A l'école primaire dans laquelle les disciplines scientifiques ne constituent encore qu'un horizon, l'éducation scientifique ne peut pas prendre les formes conçues pour le secondaire. En premier lieu, la référence épistémologique aux sciences doit être pensée non seulement en termes de savoirs mais aussi de pratiques ; en second lieu, la conception psychologique de l'objectivation scientifique doit prendre en compte la continuité entre les trois " mondes " - intérieur, physique et social - où se manifeste la pensée et le rôle d'intermédiaire joué par les signes ; enfin, il est nécessaire de considérer l'interconnexion du curriculum à visée scientifique avec les autres curriculums de l'école primaire ainsi que la multiplicité des références, des visées et des constructions possibles à l'école primaire. Il s'agit donc de préciser les caractéristiques, les dynamiques et les relations des moments principalement scientifiques dans le flux des moments scolaires. Nous proposons de penser le curriculum comme un ensemble de moments scolaires à visée scientifique reliés entre eux et avec d'autres moments par des relations de cohésion et de cohérence : la cohésion est ce qui permet d'assurer une relation de continuité entre deux moment distincts alors que la cohérence est ce qui permet à un ensemble de moments distincts de contribuer à une même visée. La dynamique de chaque moment à visée scientifique repose sur deux processus : l'" objectification ", prise en charge par l'enseignant, qui conduit, à partir de différentes ressources ou références, à des objets à la fois matériels et symboliques appréhendables par les élèves et l'" objectivation ", prise en charge principalement par les élèves qui conduit à différentes élaborations à partir de ces objets et des tâches associées. Nous montrons que cette élaboration curriculaire ouvre des pistes pour renouveler la problématique de l'éducation scientifique à l'école primaire. Le rapprochement entre objet, signe et œuvre permet de concevoir un contenu dynamique des moments scolaires - contenu qui se transforme dans une activité à la fois empirique et dialogique. Par ailleurs, la capacité à gérer les relations de cohésion et de cohérence entre ces moments à visée scientifique et au sein d'un réseau curriculaire plus large apparaît comme un élément clé pour définir une spécialité des enseignants du premier degré.

This thesis evaluates the possibility of using objective measurements to assess the postural function of abdominal muscles. The theoretical part provides an overview of findings regarding postural function of the abdominal muscles and the context for their co-activation using intra-abdominal pressure. The results are summarized in the form of research studies relating postural function and low back pain (LBP). The overview of the methods used to measure intra-abdominal pressure and the abdominal muscle activity is the main focus. In this section, we present a new methodology for measuring the activity of the abdominal muscles by using pressure sensors attached to the abdominal wall in the areas of the groin and the lumbar triangle. Methodology: In the experimental part, we tested 35 healthy subjects (average age 21.26t, SD ± 1,62) in 3 posturally different seated scenarios: 1. resting breathing, 2. with added external load (the subjects held a dumbbell 20% of their body weight) and 3. with maximum voluntary increase in intra-abdominal pressure (the diaphragm test). Results: An independent samples t-test indicated that the pressure created by the abdominal wall for both sensors in situation resting breathing increases in situation external load (HA1: upper sensor p=0.0079, lower sensor p=0.0009). We...

Forskning visar på en lång historia av sexualisering och objektifiering av kvinnor i reklam. Vad forskning inte fokuserat på är sexualiserat våld i reklambilder. Den här studien är en sammanfogning av forskningsfälten genus och våld i reklam. Vad studien vill ta reda på är om sexualiserat våld används vid framställningen av kvinnor i reklambilderna samt den manliga blickens perspektiv. Studien använder sig av kvalitativ semiotisk analys för att undersöka om sexualiserat våld existerar i sex stycken reklambilder från tre stora modeföretag. Reklambilderna är från Calvin Klein, Diesel och Tom Ford 2016 och 2017. Det teoretiska ramverk för analysen är Hirdmans, med fleras, genusteori, Ekman och Mulveys den manliga blicken samt semiotik i form av Barthes fyra nyckelpunkter för konnotation och Goffmans kategorier om framställning av genus i reklam. Analysen visar slutsatser på att kvinnor objektifieras och sexualiseras i reklambilder och framställs som sexobjekt. Denna sexualisering och objektifiering mynnar ut i tecken på att sexualiserat våld normaliseras i samhället. / Research shows a long history of sexualization and objectification of women in advertising. What research has not focused on is sexualized violence in commercials. This study is a merger of the research fields gender and violence in advertising. The study wants to find out if sexualized violence is used in the portrayal of women in the advertising and the male gaze perspective. The study uses qualitative semiotic analysis to investigate if sexualized violence occurs in six commercials from three major fashion companies. The commercials are from Calvin Klein, Diesel and Tom Ford 2016 and 2017. The theoretical framework for the analysis is Hirdman’s, among others, gender theory, Ekman and Mulvey’s the male gaze and semiotics in the form of Barthes’ four key points for connotation and Goffman’s categories for gender advertisement. The analysis shows that women are objectified and sexualized in commercials and are illustrated as sex objects. This sexualization and objectification results in signs that sexualized violence is normalized in society.

