Submitted by Jordan (jordanbiblio@gmail.com) on 2017-02-07T15:50:18Z No. of bitstreams: 1 DISS_2012_Jandeivid Lourenço Moura.pdf: 1686597 bytes, checksum: 45d095bc0f445299c7628d6b8218bdb8 (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-02-08T12:13:19Z (GMT) No. of bitstreams: 1 DISS_2012_Jandeivid Lourenço Moura.pdf: 1686597 bytes, checksum: 45d095bc0f445299c7628d6b8218bdb8 (MD5) / Made available in DSpace on 2017-02-08T12:13:19Z (GMT). No. of bitstreams: 1 DISS_2012_Jandeivid Lourenço Moura.pdf: 1686597 bytes, checksum: 45d095bc0f445299c7628d6b8218bdb8 (MD5) Previous issue date: 2012-06-15 / CAPES / Reflexão sobre os modos de realização de um teatro que rompeu com processos tradicionais de criação, tendo como referência o teatro dos anos 60/70 e seus laboratórios experimentais. Para este trabalho duas Companhias do Centro Oeste, o teatro Concreto e a Confraria dos atores foram observadas nos seus processos de criação compartilhada. Michel Foulcaut e a questão do poder traz elementos para problematizar os modos tradicionais e Gilles Deleuze e Felix Guattari apoiam na questão das micropolíticas, aqui denominado de micropolíticas da criação, para a análise das experiências em processos colaborativos das companhias observadas. / Reflections on the means of construction of a theater that broke with traditional processes of creation, taking as reference the ‘80s and '90s theater with its experimental laboratories. For this work, two theater companies from the Central-West region of Brazil, the Teatro Concreto and the Confraria dos Atores, were observed on its processes of shared creation. Michel Foucault and the power issue bring elements to problematize the traditional means and Gilles Deleuze and Felix Guattari support the matter of the micropolitics, named here as micropolitics of creation, for the analysis of the experiments in collaborative processes from the theater companies observed.

Syftet med denna studie är att analysera spoken word texter för att undersöka vardagsproblem i dagens svenska förorter och vetenskapliggöra de sociala kontexterna till de olika vardagsverkligheterna som beskrivs i texterna. Vidare syfte är även att se vilken betydelse poesi och spoken word kan ha för människor i utsatta områden, samt på vilket sätt kan spoken word öka dessa människors känslor av delaktighet och erkännande. För att uppnå syfte har det genomförts narrativ metod för tolkandet av sju spoken word texter. Vid tolkning av texterna har det använts en intersektionell analys. Även en intervju har genomförts för att få djupare förståelse för studiens bakgrund. Analysen av empirin kommer att ha sin teoretiska utgångspunkt i begreppet vardagsverklighet och de olika strukturerna som formar ramarna till de olika vardagsverkligheterna. Mikropolitiska aktiviteter kommer även att analyseras som ett sätt att göra motstånd i det vardagliga livet, och för att förstå motstånd i relation till makt så har denna studie utgått ifrån Foucaults maktperspektiv. Resultatet visar att poeternas vardagsverkligheter präglas av postkoloniala samhällsstrukturer och att de jämnt bemöter fördomar från det övriga samhället. Intersektionell analys på maktstrukturer blir användbar då det visar sig att tjejerna inte känner sig hörda och sedda i förort som för killar symboliserar trygghet. Spoken word ökar inte bara självreflektion och känslan av empowerment men kan även bli ett sätt att göra motstånd mot dessa strukturer och visa en motbild till den bilden av förorter som resten av samhället har.

