Esse trabalho de pesquisa teve por objetivo estudar o fenômeno da discriminação racial presente no ambiente escolar, para que assim, pudéssemos compreender como as práticas educativas reforçam ou não, esse processo. Optou-se por uma abordagem qualitativa na modalidade história de vida, como instrumento de coleta de dados. Foram entrevistados dez jovens negros que freqüentaram em suas séries iniciais do ensino fundamental uma mesma escola pública situada em um conjunto habitacional popular de Ribeirão Preto. Nessas entrevistas eles relataram as vivências de discriminação racial ocorridas durante sua trajetória escolar. Os resultados obtidos apontaram a maneira como a discriminação racial, enquanto um fenômeno social se manifesta no interior da escolar. Procuramos identificar, a partir da representação dos próprios jovens participantes, como as práticas racistas presentes no cotidiano escolar impactaram as relações interpessoais entre estes e os demais estudantes. A ausência de ações pedagógicas planejadas pela escola como forma de mediar os conflitos raciais também foi alvo de problematização de nossa pesquisa. / This research job has as objective the racial segregation phenomenon present in school ambient in order to understand if the educational practices reinforce this process. It was chosen a qualitative boarding considering their lives history as data collection. It was interviewed ten young black people who attended the same public school on their first classes of the fundamental teaching, placed in a popular condominium in Ribeirão Preto. On these interviews they mentioned their racial segregation experiences occurred during their school path. The achieved results indicate the manner how the racial segregation, as a social phenomenon is manifested in the interior of the school. We tried to identify, from the representation of the own participant young people, how the racist practices present on the school quotidian caused impact on the interpersonal relationship between them and the other students. The absence of pedagogical actions planed by the school as a manner of mediate the racial conflicts was also the target of our research.

In this paper, Kait Spong examines alternative practices of mothering that are strategic nature, heavily analyzing Patricia Hill Collins’ concepts of “othermothering” and “preservative love” as applied to Toni Morrison’s 1987 novel, Beloved and Harriet Jacob’s 1861 slave narrative, Incidents in the Life of a Slave Girl. Using literary analysis as a vehicle, Spong then applies these West African notions of motherhood to a modern context by evaluating contemporary social movements such as Black Lives Matter where black mothers have played a prominent role in making public statements against systemic issues such as police brutality, heightened surveillance, and the prison industrial complex.

隨著國際化、全球化的趨勢，跨國婚姻已是全球普遍的現象。台灣在1987年開放大陸探親後，在婚姻仲介者的引進，大陸配偶透過婚配而成為我國的新移民，隨著人數增加也衍生了許多家庭、婚姻、教育、社會等問題。 本研究將探討大陸配偶在在臺的生活適應、配婚管道與動機，以及她們在台期間所面臨的困境，對我國大陸配偶政策的期許等問題，本研究採用質性研究的半結構訪談大綱訪問居住於基隆市區的「大陸女性配偶」本研究發現如下: 一、大陸配偶不管是透過親友介紹或婚姻仲介，都認命的與先生胼手胝足的為家庭奮鬥。 二、這些受訪者婚配的對象部份為在台婚姻市場邊緣化者。 三、大陸配偶來臺的人際關係由家延伸至社會，當面臨困難時通常都是朋友適時伸出援手，幫她們走出困境。 四、大陸配偶對台灣的美麗憧憬及經濟奇蹟構成大陸配偶向外拓展的動力。 五、大陸配偶對於居留、身分證取得時效的政策不如外籍配偶，感覺受到岐視，對現行法規有強烈修正的期待。 / Along with the internationalization and the globalization tendency, the transnational marriage already was the global universal phenomenon. Taiwan has allowed mainland visiting relatives after 1987. After introduced by the marriage brokerage, the mainland spouses penetrated the marriage to become our country's new immigration. Increased along with the population also generated many questions on the families, marriage, education and society aspect as well. This research will discuss the mainland spouse in to life adapt, the channel to get married and the motive of marriage in Taiwan. Also include the difficult position they will face when stay in Taiwan, as well as the expectation to our government policy for mainland spouse and so on. This research will use the nature research the semi-structure interview program to visit “the mainland feminine spouse” lives in the Keelung urban area. This research discovery is as follows: 1. No matter the marriage of the mainland spouse is through the friends and relatives introduction or the marriage brokerage, most of mainland spouse are resign themselves work with her husband and struggle for the family. 2. These participants of mainland spouses the marry object had weak position in marriage market in Taiwan. 3. Mainland spouse comes to the social interaction of the interpersonal relationship is extended by the house to society. When they face the difficulty, it usually is looking for the help from their friends to assist them to depart from the difficult position. 4. The mainland spouse to Taiwan's beautiful expectation and the economical miracle of Taiwan in pass, it contributed the mainland spouse the motivation which develops to outside. 5. The effectiveness for a period of time which regarding the residence and the identification card obtain was inferior to the foreign spouse. The mainland spouse felt receives the discrimination, has the intense anticipation to the present laws and regulations revision.