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No. of bitstreams: 2 Dissertação - Maria Dolores Martins de Araújo - 2017.pdf: 2276461 bytes, checksum: 25ebd3f628339e2e5064591e6e73de40 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-11-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research is configured as a case study with an ethnographic character (ANDRE, 2005; LÜDKE, ANDRE, 1986; MOURA FILHO, 2005; STAKE, 1994), within the scope of the qualitative interpretativist research (DENZIN; LINCOLN, 2006; ESTEBAN, 2010; ROSA, ARNOLDI, 2006) and aims to contribute to the understanding of the process of representation of public school teachers. In order to do so, it is based on the constructs ‘identity and representation’ in the post-structuralist perspective of Cultural Studies presented by Hall (2009, 2011), Tadeu da Silva ([1999]/2001, 2001, 2009) and Woodward (2009). In this sense, representation is understood as a form of attribution of meanings, product of discourses and subject to asymmetric relations of power (FOUCAULT, 1995; TADEU DA SILVA, 1999), and identity would therefore be representational (TADEU DA SILVA, 2009). We also take the contributions given by Foucault (1979, 1995, 1996, 2003a, 2003b, 2004a, 2004b, 2004c) concerning the notions of discourse, subject, relations of power /knowledge /truth, objectification, subjectivation and resistance as well as on Paniago’s (2005) Morgado’s (2015), Silva’s (2016) and Paraguassú’s (2017) contributions on the discursive processes of objectification/subjectivation and the possibilities of resistance of the subject-teacher. In addition, the elucidations of research in the areas of Education are considered (ARROYO, 2000; TARDIF, 2000, 2014). The research involved sixteen teachers from a state public high school of a town in the interior of Goiás. In the data generation process, the following instruments were used: questionnaires (profile and reflective), narrative, interview and the field diary of the researcher. Initially, it was possible to perceive that the identity is representational and is in continuous (trans) formation, so that the professional representation involves the life histories of each of the teachers, their social reality, the context in which they live, financial conditions, family issues and representations (objectifications) around teaching. They (re)construct their identities through relationships with the work context, with socially recurrent discourses, with a national educational policy, and from relationships with one another (Seduce, direction, students, parents, co-workers), and power relations integrate the whole process. Thus, the subject teachers are an effect of power, a product constituted from the productive power-knowledge-truth relationship, but also, subjects who find micro-practices of resistance. Our analyzes show the productivity of power and the “perpetual and multiform struggle” between power/ knowledge /resistance. However, since the power of the teacher is a micro-power, its resistance, predominantly, is in the sense of denying the objections imposed upon him/her. Thus, this research may be relevant because it allows conditions for reflection on the teaching profession of the public school in Goiás in the current political-social context, opening space for these professionals to (represent) themselves. / Esta pesquisa se configura como um estudo de caso de cunho etnográfico (ANDRÉ, 2005; LÜDKE; ANDRÉ, 1986; MOURA FILHO, 2005; STAKE, 1994), inserindo-se no âmbito da pesquisa qualitativa interpretativista (DENZIN; LINCOLN, 2006; ESTEBAN, 2010; ROSA; ARNOLDI, 2006), e tem por objetivo contribuir para a compreensão do processo de representação dos professores da escola pública. Para tanto, tem-se como alicerce os construtos identidade e representação, na perspectiva pós-estruturalista dos Estudos Culturais apresentados por Hall (2009, 2011), Tadeu da Silva ([1999]/2001, 2001, 2009) eWoodward (2009). Nessa acepção, a representação é entendida como uma forma de atribuição de sentidos, produto dos discursos e sujeita às relações assimétricas de poder (FOUCAULT, 1995; TADEU DA SILVA, [1999]/2001), e a identidade seria, portanto, representacional (TADEU DA SILVA, 2009). Também tomamos as contribuições dadas por Foucault (1979, 1995, 1996, 2003a, 2003b, 2004a, 2004b, 2004c) referentes às noções de discurso, sujeito, relações de poder/saber/verdade, objetivação, subjetivação e resistência, bem como pautamo-nos nas considerações de Paniago (2005), Morgado (2015), Silva (2016) e Paraguassú (2017) sobre os processos discursivos de objetivação/subjetivação e as possibilidades de resistência do sujeito-professor. Além disso, consideram-se as elucidações das pesquisas nas áreas da Educação (ARROYO, 2000; TARDIF, 2000, 2014). A investigação envolveu dezesseis professores de uma escola da rede pública estadual de Ensino Médio de uma cidade do interior de Goiás. No processo de geração de dados foram utilizados os seguintes instrumentos: questionários (perfil e reflexivo), narrativa, entrevista e diário de campo da pesquisadora. Inicialmente, foi possível perceber que a identidade é representacional e está em contínua (trans)formação, de modo que a representação profissional envolve as histórias de vida de cada um dos professores, sua realidade social, o contexto em que vivem, suas condições financeiras, questões familiares e representações (objetivações) em torno da docência. Eles (re)constroem suas identidades mediante as relações com o contexto de trabalho, com os discursos recorrentes socialmente, com a política educacional nacional e a partir das relações com o outro (Seduce, direção, alunos, pais, colegas de trabalho) e as relações de poder integram todo esse processo. Desse modo, os sujeitos professores são um efeito do poder, um produto constituído a partir da produtiva relação poder-saber-verdade, mas também sujeitos que encontram micropráticas de resistência. Nossas análises evidenciam a produtividade do poder e a “luta perpétua e multiforme” entre poder/saber/resistência. Contudo, como o poder do professor é um micropoder, sua resistência, preponderantemente, está no negar as objetivações que lhe são impostas. Assim, esta pesquisa pode ser relevante por possibilitar condições para a reflexão sobre a profissão de professor da escola pública em Goiás na atual conjuntura político-social, abrindo espaço para que esses profissionais se (auto)representem.