Made available in DSpace on 2018-06-04T19:14:32Z (GMT). No. of bitstreams: 0 Previous issue date: 2017-07-05 / A Política Nacional de Humanização da Atenção e da Gestão na Saúde (PNH), em plena adolescência, se encontra até hoje mal interpretada não apreendida por muitos, criticada por alguns e entendida por poucos, mesmo pelos profissionais que militam na área da saúde e, portanto, não praticada em sua íntegra, sendo muitas vezes manejada de forma indevida em manobras protocolares. No contexto da atenção hospitalar, a PNH direciona-se a alicerçar o SUS, que traz em seu bojo um processo revolucionário e transformador no campo da saúde, desde que compreendido e articulado em seu processo de atenção, gestão e cuidado com relação aos profissionais de saúde e sociedade. A PNH convoca em especial e diretamente os profissionais de saúde, pacientes e gestores para essa construção, como militantes e transformadores em seus micro e macrosetores, espaços de atuação. Movida pela potência da PNH, objetivou-se interpretar e refletir sobre conceitos, vivências e experiências de humanização de profissionais de saúde responsáveis pelo desenvolvimento, coordenação, gerenciamento e operacionalização da Política Nacional de Humanização, em especial da Instituição Hospital São Paulo, a partir da História de Vida. No tocante à metodologia, empregou-se a História Oral de Vida, com a produção de narrativas de profissionais de saúde que vivenciam e experienciam dentro da Instituição Hospital São Paulo a PNH em sua prática, visto ser um dos primeiros hospitais a desenvolver um grupo de humanização, com apoiadores do Ministério da Saúde. A partir das narrativas, percebeu-se uma certa superficialidade interpretativa e, consequentemente, uma prática que se arrasta pelo campo da saúde em nível institucional, que não transcendeu ao discurso. Porém, tornou-se perceptível que um sistema de atendimento humanizado intrínseco se conforma e se desenvolve em um agir micropolítico, a partir de núcleos de atores-profissionais de saúde, em “rede solidária” favoráveis à interpelação se convocados ao conhecimento e ação real dimensionada, por esta que é uma política pública inovadora que busca o envolvimento dos verdadeiros autores e atores dos cuidados. A história oral se apresentou neste trabalho como um processo humanizador que empodera não apenas os atores-profissionais de saúde que participaram dessas narrativas, bem como o autor. / The National Policy for the Humanization of Health Care and Management (PNH), the adolescence, the consultation, the perception by some and the measurement by few, even by professionals working in the health area and, therefore, is not practiced in its Integrity, and is often misused in protocol maneuvers. In the context of hospital care, the PNH is directed to the SUS base, which brings a revolutionary and transformative process without a health field, provided it is understood and articulated in its process of care, management and care with health professionals and society. The PHN specifically and directly calls on health professionals, patients and managers for this construction, as engines and transformers in their micro and macrosectors, spaces of action. Motivated by the power of the HNP, the objective was to interpret and reflect on concepts, experiences and humanization experiences of health professionals responsible for the development, coordination, management and operationalization of the National Humanization Policy, especially from the Hospital São Paulo Institution, from Life's history. Regarding the methodology, the Oral History of Life was used, with the production of narratives of health professionals who experience within the Institution Hospital São Paulo the PNH in its practice, since it is one of the first hospitals to develop a group of humanizations with supporters of the Ministry of Health. From the narratives, it was perceived a certain interpretive superficiality and, consequently, a practice that is traversed by the field of health at institutional level, that did not transcend to the discourse. However, it was perceived that a system of humanized intrinsic care is developed in a micropolitical action, of the centers of actors-health professionals, in a network of solidarity favorable to the interpellation, if summoned for knowledge and real action, dimensioned by this policy. Innovative approach, which seeks to involve the real authors and actors of care. The oral history was presented in this dissertation as a humanizing process that enabled not only the actors-health professional who participated in these narratives, as well as the author. / BV UNIFESP: Teses e dissertações

No description available.