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Thesis (MA)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: This thesis looks closely at three volumes of Tatamkhulu Afrika's poetry (Nine Lives, Dark Rider and Maqabane), to find that his work reflects a deep understanding of South African society and the different forces and conflicts inherent therein. I argue that although Afrika's poetry is presented as a recount of personal experience through the voice of a first person participant and observer, it is more than mere autobiography. This is because his poems resonate further (by means of vividly detailed descriptions, powerful metaphoric images and a mix of varied perspectives) to encompass not only his own life but also the lives and experience of many ordinary South Africans. In particular, his political poetry humanizes the abstractions of political discourse to show the impact that the greater political situation has had on the lives of ordinary South Africans. I conclude by arguing that although Tatarnkulu Afrika's insights are filtered through a moral perspective based on his religious views and his belief in a basic humanity shared by all people, his work cannot be described as "traditionalist" as he constantly unsettles and recasts settled beliefs in an imaginary way. / AFRIKAANSE OPSOMMING: Hierdie thesis bestudeer drie van Tatamkhulu Afrika se digbundels (Nine Lives, Dark Rider en Maqabane) en vind dat sy werk 'n diep insig toon in die verskillende kragte en konflike inherent in die Suid-Afrikaanse samelewing. Ek voer aan dat, alhoewel Afrika se gedigte spreek van 'n herlewing van persoonlike ervaring deur 'n eerstepersoonsverteller, dit meer is as blote outobiografie. Dit is omdat die impak van sy gedigte verder uitkring (by wyse van helder gedetaileerde beskrywings, sterk metaforiese uitbeeldings en 'n mengsel van verskillende perspektiewe) om nie net sy eie lewe nie, maar ook die lewens en ervaringe van ander Suid-Afrikaners uit te beeld. Dit is in besonder waar van sy politiese gedigte, waar hy die abstraksies van politieke diskoers humaniseer om te wys hoe die groter politieke situasie 'n impak gehad het op die lewens van gewone Suid- Afrikaners. Ek sluit af deur voor te stel dat alhoewel Tatamkhulu Afrika se insigte gefilter is deur 'n morele perspektief gebasseer op sy godsdienstige oortuigings en sy geloof in 'n basiese menslikheid wat deur almal gedeel word, sy werk nie as "tradisionalisties" beskryf kan word nie, aangesien hy voortdurend geikte tradisionele beskouings bevraagteken en op 'n verbeeldingryke wyse herskep.

