoid Schizophrenia (F20.0x), schizophrenia undifferentiated type (F20.3X) and delusional disorder (F22.0) according to DSM IV-R. Instruments : We used three types of tools to test our hypotheses: tree test, life events and life stories. Results : The results indicate that the stories, life events and tree test of French and Peruvian schizophrenic patients are different (family situation, professional, life events, psychological disorders). Conclusion : This study allowed us to understand the reality of schizophrenic patients in the two countries: the social context and the care given to patients. We've detected that stories of Peruvian schizophrenic patients are interrupted and unsophisticated. It highlights aspects that have not been deeply studied yet in schizophrenia (sexuality, body image, social, color drawings).

<p>Cilj istraţivanja je da pokaţem: 1. na koji naĉin formalno i neformalno obrazovanje utiĉe na formiranje rodnog identiteta koji je u suodnosu sa profesionalnim identitetom; 2. na koji naĉin je proces feminizacije novinarske profesije u kontekstu dru&scaron;tva, porodice, obrazovanja i medija.<br />H-1: Formalno akademsko obrazovanje ima znaĉajan uticaj na kvalitetan profesionalni rad novinarki ali nedovoljan za rodno osetljiv pristup.<br />H-2: Neformalno obrazovanje u smislu celoživotnog usavr&scaron;avanja doprinosi profesionalnijem radu novinarki naroĉito u istraživaĉkom novinarstvu, kao i rodno osetljivom medijskom izve&scaron;tavanju.<br />H-3. Veći broj žena na pozicijama moći ne dovodi nužno do rodno osetljivog pristupa u medijima, te na taj naĉin ne doprinosi promeni sistema vrednosti koji bi vodio ka ravnopravnijem položaju žena u dru&scaron;tvu.<br />H-4: žene u novinarskoj profesiji potiskuju rodni identitet u odnosu na profesionalni.<br />Osnovni teorijski okvir se oslanja na teoriju &bdquo;drugosti‟.<br />Osnovni istraživaĉki metod su životne priĉe, kao jedan od dominantnih metoda u rodnim studijama, na osnovu kojeg interpretiramo iskustva žena kao svedoĉenja o dru&scaron;tvenim, politiĉkim i profesionalnim okolnostima u određenom vremenskom periodu u kontekstu multietniĉke i multikulturalne Vojvodine.<br />Korpus ĉini 16 novinarki koje rade ili su radile u medijima na jezicima razliĉitih nacionalnih zajednica i na jeziku većinskog naroda.<br />Rasvetljavanjem rodne dimenzije razvoja jedne profesije, rezultati istraživanja daju doprinos dekonstrukciji patrijarhalnog dru&scaron;tvenog okvira, te putem feministiĉke perspektive utiĉu na bolje razumevanje individualnog i dru&scaron;tvenog života u drugoj polovini 20. i poĉetkom 21. veka u Vojvodini.<br />Rezultati istraţivanja pokazuju da ţene u novinarsku profesiju danas ulaze kao &bdquo;druge‟ bez obzira na broj žena u medijima, upravljaĉke strukture i dalje pripadaju mu&scaron;karcima - oni imaju profesionalnu i politiĉku moć. Novinarke iz manjinskih nacionalnih zajednica su dvostruko &bdquo;druge‟ u odnosu na novinarke iz većinske zajednice i mu&scaron;ke kolege u sopstvenoj zajednici.<br />Rezultati pokazuju da je formalno visoko obrazovanje vaţno polazi&scaron;te za bavljenje novinarskom profesijom, ali za stepen razvoja profesionalnog identiteta je neophodno i konstatno (celoživotno) neformalno obrazovanje; edukacija o rodnoj ravnopravnosti znaĉajno utiĉe na nivo ostvarenosti rodne novinarske kulture; kod novinarki je izražen rodni identitet, ali je podređen profesionalnom, jer se u sluĉaju većine novinarki rodni identitet shvata kao statiĉki žensko-mu&scaron;ki polaritet a ne kao kategorija vi&scaron;estrukih identiteta.<br />Primena rezultata istraţivanja je dvojaka: 1. empirijski podaci o identitetu novinarski iz Vojvodine poslužiće u teorijskoj raspravi o korelaciji rodnog i profesionalnog identiteta ali i komponentama vi&scaron;estrukog identiteta žena u Vojvodini; 2. poslužiće da se pro&scaron;iri postojeća baza podataka životnih priĉa žena pripadnica većinske, ali i manjinskih nacionalnih zajednica i iskoristi za naredna komparativna istraţivanja.</p> / <p>The aim of the research is to show: 1. how formal and informal education affects the formation of gender identity in correlation with the professional identity; 2. The way of the process of feminization of the journalistic profession in the context of society, the family, education and the media.<br />H-1: Formal academic education has a significant impact on the quality professional work of female journalists, but it is insufficient for a gender-sensitive approach.<br />H-2: Non-formal education in terms of lifelong learning contributes to a more professional work of female journalists, especially the ones who are involved in investigative journalism, as well as gender-sensitive media coverage.<br />H-3. A larger number of women in positions of power does not necessarily lead to a gender-sensitive approach in the media, and thus does not contribute to a change in values that would lead to more equal position of women in the society.<br />H-4: Women in journalism suppress gender identity in relation to a professional one.<br />Basic and theoretical framework draws on the theory of &#39;otherness&#39;.<br />The basic research methods are life stories, as one of the predominant methods in gender studies. We interpret the experience of women through testimonies about social, political and professional circumstances in a particular period and in the context of a multi-ethnic and multicultural Vojvodina.<br />The corpus consists of 16 female journalists who work or have worked in the minority media of ethnic communities, as well as in the language of the majority. By hihlighting gender dimension of development of a profession, the research results should contribute to the deconstruction of patriarchal social framework and lead to better understanding of the impact of individual and social life the second half of the 20th and beginning of the 21st century in Vojvodina through a feminist perspective.<br />The research results show that women in journalism today are included as &#39;subordinates&#39;. Regardless of the prevalent number of women in the media, the management structure still belongs to men - they have the professional and political power. Journalists from minority communities are double &#39;subordinates&#39; in relation to the female journalists from the majority community and male colleagues in their own community.<br />The results show that formal higher education is an important starting point for the journalistic profession, but for the further development of professional identity constant (life-long) formal education is necessary; Education on gender equity has a significant impact on the level of achievement in gender-based journalistic culture; with the journalist expressing gender identity, or is subordinate to a professional, as in the case of most journalists gender identity is understood as a static female-male polarity and not as a category of multiple identities.<br />The application of the research results are twofold: 1. empirical data on the identity of the press from Vojvodina will serve as a basis for theoretical discussion on the correlation of gender and professional identity, as well as components of multiple identities of women in Vojvodina; 2. it will serve to expand the existing database of life stories of women who are members of the majority, and minority ethnic communities and should be used for subsequent comparative studies.</p>