Mundialmente multiplicam-se os contextos institucionais em que representantes indígenas são instados a produzirem discursos sobre suas próprias culturas. No Brasil, em particular, emergem, de forma sui generis, os contextos formais de escolarização indígena que se estruturaram ao longo dos anos 90, e se tornaram locus produtivos de enunciados culturais. Essa tese analisa como se deu a constituição da proposta de educação diferenciada como um direito dos grupos indígenas no Brasil. Investiga como se constituiu uma política pública de educação escolar indígena e os percalços pelos quais ela vem passando na medida em que a instituição escolar dissemina-se pelas terras indígenas, Brasil afora. Tomando a formação de professores indígenas como central para a viabilização da propagada educação diferenciada, problematiza os discursos indígenas sobre cultura proferidos a partir da escola indígena. / All over the world, institutional venues giving voice to indigenous representatives have multiplied, compelling them to produce speeches on their own culture. Throughout the 90s, a distinct formal indigenous educational system has emerged, particularly in Brazil, and it serves as a productive locus to enunciate cultural statements. This thesis analyzes the proposal of distinguished education as a right of the indigenous peoples in Brazil. It investigates how a public policy specific for indigenous school education has been structured and the mishaps coming from the spread of the school institution throughout the indigenous lands in Brazil. Taking into account the coaching of indigenous teachers as central for the fulfilment of the disseminated distinguished education, it puts in question the indigenous statements on culture voiced from the indigenous school.