Conselho Nacional de Desenvolvimento Científico e Tecnológico / Compreendendo as imagens e as narrativas como personagens conceituais (DELEUZE, GUATTARI, 1992), neste trabalho, desenvolvi temáticas presentes ou estimuladas com os filmes com personagens de professores e cotidianos escolares. Exibições de filmes, seguidos de conversas entre estudantes do curso de Pedagogia presencial da Universidade do Estado do Rio de Janeiro (campus Maracanã) permitiram a produção do corpus dessa pesquisa, que buscou mapear os mundos culturais, as redes de conhecimentos e significações tecidas por esses estudantes. Assim, as conversas têm sido uma importante metodologia nas pesquisas nos/dos/com os cotidianos, porque segundo Alves (2012), são através delas que trocamos saberesfazeres nos mais variados cotidianos. Contando também com Certeau (1994, 2009), Giard (2009), Maturana (2001, 1998), entre outros, busquei compreender como os cotidianos são organizados através da oralidade, pois na perspectiva de Certeau, Alves e Garcia mapear as ações sujeitas ao esfarelamento, como são características das táticas (CERTEAU, 1994) dos praticantespensantes (OLIVEIRA, 2012) só é possível através das narrativas. Assim, as imagens do cinema permitiram as vivências mais variadas, mostrando sua potência em proporcionar aproximações com situações inusitadas para muitos espectadores, ou ainda, situações de espaçostempos distantes. Os teóricos com quem busquei dialogar acerca dos usos e consumos de imagens audiovisuais foram Machado (2001, 2007), Barbero (2000, 2007) e Deleuze (2005) apostando que intrínseco a esses consumos estariam também implícitos suas subversões e processos formativos. Impactante tornou-se para o grupo envolvido na pesquisa, foi o entendimento dos clichês como potência para o pensamento. Assim, recorrer às imagens dos filmes foi uma forma de abordar as questões que atravessam o chão das escolas e cursos de formação de professores, uma vez que surgiram temáticas tocantes aos cotidianos escolares e saberesfazeres pedagógicos, além daqueles mostrados pelos filmes. Assim, diversas temáticas surgiram entre cinco principais eixos, em torno das relações: entre os docentes e autoridades; entre os discentes; entre os discentes e os docentes; entre os docentes; e os usos dos artefatos culturais e tecnológicos. Todas essas questões envolveram os currículos como sendo tecidos em redes de significações e conhecimentos a partir das compreensões de Alves (2010, 2012a), Carvalho (2012) e Castells (2013). As diferenças que encontramos nos diversos espaçostempos, foram abordadas a partir da presença dos praticantespensantes de várias religiões nas escolas, desenvolvidas com as pesquisas de Caputo (2012), acerca das diferenças nas relações cotidianas entre discentes e docentes, com os trabalhos de Hall (2012), Silva (2012) e Gilroy(2001), pude abordar as tessituras identitárias. Além disso, as pesquisas de Nóvoa (1995), Teixeira (2008) e Müller (2008) foram pertinentes para a compreensão da formação do corpo docente brasileiro e seus atravessamentos de características de cor e gênero. Assim, nesse trabalho, desenvolvo a ideia de que as diferenças nos cotidianos potencializam e ampliam as redes de conhecimentos e significações, bem como os currículos praticadospensados (OLIVEIRA, 2012) nas escolas. / Understanding the images and narratives as conceptual characters (DELEUZE, GUATTARI, 1992), in this work, I've developed themes included or stimulated by movie characters of professors and daily school activities. Movie exhibitions, followed by conversations between students of Pedagogy course attending Universidade do Estado do Rio de Janeiro (campus Maracanã) allowed the production of this research corpus, that sought to map the cultural worlds, the knowledge networks and meanings woven by those students. Thus, the conversations have been an important research methodology in/from/with the daily lives, because according to Alves (2012), is through them that we exchange knowledgedoings in the most varied everyday. Also featuring Certeau (1994, 2009), Giard (2009), Maturana (2001, 1998), among others, I tried to understand how the everyday are organized through orality, because from the perspective of Certeau, Alves and Garcia, to map the actions subjected to the crumbling, as characteristic of "tactics" (CERTEAU, 1994) of thoughtfulpractitioners (OLIVEIRA, 2012) it's only possible through the narratives. Thus, the images from the films allowed the most varied experiences, showing its power to provide approximations with unusual situations for many viewers, or also situations of distant spacetimes. Theorists who I have searched dialogue about the uses and consumption of audiovisual images were Machado (2001, 2007), Barbero (2000, 2007) and Deleuze (2005) betting that intrinsic to these intakes would also be implicit their subversions and formative processes. Impactful became for the group involved in the research, was the understanding of "cliches" as power for thought. Thus, resorting to images of the films was a way to address issues that cut across the floors of schools and training courses for teachers, since has appeared touching themes to school daily lives and pedagogical knowledgedoings, beyond those shown by the films. Therefore, several themes emerged among the top five axes, as the relations: between the teachers and authorities; between learners; between learners and teachers; among teachers; and the uses of cultural and technological artifacts. All of these issues involved the curriculum as being woven into networks of meanings and knowledge from the understandings of Alves (2010, 2012a), Carvalho (2012) and Castells (2013). The differences we found in various spacetimes were addressed from the presence of the practitioners of different religions in schools, developed with the research of Caputo (2012), about the differences in everyday relationships between students, with the work of Hall (2012), Silva (2012) and Gilroy (2001), I could address the identity weavings. Furthermore, the research of Nóvoa (1995), Teixeira (2008) and Müller (2008) were relevant for understanding the formation of the Brazilian faculty and crossings of color and gender characteristics. Thus, in this work, I develop the idea that the differences in the daily lives leverage and expand the networks of knowledge and meanings and, in turn, the "practiced curriculum" (OLIVEIRA, 2012) in schools.