Abstract This research examines stories told by beginning teachers’ and asks what kinds of tensions characterise their work? In earlier research tensions have been seen as personal, but here the emphasis is on how they are embedded and born in the interaction between the teachers and the relational and micropolitical environments of their schools. Tensions refer to situations, where teachers do not know how to act correctly, when two or more values or views conflict and several possible justifiable courses for action exist. Tensions are not emotions, but they are often accompanied by a strong emotional experiences. Tensions are often seen just as problems, but they can also contribute to professional growth. The empirical part is based on the basic view in narrative research, where telling stories is understood as a means through which people make sense of themselves and the world around them. The main research material are stories produced in interviews with sixteen (16) Japanese beginning teachers. For one sub-study, interviews with seven (7) senior teachers and field notes in one junior high school were also produced. In the analysis, holistic reading of individual stories, multi-voiced analysis of one narrative environment and a more traditional thematic analysis were utilised. The results show how the tensions in beginning teachers’ work are connected to their ideals on being a good teacher conflicting with expectations in the micropolitical environment of the schools. As a junior, the beginning teacher is expected to assume an obedient position with their seniors. The results also show how the views on being a good teacher emphasize putting common interests and responsibilities over personal matters. By acting against the expectations, the beginning teacher may risk harming the very important collegial relationships and therefore often decides to give up his or her ideals. The tensions are therefore born from the teacher having to give up his or her ideals and assuming opposing views. Learning how to deal and live with these relational and micropolitical tensions is connected to teacher well-being and attrition. Therefore, it is recommendable that tensions are paid sufficient attention to in both teacher education and in the schools. / Tiivistelmä Tutkimukseni tarkastelee aloittelevien opettajien tarinoita ja vastaa kysymykseen: millaiset jännitteet luonnehtivat heidän työtään? Aiemmassa tutkimuksessa jännitteitä on pidetty henkilökohtaisina, mutta tässä tutkimuksessa painotetaan sitä, kuinka ne kietoutuvat ja syntyvät opettajien ja heidän koulujensa sosiaalisen ja mikropoliittisen ympäristön välisessä vuorovaikutuksessa. Jännitteet viittaavat tilanteisiin, joissa opettajat eivät tiedä miten toimia, kun erilaiset arvot ja näkemykset ovat ristiriidassa ja perusteltuja toimintatapoja on useita. Jännitteet eivät ole tunteita, mutta niihin liittyy usein voimakkaita tunnekokemuksia. Usein niitä pidetään vain ongelmina, mutta ne voivat myös olla lähtökohtana ammatilliselle kasvulle. Tutkimuksen empiirinen osa rakentuu kerronnallisen tutkimuksen perusajatukselle tarinoiden kerronnasta kertojan tapana rakentaa ymmärrystä itsestä ja ympäröivästä maailmasta. Pääaineistona ovat kuudentoista (16) japanilaisen aloittelevan opettajan kanssa haastatteluissa tuotetut tarinat. Yhtä osatutkimusta varten myös haastateltiin seitsemää (7) kokenutta opettajaa sekä tuotettiin kenttämuistiinpanoja eräällä yläasteella. Analyysissä käytettiin niin holistista lukutapaa, moniäänistä kerronnallisen ympäristön analyysia kuin perinteistä temaattista sisällönanalyysiäkin. Tulokset osoittavat aloittelevien opettajien työn jännitteiden liittyvän siihen, kuinka heidän ihanteensa hyvästä opettajuudesta kohtaavat koulun mikropoliittisessa ympäristössä näiden ihanteiden kanssa vastakkaisia odotuksia. Aloittelevan opettajan oletetaan ottavan juniorina alisteisen aseman suhteessa senioreihin. Tulokset osoittavat myös, että näkemyksissä hyvästä opettajasta korostuu yhteisten velvoitteiden asettaminen opettajan henkilökohtaisten näkemysten edelle. Toimimalla näitä odotuksia vastaan aloitteleva opettaja saattaisi vaarantaa työn kannalta tärkeitä kollegasuhteita ja päätyy siksi usein luopumaan ihanteistaan. Tällöin jännite syntyy siitä, että aloitteleva opettaja joutuu ihanteidensa sijaan omaksumaan niiden vastaisia näkemyksiä. Näiden jännitteiden kanssa eläminen ja käsitteleminen kietoutuvat niin opettajien hyvinvointiin kuin työssä pysymiseen. Tämän vuoksi niihin tulisi kiinnittää riittävästi huomiota sekä opettajankoulutuksessa että työelämässä.

The education reform efforts in Botswana have focused predominantly on teacher preparation, recruitment and compensation. Recruitment efforts have resulted in a significant number of expatriates working with indigenous teachers in many schools. However, as the schools are currently upgraded and restructured, the quality of the working relationships forged between indigenous and expatriate teachers represents one vital aspect in the reform effort that has gone almost unattended. Many teachers have become dissatisfied and concerned about these relationships, despite compensation and preparation. A decisive first step in attending to these relationships lies in understanding how they develop. The aim of this exploratory study was to identify and describe factors related to the development of working relationships between indigenous and expatriate teachers and illustrate how those factors contribute to the development of these relationships. The study employed a micropolitical perspective and through phenomenological interviews, observation and document analysis, indicated that cultural differences in language and communication, regard for time, handling of student discipline, work ethics and professionalism along with ambiguity and uncertainty, professional and interpersonal obligations, indigenous to expatriate teacher ratio and the interplay of micropolitics are related to the development of these relationships. Results, however, are specific to one school context and should not be generalized. The study recommends management strategies such as provision of programmes for cultural exchange, communication mode standardization, a dean of discipline system, faculty building and further research to redress the situation. / Further Teacher Education / M.Ed.

The education reform efforts in Botswana have focused predominantly on teacher preparation, recruitment and compensation. Recruitment efforts have resulted in a significant number of expatriates working with indigenous teachers in many schools. However, as the schools are currently upgraded and restructured, the quality of the working relationships forged between indigenous and expatriate teachers represents one vital aspect in the reform effort that has gone almost unattended. Many teachers have become dissatisfied and concerned about these relationships, despite compensation and preparation. A decisive first step in attending to these relationships lies in understanding how they develop. The aim of this exploratory study was to identify and describe factors related to the development of working relationships between indigenous and expatriate teachers and illustrate how those factors contribute to the development of these relationships. The study employed a micropolitical perspective and through phenomenological interviews, observation and document analysis, indicated that cultural differences in language and communication, regard for time, handling of student discipline, work ethics and professionalism along with ambiguity and uncertainty, professional and interpersonal obligations, indigenous to expatriate teacher ratio and the interplay of micropolitics are related to the development of these relationships. Results, however, are specific to one school context and should not be generalized. The study recommends management strategies such as provision of programmes for cultural exchange, communication mode standardization, a dean of discipline system, faculty building and further research to redress the situation. / Further Teacher Education / M.Ed.

No description available.