La réduction de toute temporalité préalable à la conscience immanente du temps est le point de départ de la phénoménologie du temps. La question à laquelle il s’agit de répondre est de savoir (1) s’il est possible d’accomplir la réduction phénoménologique de toute temporalité préexistante, et (2) par ailleurs, quelles sont les conséquences à tirer de la possibilité ou de l’impossibilité de cette réduction pour l’expérience du temps et pour la constitution du temps objectif. Dans notre recherche nous avons thématisé la question du statut phénoménologie du temps du monde en tant que problème limite de la phénoménologie en nous appuyant, d’une part, sur les manuscrits de Husserl afin d’argumenter en faveur de la possibilité de la réduction phénoménologique et, d’autre part, sur la phénoménologie du temps de Merleau-Ponty et Blumenberg qui problématisent la possibilité de l’accomplissement de la réduction phénoménologique du temps dans leur approche critique à la phénoménologie transcendantale. Tandis que Husserl met entre parenthèses le temps du monde et réduit le temps donné à l'expérience subjective du temps, Merleau-Ponty et Blumenberg insistent quant à eux sur la pré-donation d'un temps général ainsi que sur sa manifestation comme une perturbation dans la vie du sujet. Le passé naturel du corps (tel qu’évoqué par Merleau-Ponty) et la facticité du temps du monde (telle qu’évoquée par Blumenberg) sont les aspects indéniables de l'expérience du temps qui restent négligés dans l’approche de la phénoménologie du temps de Husserl. L’apparition du temps n'est pas l'identification continue et homogène du flux de la conscience absolue avec elle-même mais un mouvement discontinu. / The reduction of any pre-given form of temporality to the immanent time-consciousness is the starting point of the phenomenology of time. The questions to be answered are (1) whether it is possible to accomplish this phenomenological reduction, and (2) what are the consequences of the possibility or the impossibility of this reduction for the experience of time and for the phenomenological constitution of objective time. In our research we have thematized the phenomenological status of the world-time as a limit problem of phenomenology by relying on Husserl manuscripts in order to argue in favor of the possibility of the phenomenological reduction, and on the phenomenology of time of Merleau-Ponty and Blumenberg who problematize the possibility of the accomplishment of the phenomenological reduction of time in their critical approach to the transcendental phenomenology. While Husserl brackets the world-time and reduces the given time to the subjective experience of time, Merleau-Ponty and Blumenberg insist on the pre-donation of a general time as well as on its manifestation as a perturbation in the life of the subject. The natural past of the body (Merleau-Ponty) and the facticity of world-time (Blumenberg) are the undeniable aspects of the time-experience, which remain neglected in Husserl’s approach to the phenomenology of time. The time-appearance is not the continuous and homogeneous identification of the flow of absolute consciousness with itself, but a discontinuous movement.

En France et au Royaume-Uni le terme dyslexie désigne une situation dans laquelle la maîtrise des compétences lectorales est considérée comme problématique: des critères d’inspiration médicale et psychologique sont appliqués à des performances scolaires dans des contextes où la scolarisation est la norme. L’objet de la thèse est de rendre compte de la construction sociale de la dyslexie, de comprendre comment des pratiques et des dispositifs rendent possible l’émergence d’un genre de personne dyslexique. La première partie traite de la construction de la dyslexie comme problème public des premiers cas au XIXe siècle à la reconnaissance de la catégorie au XXIe. Tandis que l’histoire du problème au Royaume-Uni est celle d’une réussite (les revendications sont structurées autour d’une définition précise et des solutions sont proposées) sa définition est longtemps incertaine et peu autonome en France. On montre dans la deuxième partie que la dyslexie est un problème scolaire, touchant aux savoirs enseignés et évalués par l’école, d’autant plus consistant qu’il est institué dans les normes et les pratiques de l’école. Au Royaume-Uni, sa reconnaissance peut être intégrée aux pratiques pédagogiques des enseignants du fait d’une logique psychologique. En France elle demeure un problème largement extrascolaire, les pratiques d’identification sont surtout paramédicales et sa reconnaissance s’inscrit dans les dispositifs relatifs au handicap. La troisième partie est consacrée à l’étude des outils d’objectivation donnant consistance à la dyslexie. Les difficultés en lecture de certains élèves ne sont appréhendées en ces termes que si elles peuvent être montrées et quantifiées. / In France and the United-Kingdom, the word dyslexia refers to a situation in which the mastery of reading skills is considered to be problematic: criteria inspired by medicine and psychology are applied to school performances, in contexts where schooling is the norm. The purpose of the thesis is to account for the social construction of dyslexia, to understand how practices and dispositives make possible the emergence of a kind of dyslexic people. The first part deals with the construction of dyslexia as a social problem, from the first cases at the end of the 19th century to the recognition of the category at the beginning of the 21st century. While the problem’s history in the United-Kingdom in that of success (claims are structured around a specific definition and solutions are offered), its definition remains uncertain and lacks autonomy for a long time in France. In the second part, I show that dyslexia is a school-related problem – concerning skills taught and assessed at school –all the more consistent that it is integrated into school norms and practices. In the United-Kingdom, its recognition can be part of teachers’ educational practices, due to a psychological logic. In France, it remains largely outside the educational institution (identification practices are mainly paramedical and its recognition is part dispositives related to disability). The third part is devoted to the study of objectification tools which give consistency to dyslexia. Some pupils’ reading difficulties can be comprehended as such only if they are demonstrated and quantified.