Written in c. 700 at the island monastery of Iona, Adomnán’s Vita Sancti Columbae (VSC) is an important source for the study of early medieval Scotland and Ireland. This thesis analyses the text as a literary work, seeking to understand more about its internal logic and the ways in which it relates to other kinds of literary texts. These include Biblical texts, other early insular, continental and late antique hagiographies, vernacular secular sagas, legal texts, scholarly literature and wisdom literature. Adomnán did not necessarily know all of these texts, and some of them post-date him, but they provide a wider interpretative context for VSC. Adomnán’s other known work, De Locis Sanctis, and texts connected to him, such as Cáin Adomnáin, will also be considered. I look for points of similarity and divergence between Vita Sancti Columbae and these other texts, which I term “adjacent literature”, looking to see how the text relates to its wider literary and intellectual context. By taking this approach, we are able to understand the text better on its own terms, making it more useful as a source for historical study. The text is studied, and set within its wider context, with respect to the following main areas: The Manuscripts of Vita Sancti Columbae: the visual construction of the text: Considering the five surviving manuscripts of the first recension of VSC, but focussing especially on the earliest (Schaffhausen Stadtbibliothek Generalia 1, of near authorial date and Ionan provenance), this chapter considers how the visual presentation of VSC relates to its production and reproduction as a literary text. Page layout, illumination, the use of the Greek alphabet and different colours of ink and manuscript context are all discussed. Structure and Narrative Sequencing in Vita Sancti Columbae: VSC is not a chronologically-structured account of Columba’s life, but rather a hagiography made up of many short narratives that demonstrate his sanctity and power in different ways. These narratives are arranged thematically, with a basic tripartite structure, with one book concerned with prophecies, one with miracles and one with visions. The narratives within the three books are often arranged into small, tightly constructed clusters of related stories. This chapter is an investigation of both the overall structure of the work and the “micro-structure” of the sequencing of narratives. Language and Vita Sancti Columbae: This chapter explores Adomnán’s style as a Hiberno-Latin writer, including discussions of such techniques as hyperbaton, alliteration and variatio. Adomnán’s use of and attitudes to Greek and Hebrew are also explored, as is his use of and attitudes to Old Irish. Sex, Women and Violence in Vita Sancti Columbae: This chapter investigates Adomnán’s presentations of sexual behaviour, the role of women as givers of advice, and the violence inflicted on the innocent. Several of the narratives about violence clearly have a strong gendered dimension, and relate in interesting ways to Cáin Adomnáin, and they are discussed in this light. Dangerous Beasts in Vita Sancti Columbae: VSC contains several encounters with dangerous beasts of various kinds, some of which are not unambiguously identifiable. These episodes are studied in turn, including discussions about identifying the beasts, and investigating the functions that they have within the text. Vita Sancti Columbae and Cult Practice: The thesis concludes with an exploration of the roles VSC might have played in the life of the Columban familia. The use of blessed objects and relics within the text is studied, with suggestions as to their relation to cult practice. The final section concerns the possibility that certain parts of VSC were intended to be used in processions, or to be read with the active participation of an audience.