Cette recherche vise à interroger la façon dont des dispositifs organisationnels (formels et informels) façonnent la démarche d’alerte, lancée par un employé qui souhaite témoigner d’une fraude ou d’un manquement à l’éthique organisationnel.Inscrite dans un paradigme interprétativiste, notre design de recherche repose sur des entretiens qualitatifs ainsi que sur des récits de vie conduits avec des lanceurs d’alerte. Nos résultats permettent de montrer l’inopérance des dispositifs formels (outils de recueil de l’alerte) mis en place par l’organisation pour recueillir la parole de l’employé, qui manquent de traiter correctement l’alerte qui leur est signalée ; d’autre part, nous caractérisons l’idée selon laquelle d’autres dispositifs, plus informels, placent eux-mêmes, par leur non-réponse ou réponses ambiguës, l’employé en situation de lancer l’alerte, en dehors des dispositifs qui avaient été mis en place par l’organisation. Enfin, nous interrogeons la possibilité qui est laissée à un employé d’exprimer un doute lorsque celui-ci concerne le bien-fondé éthique de certaines pratiques organisationnelles. / This research aims to examine the way in which organizational mechanisms (both formal and informal) shape the whistleblowing process initiated by employees wanting to expose a fraud or a breach of organizational ethics.Our research design adopts an interpretivist paradigm and is based on qualitative and life-story interviews conducted with whistleblowers. Our results show the ineffectiveness of the formal mechanisms implemented by organizations to collectemployee testimonies (tools for gathering employee warnings), which fail to correctly address the whistleblowing that is signaled to them. We also describe the suggestion that other, more informal, mechanisms, by failing to respond or byproviding ambiguous responses, place employees in a situation where they feel compelled to blow the whistle, outside the mechanisms implemented by the organization. Finally, we examine the possibilities available to employees to express doubts concerning the ethical soundness of certain organizational practices.

With the recent take back of the country by the Taliban, Afghan women’s experiences of[in]security have again become top-of mind for many. Yet, this renewed focus perpetuates anexisting imagery of Afghan women as powerless victims, with a few rebellious heroines. Thisimage, instrumentalizing women’s experiences, fuels different political agendas that are oftennot helpful to the women. To provide a more authentic image of the women’s sensemakingand experiences of [in]security, I therefore interviewed five Afghan women using a life-storymethodology where the women were included in all stages of the research process. Duringthis project, I took a feminist and critical approach to security: the woman herself defined theconcept, its impact on her life, and how she managed it. Contrary to other similar researchprojects, I asked the women about times they felt safe instead of unsafe to lessen any retraumatization, and to emphasize their opportunity for agency. Listening to the women’sstories, I interpreted the every-day as a site where they enhanced their agency in the face ofloss of control brought on by pervasive insecurities, something they described as a continuousprocess to create safe spaces. During this process, I identified an analytical pattern of how thewomen understood, and thus went about creating these safe spaces, that of adjustment andresistance. Albeit with movement between the two. This pattern shows how complex thewomen’s understanding and reaction to insecurities were as well as their responses, which iskey to understand for any future support for the women of Afghanistan.