La pornographie est souvent désapprouvée moralement, que ce soit aux niveaux éthique, sociétal, politique et juridique. Dans ce mémoire, nous allons nous questionner à savoir si les justifications normatives menant à une condamnation morale de la pornographie sont valides selon une éthique minimaliste. Dans un premier temps, nous tenterons de définir et de délimiter ce concept. Ce faisant, nous verrons qu’il est difficile d’établir une définition claire et objective, car la pornographie s’accompagne souvent de jugements moraux. Ce problème moral des appréciations subjectives conduira à nous questionner sur la dimension morale de la pornographie en lien avec ses jugements de valeurs. Pour ce faire, nous prendrons l’éthique minimaliste de Ruwen Ogien comme base réflexive. Selon cet angle éthique, nous verrons que la condamnation morale selon des critères extrinsèques tels que le consentement et la censure ne sont pas valables. Le critère de consentement est essentiel au niveau éthique et il ne peut pas être contourné. Toujours selon une éthique minimaliste, nous verrons que la censure doit être appliquée de manière minimale en se restreignant au principe de non nuisance. Dernièrement, nous verrons que l’objectivation sexuelle présentant les femmes comme des instruments ne doit pas être jugée moralement. Toutes les justifications conduisant à une condamnation morale de la pornographie ne sont pas valide si nous nous basons sur la conception substantielle du bien sexuel, sur la liberté d’offenser et sur le principe de non nuisance. / Pornography is often morally disapproved ethically, socially, politically and legally. In this research, we will ask ourselves on the normative justifications leading to a moral condemnation of pornography are valid according to a minimalist ethic from Ruwen Ogien. First, we will try to define the concept. Thereby, we will see that it is difficult to establish a clear and objective definition because pornography is often accompanied by moral judgments. This attempt to present a definition is problematic on the moral level, because the standards to qualify pornography is based on subjective judgments. Then, we will clarify the minimalist ethic and the substantial conception of sexual well being of Ruwen Ogien to suggest that the criterion of consent is essential to the ethical level and it cannot be bypassed. Still according to a minimalist ethic, we will see that censorship should be applied minimally limiting to the principle of non nuisance. Sexual objectification that offers modern pornography is often targeted as a moral issue. According to the minimalist ethic, although modern pornography shows women as sex objects, it should not be judged morally. Now, all the justifications leading to moral condemnation are not valid if we rely on the substantial conception of sexual well being, freedom of offence and the principle of non nuisance from Ruwen Ogien.

This study focuses on Berni Searle’s art, in which she searches for alternative figurations of identity. For Searle, identity as a category seems insufficient, as it cannot account for individuals of mixed heritage. Searle’s body of work testifies to an attempt to position and locate herself and marginalised subjects within post-apartheid South Africa. History, tradition, culture, race and gender are pivotal to Searle’s visual examination of her body and her identity, as these inscribe the subject at both symbolic and physical levels. Identity was investigated within South African context and the contexts of various postcolonial, postmodern and feminist debates. Searle’s works were investigated revealing nomadic subjectivity, as philosophised about by Gilles Deleuze and theorised about by Rosi Braidotti. Nomadic subjectivity promotes the notion that identity is fluid and located in the interstitial spaces between dichotomies and various debates. The habitation of such liminal spaces in the interstices between binary oppositions and views relates to what Homi Bhabha has defined as the “third space” and the notion of hybridity. Searle constructs her identity by affixing disparate aspects of her self. This is a continuous process whereby the artist inserts and erases her body. Searle’s works are investigated by using the film as a format. In Cinema 1: the movement-image (1986) Deleuze outlined three core cinematic elements, namely the frame, shot and montage, which are employed in an attempt to investigate the various processes at work in Searle’s artistic production. In addition to this, these filmic components were considered for their conceptual implications both in terms of the medium of film and symbolically. The concept of time, as discussed in Cinema 2: the time-image (1989) was utilised to investigate the implications of time for the nomadic subject and the notion of memory. Copyright 2005, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Adendorff, A 2005, Nomadic figurations of identity on the work of Berni Searle, MA dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-12072005-161121 / > / Dissertation (M (Visual Studies))--University of Pretoria, 2006. / Visual Arts / unrestricted

The purpose of this study was to examine which kind of expressions of the woman that were present in the selected advertising images and how they could affect how women are represented. A qualitative content analysis was conducted. The six most liked CAIA Cosmetics Instagram posts from their lipstick campaign in 2019 were chosen and analysed. The study used a denotative and connotative analysis of the pictures. In conclusion this study showed that the analysed pictures contained a sexualised, objectified, and stereotypic way of portraying women. We found expressions that showed that looks were more important than skills and that the woman’s place was at home being good-looking. We also found the expression of that the pictures sold the feeling of desire. The desire was built on a narcissistic notion of selfimprovement and an illusion of that acquiring a product will make you beautiful, sexy, successful, and thereby desirable.