Cette thèse porte sur le devenir des anciens élèves de l’école nouvelle la Source de Meudon. Etablissement créé en 1946 par Roger Cousinet et François Châtelain, La Source s’inscrit dans le mouvement de l’éducation nouvelle et propose un cursus complet, de la maternelle au baccalauréat. La plupart des études existantes s’intéressent essentiellement aux effets des pédagogies nouvelles en termes de performances scolaires et professionnelles. Cette recherche vise à identifier, sur le long terme, les traces d’une scolarité différente laissées dans la mémoire des anciens élèves, et à comprendre les liens éventuels entre ces traces et leur devenir ultérieur.La population enquêtée est composée d’anciens élèves ayant effectué leur scolarité entre 1978 et 1995. Le dispositif méthodologique s’appuie sur l’étude des archives de l’établissement pour restituer le contexte scolaire, ainsi que sur le recueil et l’analyse, dans une approche inductive, de trente-trois récits de vie d’anciens élèves.Les résultats montrent que les anciens élèves de l’école nouvelle La Source développent un sentiment de confiance en soi et une conception de la réussite fondée sur l’épanouissement personnel. Cette recherche montre également que les parcours des anciens élèves sont jalonnés de réorientations fréquentes, facilitées par le sentiment d’une grande liberté de choix et d’action. Enfin, cette étude atteste que les personnes interviewées revendiquent une manière d’être et d’agir dans le travail, fondée sur l’indépendance et l’autonomie, l’esprit d’entreprise, la recherche de responsabilités, le goût du travail en équipe et le souci d’échapper à une hiérarchie trop pesante. / This thesis deals with the future of pupils of the “new school” La Source in Meudon. Created in 1946 by Roger Cousinet and François Châtelain, La Source belongs to the “new education” movement and proposes a full program, from nursery school to the high diploma. The existing studies on the future of pupils from new schools essentially focused on the effects of the new pedagogies on school and professional performances. This research aims to identify the long-term remains of a different schooling in the memory of the pupils, and to understand the consequences on their subsequent future.The investigate population consists of pupils having made their schooling at La Source between 1978 and 1995. The methodology is based on the study of the institution’s archives to unravel the school context of the period, and on the collection and the analysis, through an inductive approach, of thirty three history lives of pupils. The results show that the pupils of the new school La Source develop a feeling of self-confidence and a conception of success based on self-fulfillment. This research also shows that their trajectories are characterized by frequent reorientations, facilitated by the feeling of freedom of choice and of action.Finally, this study shows that the interviewed individuals claim a way of being and acting in their work, based on independence and autonomy, an entrepreneurial spirit, the search for responsibilities, a taste for teamwork and the care about escaping a too heavy hierarchy.

Conselho Nacional de Desenvolvimento Científico e Tecnológico / Compreendendo as imagens e as narrativas como personagens conceituais (DELEUZE, GUATTARI, 1992), neste trabalho, desenvolvi temáticas presentes ou estimuladas com os filmes com personagens de professores e cotidianos escolares. Exibições de filmes, seguidos de conversas entre estudantes do curso de Pedagogia presencial da Universidade do Estado do Rio de Janeiro (campus Maracanã) permitiram a produção do corpus dessa pesquisa, que buscou mapear os mundos culturais, as redes de conhecimentos e significações tecidas por esses estudantes. Assim, as conversas têm sido uma importante metodologia nas pesquisas nos/dos/com os cotidianos, porque segundo Alves (2012), são através delas que trocamos saberesfazeres nos mais variados cotidianos. Contando também com Certeau (1994, 2009), Giard (2009), Maturana (2001, 1998), entre outros, busquei compreender como os cotidianos são organizados através da oralidade, pois na perspectiva de Certeau, Alves e Garcia mapear as ações sujeitas ao esfarelamento, como são características das táticas (CERTEAU, 1994) dos praticantespensantes (OLIVEIRA, 2012) só é possível através das narrativas. Assim, as imagens do cinema permitiram as vivências mais variadas, mostrando sua potência em proporcionar aproximações com situações inusitadas para muitos espectadores, ou ainda, situações de espaçostempos distantes. Os teóricos com quem busquei dialogar acerca dos usos e consumos de imagens audiovisuais foram Machado (2001, 2007), Barbero (2000, 2007) e Deleuze (2005) apostando que intrínseco a esses consumos estariam também implícitos suas subversões e processos formativos. Impactante tornou-se para o grupo envolvido na pesquisa, foi o entendimento dos clichês como potência para o pensamento. Assim, recorrer às imagens dos filmes foi uma forma de abordar as questões que atravessam o chão das escolas e cursos de formação de professores, uma vez que surgiram temáticas tocantes aos cotidianos escolares e saberesfazeres pedagógicos, além daqueles mostrados pelos filmes. Assim, diversas temáticas surgiram entre cinco principais eixos, em torno das relações: entre os docentes e autoridades; entre os discentes; entre os discentes e os docentes; entre os docentes; e os usos dos artefatos culturais e tecnológicos. Todas essas questões envolveram os currículos como sendo tecidos em redes de significações e conhecimentos a partir das compreensões de Alves (2010, 2012a), Carvalho (2012) e Castells (2013). As diferenças que encontramos nos diversos espaçostempos, foram abordadas a partir da presença dos praticantespensantes de várias religiões nas escolas, desenvolvidas com as pesquisas de Caputo (2012), acerca das diferenças nas relações cotidianas entre discentes e docentes, com os trabalhos de Hall (2012), Silva (2012) e Gilroy(2001), pude abordar as tessituras identitárias. Além disso, as pesquisas de Nóvoa (1995), Teixeira (2008) e Müller (2008) foram pertinentes para a compreensão da formação do corpo docente brasileiro e seus atravessamentos de características de cor e gênero. Assim, nesse trabalho, desenvolvo a ideia de que as diferenças nos cotidianos potencializam e ampliam as redes de conhecimentos e significações, bem como os currículos praticadospensados (OLIVEIRA, 2012) nas escolas. / Understanding the images and narratives as conceptual characters (DELEUZE, GUATTARI, 1992), in this work, I've developed themes included or stimulated by movie characters of professors and daily school activities. Movie exhibitions, followed by conversations between students of Pedagogy course attending Universidade do Estado do Rio de Janeiro (campus Maracanã) allowed the production of this research corpus, that sought to map the cultural worlds, the knowledge networks and meanings woven by those students. Thus, the conversations have been an important research methodology in/from/with the daily lives, because according to Alves (2012), is through them that we exchange knowledgedoings in the most varied everyday. Also featuring Certeau (1994, 2009), Giard (2009), Maturana (2001, 1998), among others, I tried to understand how the everyday are organized through orality, because from the perspective of Certeau, Alves and Garcia, to map the actions subjected to the crumbling, as characteristic of "tactics" (CERTEAU, 1994) of thoughtfulpractitioners (OLIVEIRA, 2012) it's only possible through the narratives. Thus, the images from the films allowed the most varied experiences, showing its power to provide approximations with unusual situations for many viewers, or also situations of distant spacetimes. Theorists who I have searched dialogue about the uses and consumption of audiovisual images were Machado (2001, 2007), Barbero (2000, 2007) and Deleuze (2005) betting that intrinsic to these intakes would also be implicit their subversions and formative processes. Impactful became for the group involved in the research, was the understanding of "cliches" as power for thought. Thus, resorting to images of the films was a way to address issues that cut across the floors of schools and training courses for teachers, since has appeared touching themes to school daily lives and pedagogical knowledgedoings, beyond those shown by the films. Therefore, several themes emerged among the top five axes, as the relations: between the teachers and authorities; between learners; between learners and teachers; among teachers; and the uses of cultural and technological artifacts. All of these issues involved the curriculum as being woven into networks of meanings and knowledge from the understandings of Alves (2010, 2012a), Carvalho (2012) and Castells (2013). The differences we found in various spacetimes were addressed from the presence of the practitioners of different religions in schools, developed with the research of Caputo (2012), about the differences in everyday relationships between students, with the work of Hall (2012), Silva (2012) and Gilroy (2001), I could address the identity weavings. Furthermore, the research of Nóvoa (1995), Teixeira (2008) and Müller (2008) were relevant for understanding the formation of the Brazilian faculty and crossings of color and gender characteristics. Thus, in this work, I develop the idea that the differences in the daily lives leverage and expand the networks of knowledge and meanings and, in turn, the "practiced curriculum" (OLIVEIRA, 2012) in schools.